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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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    A Study on Comparative Examination of the Theme Power, Authority and Management in the Social Studies Curriculums of Turkey, Canada (Alberta) and England
    (Nesibe Aydin Education Inst, 2019) Yavuz, Mustafa; Ozkaral, Tugba Cevriye
    This study aims to examine and compare the curricula of Social Studies courses in Turkey, Canada (Alberta) and England in terms of the theme Power, Authority and Management. It is aimed to determine the similarities and the differences. In the study, qualitative research method was adopted. The source of the data consisted of the social studies curricula applied in Turkey, Canada (Alberta) and England. In the study, the criterion sampling of non-probability sampling methods was used. The findings of the study were obtained using a document analysis. In the analysis of data, descriptive analysis method of qualitative research techniques was used. In the light of the findings obtained in the study, it was seen that right, responsibility, freedom, democracy and constitution were common and were included in the programs of all three countries. It was also determined that the three countries included higher-order thinking skills related to the theme. Based on the research findings, documents such as the Canadian Charter of Rights and Freedoms and the La Grande Paix De Montreal Treaty that are being implemented in other countries may be included in the program in order to give students a universal perspective on laws and rules.