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    Cognitive and Affective Features of Vocational High School Students
    (Turkish Education Assoc, 2016) Yavuz, Mustafa; Gulmez, Deniz; Ozkaral, Tugba Cevriye
    Present research aims to shed light on cognitive and affective features of vocational high school ninth graders by following a phenomenological approach. At the end of a data analysis, the following themes emerged: (a) emotions erupt when faced with failure, (b) undiscovered or undeveloped skills of students, (c) social support in the process of learning, (d) failure to concentrate on the exam, (e) teacher competencies from students' views, (f) complementary trainings, (g) favored learning strategy, (h) method and techniques of students, (i) the most popular/unpopular lesson, (j) families' and student's targets, (k) expectations for the future, (l) distinguished family members as students' role models, (m) variables impinging on learning motivation, (n) teacher attitudes.
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    Cognitive and Affective Features of Vocational High School Students
    (Turkish Education Assoc, 2016) Yavuz, Mustafa; Gulmez, Deniz; Ozkaral, Tugba Cevriye
    Present research aims to shed light on cognitive and affective features of vocational high school ninth graders by following a phenomenological approach. At the end of a data analysis, the following themes emerged: (a) emotions erupt when faced with failure, (b) undiscovered or undeveloped skills of students, (c) social support in the process of learning, (d) failure to concentrate on the exam, (e) teacher competencies from students' views, (f) complementary trainings, (g) favored learning strategy, (h) method and techniques of students, (i) the most popular/unpopular lesson, (j) families' and student's targets, (k) expectations for the future, (l) distinguished family members as students' role models, (m) variables impinging on learning motivation, (n) teacher attitudes.
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    Education Life of Students from Parents' Perspective (A Qualitative Analysis in the context of Memories)
    (Ani Publishing, 2018) Toprakci, Erdal; Gulmez, Deniz
    The purpose of this research is to examine memories of parents about education life of their children that they experience and consider memories significant. This study based on narrative inquiry of qualitative research methodology. In the study, memories of 143 people were studied. Data were collected by semi-structured interview technique and were analyzed by content analysis. As a result of study three themes were come to exist: Student-centered, parent-centered and teacher-centered. The majority of categories that constitute theme of parent-centered memories characterized cases as negative. Student achievement, starting to school, social activities, overcoming the difficulties to study, unexpected behavior from student, get harm/damage to the child and take a lesson from undesired situation are the most emphasized categories that constitute the theme of student-centered memories. Teacher's attention and guidance, making discrimination of teacher and teacher-family collaboration are the most emphasized categories of teacher-centered memories theme. It is seen that family involvement is one of the variables explaining student achievement. Parents should be actively involved in the education of their children and should be in constant contact with their teachers.
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    Education Life of Students from Parents' Perspective (A Qualitative Analysis in the context of Memories)
    (Ani Publishing, 2018) Toprakci, Erdal; Gulmez, Deniz
    The purpose of this research is to examine memories of parents about education life of their children that they experience and consider memories significant. This study based on narrative inquiry of qualitative research methodology. In the study, memories of 143 people were studied. Data were collected by semi-structured interview technique and were analyzed by content analysis. As a result of study three themes were come to exist: Student-centered, parent-centered and teacher-centered. The majority of categories that constitute theme of parent-centered memories characterized cases as negative. Student achievement, starting to school, social activities, overcoming the difficulties to study, unexpected behavior from student, get harm/damage to the child and take a lesson from undesired situation are the most emphasized categories that constitute the theme of student-centered memories. Teacher's attention and guidance, making discrimination of teacher and teacher-family collaboration are the most emphasized categories of teacher-centered memories theme. It is seen that family involvement is one of the variables explaining student achievement. Parents should be actively involved in the education of their children and should be in constant contact with their teachers.
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    Overview of Educational Research from Turkey Published in International Journals: A Bibliometric Analysis
    (Turkish Education Assoc, 2021) Gulmez, Deniz; Ozteke, Irem; Gumus, Sedat
    The purpose of this study is to examine educational research from Turkey published in international education journals with bibliometric analysis method. For this purpose, the documents published in journals covered by the Web of Science's (WoS) SSCI, SCI-Expanded and AHCI indexes were reached. A total of 6312 articles were included in the analysis after the necessary exclusion criteria were applied for elimination. Descriptive analysis and bibliometric analysis methods were used to analyze the data. According to the analysis that are conducted based on the WoS citations of the reviewed articles, it is seen that the authors who work in the fields of educational technology and science education stand out in terms of productivity and impact. In terms of the institutions where the authors work, Hacettepe University ranked first regarding the number of articles and Middle East Technical University ranked first regarding the number of citations. According to the co-author analysis of institutions, it is seen that state universities that are based in Ankara form strong co-authorship ties with each other and with other Anatolian universities. Four major clusters emerged in the co-citation (author) analysis. The cluster located in the center of the map mostly consists of researchers working on research methods. The other dense cluster is seen to be composed of researchers focusing on educational psychology, measurement and evaluation, and statistics. It is seen that the third big cluster consists of researchers working on topics of self-regulation, motivation, self-efficacy, goal and achievement orientation and the fourth cluster consists of researchers working in the field of science education. The concepts that become apparent in the clusters emerged from the co-word analysis are student, education, attitude, technology, achievement, performance, science education, efficacy, teacher and knowledge. It is recommended that more detailed reviews of specific fields or subjects identified in this study should be carried out by field experts.
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    Overview of Educational Research from Turkey Published in International Journals: A Bibliometric Analysis
    (Turkish Education Assoc, 2021) Gulmez, Deniz; Ozteke, Irem; Gumus, Sedat
    The purpose of this study is to examine educational research from Turkey published in international education journals with bibliometric analysis method. For this purpose, the documents published in journals covered by the Web of Science's (WoS) SSCI, SCI-Expanded and AHCI indexes were reached. A total of 6312 articles were included in the analysis after the necessary exclusion criteria were applied for elimination. Descriptive analysis and bibliometric analysis methods were used to analyze the data. According to the analysis that are conducted based on the WoS citations of the reviewed articles, it is seen that the authors who work in the fields of educational technology and science education stand out in terms of productivity and impact. In terms of the institutions where the authors work, Hacettepe University ranked first regarding the number of articles and Middle East Technical University ranked first regarding the number of citations. According to the co-author analysis of institutions, it is seen that state universities that are based in Ankara form strong co-authorship ties with each other and with other Anatolian universities. Four major clusters emerged in the co-citation (author) analysis. The cluster located in the center of the map mostly consists of researchers working on research methods. The other dense cluster is seen to be composed of researchers focusing on educational psychology, measurement and evaluation, and statistics. It is seen that the third big cluster consists of researchers working on topics of self-regulation, motivation, self-efficacy, goal and achievement orientation and the fourth cluster consists of researchers working in the field of science education. The concepts that become apparent in the clusters emerged from the co-word analysis are student, education, attitude, technology, achievement, performance, science education, efficacy, teacher and knowledge. It is recommended that more detailed reviews of specific fields or subjects identified in this study should be carried out by field experts.
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    Teacher leadership and the Turkish context: the impact of the structural characteristics of the school and teacher leadership culture
    (Emerald Group Publishing Ltd, 2022) Gulmez, Deniz
    Purpose The aim of this study is to investigate the impact of the structural characteristics of the school and teacher leadership culture on teacher leadership. Design/methodology/approach The correlational research model used the research. The predictors of teacher leadership were identified using hierarchical regression analysis provided by 447 K-12 teachers. Findings The findings revealed that teacher leadership was found to be influenced by school structural factors and teacher leadership culture. While the complexity and formalization sub-dimensions of the structural characteristics are variables that explain teacher leadership, the centralization sub-dimension did not play a significant role. Professional cooperation and administrator support, both sub-dimensions of teacher leadership culture, were found to explain teacher leadership. Originality/value In the literature, teacher leadership have been studied enormously from past to present. It is seen that teacher leadership is affected by school culture and structure. From this point of view, this study focused on the context in which teacher leadership behaviors emerged.