International Journal of Social Sciences最新文献

{"title":"Milli Eğitim Yönetiminde Eğitim Politikası Analiz Sürecini Uygulamaya Dönüştürme","authors":"Alper Tuncay","doi":"10.52096/usbd.8.33.15","DOIUrl":"https://doi.org/10.52096/usbd.8.33.15","url":null,"abstract":"Summary Limitations on developing real knowledge about the education system and its performance minimize the lack of potential resources in policy development. This type of information also forms the basis for achieving consensus. Understanding the problems in the education system, developing the sharing and finding a strategy for it is a critical process in reaching the foundation. Because such consensus is a key to encouraging synergetic action and cooperation by many segments that typically play a role in parts of implementation policies in the education system. To illustrate the difficulty of achieving consensus in the absence of good analytical work, we have to say that it is the best in policy discussions with priority views on the weaknesses and strengths of the education system, and how its performance should best be improved. As a result, it is not a surprise to see the political discussions at an impasse. Because it is difficult to assess the pros and cons of options only on the basis of theoretical arguments. For example, someone might argue that multilevel learning is pedagogically weak. But someone else also claims that equal-level learning can be quite effective. Because in this, each student devotes more time independently and makes the demands on teachers to teach the diversity of students' learning styles more obvious. It is not possible to emphasize the validity of any assessment of the effectiveness of multiple learning without empirical evidence to compare learning outcomes under the alternative learning arrangement. Of course, analytical work does not consist of discussion alone. But it helps those who shed light on the thoughts in reaching that conclusion. Key Words: National Education, Education Management, Education Policy, Analysis Process","PeriodicalId":506660,"journal":{"name":"International Journal of Social Sciences","volume":"1985 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139807526","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Eğitim Yönetiminde Etkili Metodik Değerlendirme Süreçlerinin İncelenmesi","authors":"Halil Bektaş","doi":"10.52096/usbd.8.33.16","DOIUrl":"https://doi.org/10.52096/usbd.8.33.16","url":null,"abstract":"Methodically making a negative assessment of the effectiveness and efficiency of a policy or program immediately, rather than over a broader period of time, may lead to the termination of the program. When evaluating an institution in educational management, the content of the evaluation, it and the values involved in the event will affect the final evaluation as a whole. In this context, one of the decisions that should be taken before making any policy evaluation is to determine who should make the evaluation. The specific circumstances surrounding the necessity for any evaluation will have a significant impact on the alternative that will be selected. Within this framework, the suitability of time, financing situation, subject matter expertise, understanding of evaluation findings and management support, etc. the concepts of internal evaluation and external evaluation stand out in terms of the functioning of processes. Internal assessments have other advantages, such as low cost. In addition, internal evaluators are more predisposed to the organization itself, the evaluated program and related policies, corporate stakeholders and the target audience. The biggest disadvantage of internal evaluation is its real and perceived biases. There is real prejudice. Because it is human nature for corporate members to perceive program errors through the lens of their common corporate experience. External evaluations also have a number of advantages in terms of minimizing biases, at least internal biases. The most important advantage of external evaluation is that evaluators are perceived as impartial because they have no interest in the evaluation results. The plus advantage of using external evaluators is that they are not part of the corporate culture, program and evaluated policy, and their professionalism, previous experience, training, values and perceptions offer them a completely different perspective on problem identification and potential improvements. An important disadvantage of using external evaluators is that it is more expensive than internal evaluation and more time is needed. External evaluations take more time. Because evaluators need to internalize the programs or institutions as well as the policies, programs and institutions they evaluate. Key Words: Educational Management, Educational Effectiveness, Methodical Evaluation","PeriodicalId":506660,"journal":{"name":"International Journal of Social Sciences","volume":"29 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139806277","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Eğitim Yönetiminde Etkili Metodik Değerlendirme Süreçlerinin İncelenmesi","authors":"Halil Bektaş","doi":"10.52096/usbd.8.33.16","DOIUrl":"https://doi.org/10.52096/usbd.8.33.16","url":null,"abstract":"Methodically making a negative assessment of the effectiveness and efficiency of a policy or program immediately, rather than over a broader period of time, may lead to the termination of the program. When evaluating an institution in educational management, the content of the evaluation, it and the values involved in the event will affect the final evaluation as a whole. In this context, one of the decisions that should be taken before making any policy evaluation is to determine who should make the evaluation. The specific circumstances surrounding the necessity for any evaluation will have a significant impact on the alternative that will be selected. Within this framework, the suitability of time, financing situation, subject matter expertise, understanding of evaluation findings and management support, etc. the concepts of internal evaluation and external evaluation stand out in terms of the functioning of processes. Internal assessments have other advantages, such as low cost. In addition, internal evaluators are more predisposed to the organization itself, the evaluated program and related policies, corporate stakeholders and the target audience. The biggest disadvantage of internal evaluation is its real and perceived biases. There is real prejudice. Because it is human nature for corporate members to perceive program errors through the lens of their common corporate experience. External evaluations also have a number of advantages in terms of minimizing biases, at least internal biases. The most important advantage of external evaluation is that evaluators are perceived as impartial because they have no interest in the evaluation results. The plus advantage of using external evaluators is that they are not part of the corporate culture, program and evaluated policy, and their professionalism, previous experience, training, values and perceptions offer them a completely different perspective on problem identification and potential improvements. An important disadvantage of using external evaluators is that it is more expensive than internal evaluation and more time is needed. External evaluations take more time. Because evaluators need to internalize the programs or institutions as well as the policies, programs and institutions they evaluate. Key Words: Educational Management, Educational Effectiveness, Methodical Evaluation","PeriodicalId":506660,"journal":{"name":"International Journal of Social Sciences","volume":"13 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139866476","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Two Critics of Logical Positivism: Karl Popper and Thomas Kuhn","authors":"Zeynep Berke","doi":"10.52096/jsrbs.8.33.12","DOIUrl":"https://doi.org/10.52096/jsrbs.8.33.12","url":null,"abstract":"Criticisms of the understanding of science and philosophy put forward by logical positivism are varied. Some of them are philosophers who, with a radical objection, reject almost all the principles of positivism and claim that a philosophy that excludes metaphysics will cease to be philosophy. On the other hand, there have been philosophers who have not completely abandoned the ideal of scientific thought, but have proposed different criteria or perspectives, stating that the principles of Logical positivism are wrong. In this study, we will discuss the thoughts of Karl Popper, who offers alternative perspectives on the nature, validity and limits of scientific knowledge, and Thomas Kuhn, who criticized Popper as well as positivists, which we can include in the second group. Keywords: Logical Positivism, Karl Popper, Thomas Kuhn, Falsificationism, Paradigm Shift.","PeriodicalId":506660,"journal":{"name":"International Journal of Social Sciences","volume":"541 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140482775","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Sınıf Öğretmenlerinin Hayat Bilgisi Dersinde Karşılaştıkları Sorunlar","authors":"Ramazan Peker","doi":"10.52096/usbd.8.33.13","DOIUrl":"https://doi.org/10.52096/usbd.8.33.13","url":null,"abstract":"The aim of this research is to evaluate the Life Sciences education and training process of classroom teachers according to teachers' opinions. The research was carried out using the case study method, one of the qualitative research methods. The study group of the research consists of 27 classroom teachers working in Kocaeli and participating in the research voluntarily. A semi-structured interview form created by the researcher was used as a data collection tool. The findings obtained by applying the interview form were evaluated with descriptive analysis, and the findings were presented in tables with percentage and frequency values. As a result of the research, teachers; the curriculum is not up-to-date and relevant to life, there are balance problems in the number and duration of achievements, and the achievements are insufficient in terms of students' personal development; They encountered problems in the learning-teaching process due to student-centered teaching and techniques not being applied adequately and effectively; students do not show enough interest in the lesson; He has the opinion that there are quality problems regarding the textbooks and their content. Key Words: Life science, teaching, program, teacher","PeriodicalId":506660,"journal":{"name":"International Journal of Social Sciences","volume":"61 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140482600","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Türkçülerin İslamcılara Karşı Eleştirisel Yaklaşımları","authors":"Goomaral Damdi̇nsuren","doi":"10.52096/usbd.8.33.14","DOIUrl":"https://doi.org/10.52096/usbd.8.33.14","url":null,"abstract":"Although the Turkism movement is defined as one of the elements that could save the state during the collapse of the Ottoman Empire, the historical and political roots of the concept should be seen as the process of a nation holding on to itself. Turkism, which has been criticized for being worldly and discriminatory against Islamism, has been the subject of these criticisms for a long time, and has often not had the opportunity to express itself clearly among these discussions. In this study, the critical approaches of Turkists against Islamists have been tried to be explained as a whole, through a literature review, through Ahmet Ağaoğlu, Ziya Gökalp and Nihal Atsız. During the phase of the study, a literature review was conducted and opposing views were examined with a comparative method. Key Words: Turkism, Islamism, Ziya Gökalp, Ahmet Ağaoğlu, Nihal Atsız, nation","PeriodicalId":506660,"journal":{"name":"International Journal of Social Sciences","volume":"72 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140485590","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Eğitim Siyasasının Yapılandırılması Formülasyonunda Karar Verme (Decision-Making) Modelleri","authors":"Erdoğan Ergin","doi":"10.52096/usbd.8.33.11","DOIUrl":"https://doi.org/10.52096/usbd.8.33.11","url":null,"abstract":"Abstract The decision-making process in education policy making begins with the raising of an education-related problem, which is often the first step towards the legislative process. In this regard, the decision-making process focuses on how the proposals included in the policy agenda will be implemented and with what strategies they can be implemented. Again, qualified information obtained from the policy analysis department can directly affect decision-making mechanisms. However, it is decided by adding cultural, social, economic and other dynamics of society in order to decide on the policy alternative that will be included in the policy agenda. There are basically several different approaches and models for the realization of the decision-making function. The first of these is the rational model, the other is the Deconstructive model, and finally the mixed models that provide a compromise between these two. As a result of the formulation phase in the education policy process within this framework, a set of laws or rules may not always be formed. In some cases, legislators and decision makers may not consider the formulated considerations appropriate. Any formulated issue can be delayed by spreading over time and can be suspended due to different situations. Therefore, the solutions formulated for the solution of any problem do not mean that the problem has been completely solved. In some cases, the general managerial will may not consider problems that are formulated very effectively appropriate for different and dysfunctional reasons. This is an indication that even if the problem is very important and is very important by different groups, it may fall off the agenda over time. Key Words: Education Policy, Structuring Formulation, Decision-Making Models","PeriodicalId":506660,"journal":{"name":"International Journal of Social Sciences","volume":"69 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139597008","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Influence of teaching updates on the effectiveness of the learning process in basic general education","authors":"Lisbeth Carolina Cedeño-Rivadeneira, Jorge Luis Mendoza-Loor","doi":"10.21744/ijss.v7n1.2237","DOIUrl":"https://doi.org/10.21744/ijss.v7n1.2237","url":null,"abstract":"The Influence of teacher updating on the effectiveness of the teaching-learning process in Basic General Education in the City of Chone aims to improve how educators teach in basic education, to increase the effectiveness of the process of Learning. This is achieved through the acquisition of new skills and knowledge by the teacher, allowing him to teach classes more effectively, the lack of opportunities to participate in pedagogical seminars and workshops can result in limited knowledge of the subject content and, consequently, in the difficulty of generating significant learning. The importance of the teacher choosing and using innovative methodologies to address this situation is highlighted. The methodological approach of the study will be mixed, which means that it will combine quantitative and qualitative methodologies. Techniques were used descriptive-correlational such as interviews with teachers and surveys with students, the sample applied was 10 teachers and 50 EGB students, reaching the following conclusions: It is highlighted that teachers are aware of the importance of staying updated in their profession, however, despite this awareness, it is mentioned that some teachers do not give it enough importance. ","PeriodicalId":506660,"journal":{"name":"International Journal of Social Sciences","volume":"30 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139612028","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"İmam Gazalî’nin Tekfir Problemine İki Farklı Yaklaşımı","authors":"Sevgi Süneri̇n","doi":"10.52096/usbd.8.33.01","DOIUrl":"https://doi.org/10.52096/usbd.8.33.01","url":null,"abstract":"The aim of this article is to examine in detail two different views of Ghazali about the takfir problem and to reval the contribution of the thinker has made to the science of Kalam in this regard. İn this context, Ghazali’s Works named Tehafütü’l Felasife and Faysalu’t- Tefrika were examined. When these two Works of Ghazali are discussed and examined, it turns out that two different Ghazali characters are encountered. The first of these is a Ghazali who defends and protects the idea of circumcision against other schools. He played a very effective role in his lifetime in order to dominate the idea of th people of circumcision and had an extreme understanding that takfired Islamic philosophers. We observe Ghazali’s second approach in his work called Faysalu’t- Tefrika, which reveals a completely different understanding from the disaster. İn this work, Ghazali followed a scientific method in the claims of truth of religions and sects rather than showing political views in the context of imitation, takfir and marginalization, and showed a very conciliatory attitude. İmam Ghazali, who is affiliated whith the Eşari school, emphasized that imitation is one of the reasons that lead the person to takfir. Imitationism, which leads people to perversion and is spread over a wide base, is a state of blind adherence to any view or religion without being able to fully undestand the cause. Due to this bigoted thought, many sects and movements were able to find supporters whose shock was tight to them. In this sect, the supporters, who are connected to the movements whith an algebraic apporoach, are unquestioningly connected to their belief and have heatedly defended their beliefs. This situation negatively affected Islamic society and caused today’s people to not analyze facts and events in the light of reason and science, but to act with a reductionist approach. Keywords: Ghazali, Tekfir, Tehafütü’ül Felasife, Faysalu’t- Tefrika.","PeriodicalId":506660,"journal":{"name":"International Journal of Social Sciences","volume":"59 41","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139532719","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Pawns of Empire: Unraveling the Role of Dashnaktsutyun in British Geopolitical Strategy (1890-1922)","authors":"H. Avci","doi":"10.52096/usbd.8.33.04","DOIUrl":"https://doi.org/10.52096/usbd.8.33.04","url":null,"abstract":"This paper examines the instrumental role of Dashnaktsutyun, also known as the Armenian Revolutionary Federation, in the geopolitical strategies of the British Empire during the early 20th century. Initially emerging as a nationalist movement within the Ottoman Empire, Dashnaktsutyun was co-opted by external powers, particularly Britain, to serve broader imperial interests in the Eurasian region. The study delves into the organization’s activities in the Ottoman, Russian, and Iranian territories, highlighting how its operations, under the guise of Armenian nationalism, were significantly influenced by British geopolitical objectives. The paper also explores the complex interplay between nationalist movements and international power politics, particularly in the context of the Great Game between the British and Russian Empires. A critical analysis of Dashnaktsutyun’s role during key historical events, such as the Soviet invasion of Armenia in 1920, reveals a prioritization of foreign directives over national resistance, impacting the trajectory of Armenian history and reflecting the broader dynamics of early 20th-century imperialism. This study serves as a cautionary tale of how nationalist movements can be redirected by external influences, often at the expense of their foundational principles and the welfare of their people. Keywords: Dashnaktsutyun, Armenian Revolutionary Federation, British Geopolitical Strategy, Armenian Nationalism, Imperialism, Soviet Invasion of Armenia, Great Game, Pan-Islamism, Pan-Turanism","PeriodicalId":506660,"journal":{"name":"International Journal of Social Sciences","volume":" 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139624107","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}