Roleof Womenin Educationin Victorian England

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Role of Women in Education in Victorian England
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JOURNAL OF EDUCATIONAL
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May 2015
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May 2015, Volume: 5 Issue: 2 Contents ISSN: 2146-7463
CONTENTS……………………………………………………………………………………………………………………………………………….…….v
01. THE SIGNIFICANCE OF ESTABLISHING DEMOCRATIC EDUCATION ENVIRONMENT AT SCHOOLS………………..1

Dr. Önder Şanlı, Mehmet Altun- TURKEY
02. FACEBOOK AND DIMENSIONS OF COMMUNICATION OVER OPEN EDUCATION………………………………………..9

Assoc. Prof. Mediha Sağlık Terlemez - TURKEY
03. THE EMPATHY AND INTEGRATION OF CHILDREN WITH DISABILITIES………………………………………………………22

PhDc. Sanja Selimović , Prof. Dr. Stanko Blatnik, Nina Aberšek - SLOVENIA
04. A NEEDS ASSESSMENT FOR GRADUATE PROGRAMS IN EDUCATION FACULTIES……………………………………..27

Assist. Prof. Dr. Mustafa Cansiz, Dr. Nurcan Cansiz- TURKEY
05. SCHOOL ENVIRONMENT AND CREATIVITY DEVELOPMENT: A REVIEW OF LITERATURE…………………………..33

Dr. Sari Salem Alfuhaigi- SAUDI ARABIA
06. THE VIEWS OF 100 PRESERVICE ART EDUCATION STUDENTS

ON TEACHER RECRUITMENT IN TURKEY……………………………………………………………………………………………………….38
Assoc. Prof. Dr. İsmail Özgür Soğancı- TURKEY
07. E-LEARNING MOBILE APPLICATION FOR ARABIC LEARNERS………………………………………………………………..….45

Eng, Abdelghani Karkar, Prof. Dr. Jihad Mohamad Alja’am, Prof. Dr. Mohamad Eid,
Prof. Dr. Andrei Sleptchenko- QATAR
08. THE ROLE OF WOMEN IN EDUCATION IN VICTORIAN ENGLAND……………………………………………………………..55

Lect. Çağlar Demir- TURKEY
09. ENCYCLOPEDIC EDITIONS AVAILABLE TO PERSONS WITH DISABILITIES:

THE PAST, PRESENT AND FUTURE…………………………………………………………………………………………………….………….60
PhDc. Mateja Bublić, Dr. Zdenko Jecić- CROATIA
10. OUTLOOKS OF CONSERVATORY PIANO MAJORS TOWARD THE USE

OF TURKISH COMPOSERS’ WORKS IN APPLIED PIANO LESSONS……………………………………………………………….….65
Assoc. Prof. Dr. Onur Nurcan, Assoc. Prof. Dr. Deniz Beste Çevik Kılıç,
Assoc. Prof. Ebru Güner Canbey- TURKEY
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May 2015, Volume: 5 Issue: 2 Article: 01 ISSN: 2146-7463
THE SIGNIFICANCE OF ESTABLISHING DEMOCRATIC EDUCATION ENVIRONMENT

AT SCHOOLS
Dr. Önder Şanlı

Malatya MEM
TURKEY
ondersanli44@hotmail.com
Mehmet Altun
Malatya MEM
TURKEY
altunx@hotmail.com
Abstract
Having democratic attitude is one of the best ways of living happily and peacefully in a modern society for
individuals. Democracy is one of the most accepted ways of governing system in our modern world. In this case
democracy education and establishing a democratic environment at schools are so significant for the students,
teachers and administrators. Teaching democratic behaviors and attitudes and democratic management
applications at schools are so important. Because these democratic gainings will be good examples for the
students’ future life. Because of all these reasons, one of the most important tasks of schools should be
helping students to realize the values of democracy. Educational activities at schools are also extremely
important for establishing democratic culture at schools. Behaviors of administrators, teachers, families,
students and education programmes take place important roles during this process.
Key Words: Democracy, democracy education at schools, democratic education.
INTRODUCTION
Democratic education is the process of educating society by means of education activities by transferring the
principles and rules of democracy, human rights and freedoms being transferred into open or closed goals in
the education programmes. In order that the culture of democracy becomes a way of life, it is important that
individuals should be in the environment in which this culture prevails. Starting from the very early ages,
students’ manners and attitudes in their environment in which the students spent most of their time are quite
important in the sense of interiorizing democracy. The basic term of being a democratic society depends on a
democratic education (Edwards, 2008). The most important function of democratic education is to make the
democracy natural attitude and way of thinking of man by developing the thought of democracy in human
mind. Democratic education is a kind of education that depends on the power of individual’s comprehension
but not according to people’s class, race, sex, diversity of thoughts (Gökçe, 2005). For this reason, democratic
education is the guarantee of ‘democratic order’. According to Dewey, an ideal democracy is in need of high
level educated people so that they are aware of the consciousness of the social duties of political life and
responsibilities (Gutek, 2001). Otherwise, as Plato said, ‘when the education of people isn’t enough, leaders’
insatiable wishes that aren’t depended on certain principles can convert democracy easily into demagogy and
despotism’ (Gözütok, 2004).
Students, in the frame of democratic rules, should be provided to think, to argue, to criticise and to be
criticised, to respect to different thoughts and majority, to act tolerantly, to reach an agreement. The
individuals who live in the environment in which these activities are made, , they can gain more easily and
permanently by experiencing the attidutes and manners that democracy require (Yeşil, 2003). Accordin to
Chomsky (1997) two equally important goals should be determined; on one hand, the formation of wise and
rational action; on the other hand the development of personal creativity and recognizing the other as a
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subject. As a result of democratic education, it is aimed that individuals internalize democratic values. If
education is constituted on the democratic values, it is widely accepted that it should be a means of man’s
happiness and development (Garrision, 2001).
PROBLEM
Democracy is one of the most accepted ways of governing system in our modern world. In this case democracy
education and establishing a democratic environment at schools are so significant for the students, teachers
and administrators. The aim of education should be that environment and freedom that are necessary for
growing the child’s his own creative impulsion should be provided (Chomsky, 2007). This means that
democracy can be learned with education.
According to Dewey, democracy and education go hand in hand and only democratic education can create a
democratic society. In this sense, school should be a miniature society. So, children can obtain the basic
principles of democratic life at school (Gutek, 2001).
The most important places where democracy can be learned are schools. Even though democracy is a learnable
way of life, it is a system of values that are difficult to get only by education. It is not possible by putting
lessons in the programme related with democracy and human rights. Because, putting the lessons related with
democracy in the programme is meaningful to some extent (Cafoğlu, 1997). School can be a sample of
democratic culture by putting them into the environment where students learn by living a democratic life.
Schools are, at that, expected to be democratic schools and for this reason, students at school have started to
learn on their own, to communicate, to do wrong, to correct the wrong, to be stuck and to love (Harrison,
2003).
Democratic culture through democratic education will give the opportunity of educating students, starting
from the early ages, that will have important places in the society in the future. In this contex, to train
individuals who have interiorized the democratic values will have an important place in dominating the society
by developing the democratic culture.
Purpose
The aim of this study is to show the effects and necessity of democratic education on students and society. It is
also aimed to give information about the developing process of democratic education with the results of the
researches previously done.
METHOD
This study was designed in conceptual model. Democratic education is one of the most important concepts in
our globalizing world. It can not be noted that the term ‘democratic education’ is examined and discussed
sufficiently in the field of education administration. Within this perspective, this article is an introduction to the
concept of democratic education. It aims to improve our understanding of democratic education. In this
context, in this article, mainly the concept of democratic education has been described and related concepts
has been introduced.
What Is Democratic Education?

It is an indisputable fact that education is very important in understanding and applying democracy correctly as
a form of life. Because democratic way of living can be learned by way of democratic life and schools (Ertürk,
1981). The aim of education should be that environment and freedom that are necessary for growing the
child’s his own creative impulsion should be provided (Chomsky, 2007). This means that democracy can be
learned with education. According to Touraine (2004), it is evaluated that the most important indicator of
democracy is the effort for forming citizens that have responsibility and look for the puplic’s advantage.
Regardless the fact that education has many definitions, it can be stated that it is the process of getting skills
which are necessary that the individual can continue his existence, that he can harmonise with his environment
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and that he can make himself real. That the education, although it exists in every part of life, is applied
systematically and programmed with the help of experts generally happens in school environment (Arabacı,
2005). The aim of democratic education is to raise citizens who are quizzical and analyser in their world’s view
and besides this they know democratic rules and its applications deeply (Karakütük, 2001). According to
Dewey, democracy and education go hand in hand and only democratic education can create a democratic
society. In this sense, school should be a miniature society. So, children can obtain the basic principles of
democratic life at school (Gutek, 2001). The principles of democracy and democratic way of life are
interiorized and developed in democratic environments automatically. In an environment where human rights
are respected, respecting human rights is learned and in an environment where there is tolerance, tolerance is
learned. According to Yapıcı (2006) democratic attitude requires the acceptance of differences. In the societies
where democratic education can be given, the individual must have the right of education, right of
communication and right of rebel against the pressure and these rights must be used as required (Gözütok,
2004). In an independent society, education awakens the consciousness of democratic life, develops and
provides the people to participate in democratic life effectively (Burton, 1968; Akt.: Gözütok, 2004). In
democratic education, ‘voting and being voted, criticizing and being criticized, the feeling of responsibility, the
feeling of self-confidence, the feeling of cooperation, friendship, justice, mental education, social education,
moral education’ are very important concepts (Binbaşıoğlu, 2000).
The most important places where democracy can be learned are schools. Even though democracy is a learnable
way of life, it is a system of values that are difficult to get only by education. It is not possible by putting
lessons in the programme related with democracy and human rights. Because, putting the lessons related with
democracy in the programme is meaningful to some extent (Cafoğlu, 1997). School can be a sample of
democratic culture by putting them into the environment where students learn by living a democratic life.
Schools are, at that, expected to be democratic schools and for this reason, students at school have started to
learn on their own, to communicate, to do wrong, to correct the wrong, to be stuck and to love (Harrison,
2003). In a democratic education, individuals who are respectful to traditions but they are not slave of them,
who can think of developing better ones are educated (Karasar, 1984). Democratic education requires an
approach that is suitable for growing individuals to gain the values of democratic culture. In a democratic
school, facts are given very much importance; in this environment in which men are more important than rules,
confidence has taken the place of fear (Dewey, 1965). In forming a democratic society, the importance of
education is a fact that is accepted by everybody. Since the schools are the places where educational activities
are given in a systematic and planned way, school and society influence each other constantly. In this sense,
that schools reach a democratic structure has a very important place in society’s interiorizing democracy. In a
democratic school of a democratic society that prioritize men, student centeredness is essential. The
individuals that are educated in schools like these has transferred the democratic culture into a way of life.
Here are the some basic peculiarities of man who is equipped with a such culture (Dewey, 1965). He respects
to others’ thoughts, has got the ability of working in a group, is tolerant, is easy to get along with, is aware of
his duty, performs his responsibility, has got an initiative in proposing and complies with majority’s decision. To
educate the individuals that have these peculiarities, democracy and education are necessary to be considered
together. For this reason, we, as teachers, must interiorize a quizzical approach that is given much value in
natural science and developed very carefully, is opposed to preconceived beliefs, traditions and institutions
(Chomsky, 2007). In order to establish a democratic culture, it is important that education is a process that
gives life to democratic culture. In establishing this culture, schools have got a very important role. That the
democratic education in classes become a form of life will, substantially, contribute to that democracy will
become a form of life in society.
How Is Democratic Education Environment Established At Schools?

In a contemporary society, the aim of a school is not to use up the existing knowledge but to raise individuals
who can produce new knowledge, who use this produced knowledge in solving his problems, who can take
independently a decision that is based on knowledge, who learn constantly and who are open to development
(Doğanay, 2000). One of the goals of democratic education is to develop the students’ skills for thinking, stating
their thoughts freely, neatly, briefly and by respecting others’ thoughts (Yeşil, 2003).
That a school can perform its duties wholesomely, especially by placing the element of human to the forefront,
that it takes care of the psychologic and physical needs of the individual with democratic values that fit to the
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individual is possible with exhibiting an understanding of management that is participative. In order to teach
democracy it is important to apply it. One of the most important duties of schools is to make students grasp
the democratic values as well (Bademci, 2000).
In establishing a democratic education environment, it is very important to be able to treat fairly, to incent the
participation, to express the opinions sincerely, to secure the freedom of thought, teacher and student. That
the administrator, teacher and students that establish the school society carry out the works of the school in
cooperation is an obligation that democratic mentality requires. That the students take responsibility for the
works that are related with themselves and their schools has got a very important place in providing the order
and discipline at school. In this sense, that the activities such as the activities of students clubs at schools, the
activities of school council, the election of student representatives, the election of class representatives are
done by internalizing will contribute to the development of democratic culture at students.
The political system that is valid in democratic society and value philosophy base on ‘human centeredness’ and
meet the necessity via educational institution. In such a society, the aim of education is to make the world
more livable place for individuals. And also its aim is to establish an environment and opportunities,
possibilities that are necessary means for human rights, freedoms, honors, happiness and development.
Educational institution, in order to success this, both must have democratic features with its all components
and must place democracy education in the content dimension. In our modern world, although people have
different world views, they adopt the importance of equality of opportunity to lead a peaciful and happy life.
This perception contains democracy in itself. The places where the democracy education is perceived the most
efficiently are the schools. The schools in this sense have got a very importance as they are places where
democracy is thought and applied.
In order that the students have democratic attitudes, the administrator must show democratic features. That
the related partners participate in the administrative decisions and the administration can increase the
partners’ motivations, performances, loyalism and at the same time they are the basic principles of providing
organizational efficiency and performance. Equality in education is not to ensure that everybody goes to same
schools, but to make an equal contribution to that every student develops themselves in line with their skills
and they become successful (Demirpolat, 1999). The democratic environment in classroom should improve
students’ mental skills such as understanding, thinking, questioning, criticizing, getting in touch, analyzing,
synthesing, and evaluating (Güneş, 2007). Teachers should determine the classroom rules, the values and
principles of the classroom with the cooperation of the students. It is difficult to make others agree with the
decisions that are made by others. School rules shouldn’t prevent the individual from the freedom of self-
realization and learning (Arabacı, 2005). In learning methods, mainly the collaborative group works must be
allowed.
In the educational activities, suitable learning environments for every student should be made by considering
students differences. Educational organizations can not be perceived as the institutions that are similar to each
other and produce clichéd brains. This means the end of the progress and creativity in thoughts. The education
that doesn’t give the student the opportunity to learn actively is defined as the education depends on
memorizing (Arabacı, 2005). The qualifications that the men of the 21st century must have are these: thinking
creatively, making a decision, soliving a problem, learning to learn, working together, cooperation and self-
management (Bademci, 2000).
How Should A Democratic Education Programme Be?

While a democratic education programme puts individuals in the centre, at the same time it considers groups
and cultures. Educators like Walker and Schwab don’t consider the education programme as a list of goals and
a list of activities that will reach these goals (Akt.: İşman and Eskicumalı, 2001). According to Walker, it is a
series of decisions that makes the ‘Programme Design’ education programme and this series of decision have
been chosen among a group of choices. Walker defines the process of decision as ‘formulating the decision
points and at these decision points being able to produce alternative choices and by developing arguments for
and against these decision points, choosing the most defensible alternative’ (Akt.: İşman and Eskicumalı,
2001).
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The goals and gains that are determined for a democratic education programme should take the individual
differences into account (Burden, 1995; Gredler, 2004; Merry, 2002). It gets difficult to be successful in the
clasrooms which aren’t formed according to students’ interests and needs, being present and learning
disabilities or where the goals which can’t be reduced to this level are tried to be given to the student. In this
process, taking the improving peculiarities of the students into consideration, the determined goals are
essential to be given to the students systematically and in line with learning principles (Ertürk, 1982; Sönmez,
2007, Bilen, 1999; Varış, 1996). While the goals are being determined, that there will be individual differences
should be considered. A contrary approach is not a correct approach from the point of equality of opportunity.
The goals determined with the consideration that everybody is at the same level go away from both an
educational approach and a democratic approach. The content of democratic education programme should be
simply and easy so that every student can learn something. That the program of which content is very busy is
tried to be taught is the indication of giving importance to speech more than needs (Duruhan, 2004).
The content also should be suitable for the student’s readiness (Sönmez, 2007). With this side, the content
should be improving and complementing the things that students bring to the learning environment (Campell
and others, 1999; Merry, 2002; Gredler, 2004). A democratic education programme should have a content in
which the students will answer not only the questions that are accepted to be important by adults but also the
questions related with themselves. The content of a democratic education programme should balance the
theoretical and practical lessons. An education programme of which content is very intensive overturns the
theoretical-practical balance in their applications, therefore trying, observation, surveying that are very
important in learning and the action of seeing their results cannot occur. A programme with an intensive
content, when uniting with crowded classrooms, there is nothing left in favour of education. This point
produces students who learns parrot fashion, who says over and over, who do not know the practical side of
the lesson (Duruhan, 2004).
The content of a democratic education programme should present a structure that considers interregional
social, economical, educational and life-sustaining priorities (Sönmez, 2007). The content of a democratic
education programme should be based on scientific truths and should reflect scientific knowledge correctly
(Smith and Rogan, 2005; Sönmez, 2007; Gutek, 2001). The contents that are the sources of the learning needs
of the young generations should be impartial and clear so that it doesn’t form a prejudice and it should reflects
historical facts objectively without distorting them and it shouldn’t waken historical enemities. A democratic
education programme, taking the individual out of beeing a passive receiver, should make him an effective
element of producing knowledge. The educational status or learning lives of a democratic education
programme should be suitable with the level of each student’s interests, needs and levels (Merry, 1995;
Campell and others. 1999; Morrison and others 2004; Sönmez, 2007).
The educational status or learning lives of a democratic education programme should provide the efficient
participation of students. The active participation is ‘the degree of the participation of the students in the
process of education explicitly or implicitly’ (Marrison and others, 2004; Sönmez, 2007). Some activities should
be planned in order that students should learn and improve the democratic relations. According to Güneş
(2007) these activities should be activities such as ‘discussion, voting and being voted, making decision, placing
opposite views, solving problems etc.’ and the participation of the students should be ensured. In this process,
the teacher should be objective, act scientifically, and shouldn’t support any views or thoughts.
Democracy bases on the common values of mankind and basic needs for a decent life. Since this feature makes
democracy a common ground which has an equal distance from everybody and every part of the society,
democracy focuses on the answer of this question ‘What is true/good for everybody:’ While organizing a
democratic education program, it is necessary to consider the basic features of democratic education. These
features can be collected generally under these sub-titles: 1- Mankind centeredness, 2- Student centeredness,
3- Human rights, 4- The balance of right-duty, 5- Respect to differences, 6- Individual improvement, 7- Value
education, 8- The principle of Rationalism, 9- The training of kindness, 10- The dialogical training, 11- The
authority of principles.
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RESULT
Democracy is a way of life and is a process which can be learned not with theoretical knowlede but by
practising it. In the process of education, in the students’ perceive and interiorize the democratic values and
showing attitudes in line with attitudes and manners, the importance of in-classroom applications and in-
school applications are great. That the students are in the process of a student centered education process in
school environment is very important in interiorizing the democratic culture. On one hand, this type of
environment improves the students’ feeling of responsibility, on the other hand, it contributes to the
development of democratic attitudes such as sharing, tolerance, respecting to others rights and agreement.
Dewey has given importance to collective spirit in human attitudes. The more participation among the
individuals there is, the more opportunities that are necessary for interaction and development of mankind
there are.
Democratic culture through democratic education will give the opportunity of educating students, starting
from the early ages, that will have important places in the society in the future. In this contex, to train
individuals who have interiorized the democratic values will have an important place in dominating the society
by developing the democratic culture. Modern society occurs as a result of that people who have democratic
consciousness are administered by democratic rules. School, as an institution that prepares individuals for the
real life, should be equipped for the purpose of training individuals that have democratic skills, democratic
practices during the education and the participation should be put in the center.
That the participation in the classroom is enabled creates a positive environment for both teachers and
learners and provides the realization of the goals. That the other partners as well as the students of the school
should be included in the process of school administration will easy the running at school and it will increase
their loyalism. In this sense, the electetion of school representatives, the electetion of class representatives,
the electetion of the head of the classroom, the election of the students to the social clubs are highly
important. During the training, it is necessary to provide a structure that is democratic and takes care of
students’ improvement and running. The student centered training is the most suitable model to this structure
and running.
With the student centered training, it is aimed to educate the individuals who have the skill of rational and
scientific thinking, are researchers and questioners, who don’t memorize the knowledge but can reach the
knowledge, can able to share this knowledge, have the ability of communication, can use the technology
efficiently, have improved themselves, and addition to this, have embraced the common values of mankind,
creative, productive, give importance to team work, have learned to learn and interiorized the long life
learning. At school and in classroom, that the student centered practices and activities that provide students’
participation is concentrated will serve the aim of carrying out the education process with democratic values. It
is important that school administrator and teacher training programmes should be organized accordingly and
in this subject, in service training course should be given to the executives.
It is a clear fact that the understanding of democratic education cannot be given to the students with help of an
authoritarian education approach. The training that will succeed this is the education process that puts the
student in the center with its all factors, makes him active, causes the student to feel himself precious, bases
on being sensitive for his rights and personality. In many countries, the need for the understanding of
democratic education is as important and urgent as the solution of the primary problems of our modern world.
th
WJEIS’s Note: This article was presented at 6 International Conference on New Trends in Education and Their
Implications - ICONTE, 24-26 April, 2015, Antalya-Turkey and was selected for publication for Volume 5 Number
2 of WJEIS 2015 by WJEIS Scientific Committee.
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FACEBOOK AND DIMENSIONS OF COMMUNICATION OVER OPEN EDUCATION
Assoc. Prof. Mediha Sağlık Terlemez

Anadolu University, Open Education Faculty
Eskişehir- TURKEY
msaglik@anadolu.edu.tr
Abstract
As the most frequently used communication media among other social networks, Facebook has become a
social platform which-apart from individual use-many kinds of interest groups extensively use. As a very large
community with 2.5 million students and a vast number of graduates, Anadolu University Open Education
System has been noticed as a system whose name a great number of people and groups have used on
Facebook. Who creates these pages? For what purposes these pages were created? What kind of content is
provided for the users? What are the users feedbacks? What kind of distance learner needs these pages meet?
Are there any points where pages with the similar names differentiate? In order to find the answers of these
questions, this study examines the dimensions of the communication over “Open Education” on Facebook with
the approach of uses and gratifications. Detailed content analysis of the pages selected as the sample has been
done.
Key words: Facebook, Open Education, Social networking, distance learners.
INTRODUCTION
As the rate of using the Internet in Turkey has been gradually rising, social networks have appeared to be the
most frequently used Internet media. According to the results of 2014 Household Information Technology
Usage Research by Turkey Statistical Institute, regular Internet usage rate has been increased and to join social
networking websites has become the first in the list of usage purpose(TUİK 2014).
Chart 1: Social Network Usage Rates in Turkey, Source: Connectedavi 2015.
Various research has indicated that Facebook has the highest usage rate among other social network. A
research study which was conducted by Gemius with social network users (Chart 1) has shown that Facebook is
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the most frequently used social network with a rate of 44% and that it is used most frequently by 18-24 year
olds and 25-34 year olds follow this age group (Connectedavi 2015).
Social networks are different from other online networks in terms of some specific features. They let users to
create, change or add content, as they are user based. User based usages make community based usages also
possible. Because of their interactive nature, they are relationship based and they give the interaction between
people and groups new dimensions such as partnership, unity, influencing, spreading, communicating and
sharing.
In explaining the intended use of social networks, uses and gratifications theory, which is one of the mass
media theories, establishes a theoretical infrastructure. According to this approach “ the audience/ consumer
chooses the media to meet their desires and needs because there are objective relations between the content
of the message provided by the media and individual gratification, which comes from a person’s instinctual
interests” (Türkoğlu, 2004: 112). This approach is concerned about what people do with the media and
assumes that people get gratification that matches with their needs from the content of the used media.
Studies on social media about the factors that affect use motivation discuss similar motives. The motives
Sundar and Limperos have listed are comprehensive and include these titles: Reality, attractiveness, being
there, creating a community, joining the majority, filtering or making it fit, interaction, activity, responsiveness,
browsing or looking for variety, navigation aids, game and entertainment (Cited in, Demir 2015: 151-153).
By the help of uses and gratification approach, in the study of Özata et al. on the motivation of university
students about using social networks, the motivation of students were analyzed in ten dimensions. These are;
knowledge acquisition, socialization, making friends, entertainment, escaping/avoiding, easy access/ easily
being reached, showing off, coordinating, benefiting from marketing campaigns and sharing. (Özata et al. 2014:
25) The results of Şener’s “Study on Facebook Use in Turkey” have indicated that Facebook use changes
according to age, sex and socioeconomic condition but it has become a part of daily practices. The same study
has pointed out that users use Facebook for recreation and keeping in touch with friends (Şener online).
A clear principle of the theory of uses and gratifications states that different individuals use media for different
purposes and they get cognitive or emotional gratification as a result of this use. The assumption that intended
use of social networks like Facebook might differentiate for distance education students, who are the subject
of this study, is the starting point of this study. For distant learners, interaction possibilities with the system
they are in on, in terms of learning environments and aid services, have varied by online media’s becoming
widespread. The diversification of communication channels both meets distance learners’ needs of learning
and being informed and also supports the bonding of students with the system and enhances their
belongingness. Özkanan and Erdoğan state that the sense of belonging is high in the environments where a
strong sense of togetherness has been established and that this increases student motivation. They also
emphasize that studies have revealed that interaction is one of the most important factor in determining
student satisfaction ( Özkanan and Erdoğan 2013: 213).
Social networks are being used as official communication media by institutions as a way to establish interaction
between system and students. At this point, thanks to social networks the interaction of distance learners with
each other has started to be done through channels independent from official communication media.
Approximately half of 5 million higher education students are registered to Anadolu University Open Education
System. And more than half of these students are actively continuing their education. When the Internet media
has been observed for the students participated in this group, a great number of contents have been found
with different searches.
A search only with the key words “ Open Education” is enough to understand the dimensions of this unlimited
communication. Students’ access typesetting is a subject of another study. For distant education students,
generally the Internet media, specifically social networks are considered the shortest way of communication.
While institutions have official web pages and the information on these pages are very trustworthy, the
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number of the pages created by different people or formations and their teledensity are notable. In this study,
the communication content presented by the pages created with the name of “Openeducation” on Facebook
and in line with these contents user reactions that can be observed by Facebook tools have been studied.
Purpose
As Gökçe states “the purpose of content analysis is to analyze texts created and fictionalized for public.” (Gökçe
2006: .20) In line with this definition, main purpose of this study is to analyze the dimensions of the contents
provided for students or graduates of Open Education system on Facebook, which is an efficient source of
social media. For this reason, answers to the following questions were seeked: For which institutions or
organizations were the pages including the name “Openeducation” created? What are the subjects of the
pages related to Anadolu University Open Education Faculty? What are the contents of the pages having the
most members and does feedback of the content change according to subjects? How do the answers to all
these questions explain the Facebook usage reasons of Open Education students?
METHOD
The study is a web-based content analysis. The Internet environment, different from traditional texts, is an
analytical platform that is not straight lineal and can produce changeable hypertexts. Content analysis is one of
the analysis methods of study texts composed of hypertexts. “The subject of content analysis is verbal, written
and non verbal texts… Content analysis is a method that analyzes contents of texts in order to analyze the
existing communication dimensions and to deduce certain dimensions (source, target, media) of non-existent
social facts and that moves within the frame of certain rules in this process” (Gökçe 2006: 19-20). There are
two types of approach to analyze the Internet and the interface. In user-based approach, some features of
users such as the habits and use time are searched. In content-based approach, however, the text and the
content created in the Internet media are analyzed. As the Internet is mass on one side and individual on the
other side, these texts make it possible for different analyses that can be used in different fields (Çomu, 2014:
27). In this study, content-based analysis has been adopted.
Universe and Sample

In the general universe of Facebook, 300 Facebook pages that were reached as the result of searches within
the context of “Openeducation”, “OEF (Open Education Faculty)” and “ Open Education” are the target
universe of the study. Within these pages, the ones that were created for Anadolu University Open Education
System students and among them the first three pages that got the highest like on 21 march 2015 are the
sample that will be analyzed in detail.
These pages are: OEF Open Education-Training Site, Openeducation- Education Site and Openeducation Faculty
(OEF)- Education.
As the pages were created in different years, a whole year on the same agenda was analyzed. And for this
purpose, the year 2014, which has finished most recently was chosen.
Data Collection and Analysis

In the Internet platform that creates, multiplies and changes its own data, a researcher has to find his/her own
solutions to identify his/her own analysis text.
The sites that were created for or by the students in Open Education System and that include the names Open
education, OEF and Open Education were found via search line on Facebook. The results were saved on a
computer. These savings including 300 pages were first categorized according to institutions they are related by
the help of page information.
In this categorization, the general subjects of 169 pages that were created for Open Education System students
or graduates were determined. Among the pages in this group, 3 pages getting the highest like were chosen for
the detailed analysis.
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By its very nature, continuously changing structure of the Internet texts is something that should be taken into
account especially in comparative studies. For this reason, in the scope of detailed analysis, one-year long posts
of the pages that were created in different years were taken into account. The posts in 2014 were chosen since
the possibility of changing is the lowest and they were quite stable. In the posts, attached links and recording
the posts in terms of reaching the whole post were detected as problems. The solution for this problem was to
analyze them online. Although the posts were old, the analysis of the pages was completed in a day taking the
possibility of change in the numbers of like, comments or sharing into account. The three pages in the study
were analyzed successively and therefore the possibility of changing was minimized.
The coding instruction that was created in accordance with the purpose of the study, was first tested for each
page then the final coding titles were created. The coding that the researcher did in line with the coding
instructions was transformed into numerical data and made possible for interpretation by means of Tables.
FINDINGS
The 300 sites found through the search context were firstly examined in terms of to which institutional
formations the context of “Openeducation” is related. (Table1)
Table 1: Institutions That Search Contexts Are Related to

Related Institution Openeducation Open OEF Total %
Education
Anadolu Uni. Open Education 65 27 78 169 56.3
System
Open High School 6 40 0 46 15.3
Open Primary School 0 5 0 5 1.7
Private Courses, etc. 20 3 2 25 8.3
Ataturk Uni. OEF 4 4 6 14 4.7
Other 6 21 12 41 13.7
Total 100 100 100 300 100
Open Education Faculty, which accepted its fists students in 1982-1983 educational year, is an organization
now transformed into Open Education System with its three separate faculties. In 1992-1993 Open Education
High School opened within the body of Ministry of Education. Open Education Primary School and Open
Education Vocational High School opened in 1998 and 1995 respectively. With the opening of İstanbul
University Open and Distance Education Faculty (ODEF) and Erzurum Atatürk University Open Education
Faculty (ATA OEF) in 2011, there are now three Open Education Faculties in Turkey.
Table 1 shows that Anadolu University Open Education System is the institution about which most pages were
created (56.3%) in the context of Open Education. In the second place are the pages related to Ministry of
Education Open High School. It has been observed that there are pages created with the same context by
private courses for open education students. The number of pages related to ATA OEF is quite low and İstanbul
University ODEF is excluded here because of its name “Open and Distance Education”.
The pages included in “Other” section with a rate of 13.7% are either auto-created blank pages or foreign
websites using aof (oef) abbreviation. Providing distance education since 1982, Anadolu University Open
Education System is the leading character in this context with a rate of 56.3%.
The pages related to Anadolu University Open Education System were analyzed in terms of use purpose and
the results are shown in Table 2.
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Table 2: Anadolu University Open Education System Subtitles

Formation Openeducation Open Education OEF Total %
General 8 10 6 24 14.2
Programs 11 3 40 54 31.9
Questions-Exams 7 2 22 31 18.3
Private Purpose 11 5 8 24 14.2
Automatic Pages (Bureaus) 23 7 0 30 17.8
Learning Media 2 0 0 2 1.2
e-learning, books, etc.
Other (magazine-staff) 2 0 2 4 2.4
Total 64 27 78 169 100
In Anadolu University Open Education System there are 30 associate degree programs and 11 under graduate
programs in the body of three different faculties. Maximum number of pages (31.9%) belong the ones that
were created by the name of these programs such as Open Education Sociology Department or Open Education
Justice Department. While some of these pages are extensions of web sites sharing the previously asked exam
questions or lesson notes, some are closed groups created by the students in departments.
In the second place, there are pages names of which refer to the exams (18.3%) such as OEF Previously Asked
Questions, OEF Question, OEF previous years. In the third place, there are pages named as “general” (14.2%).
These pages have simple definitions and no other explanations in their names such as Openeducation-OEF-
Open Education. Special purpose groups also have the third place with the rate of 14.2%. These pages were
created by the name of OEF Platform, OEF Forum, student union, cooperation. By their overall presentation,
pages are presented in a content that support Open Education System students in their learning process. The
purposes of marketing a product- service or taking ads of pages have been excluded in this study as they were
created as part of Internet sites.
The auto-created pages that take place in the Table 2 with a rate of 17.8% have not been examined. While
these pages have the names of Open Education Bureaus they are not active pages. On these pages there is an
explanation saying “ This page has been created automatically based on the interests of users and it not related
to any body who contributes the subject or supported by them.”
Page Analysis Findings

In the observation for detecting which pages had the highest engagement rate among the pages in Table 2, the
three pages that had most likes on 21 March 2015 were chosen to evaluate the view of communication in post
level in line with the purpose of the study.
Facebook accounts have been created in three categories apart from the automatic pages. First of these is
personal accounts. They are created with people’s own personal profile and they are not commercial. The
owner decides who can see the posts on this account. The second type is page account that are created by
Facebook and that falls into one of the 6 categories such as “local business or place”, “establishment or
institute”. They are administered by those who have a personal account. The like number on these types of
pages indicates the number of members. Besides, if this type of a page is liked, every type of updating can be
seen on a personal account. The last type is group account that is created for interest groups. Their group
members are determined and they can be open, closed or secret.
The three pages in this study were created as page account connected to internet sites on the subject of
Openeducation.
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1. Page: OEF Open Education- Training Site

https://www.facebook.com/aofpaylasimsayfasi/timeline
The page that has most likes with 170.323 likes, was
created in 2010 and is inroduced as “Openeducation
students are meeting here, oef share site”. On the
introduction page, there is information about another
page called “OEF cofession” and a Twitter acount called
“OEF Share”. The view of the page is deceiving for open
education students because of the Anadolu University
logo and the photograph. The resemblence is notable
when it is compared to the official Facebook page of
Anadolu University Open Education e-Learning Portal.
https://www.facebook.com/aofelrnportal?fref=ts
The same cover photo is also used in the official

Facebook page of Anadolu University. On this page the
cover photo of which is the same with the official
Facebook page, a previous logo of Anadolu University is
also used as the profile photo. Right below the “About
us” part on the main page there is a video named “ Sing
Your Song for Anadolu University, which emphasizes the
sense of belonging of the page.
2. Page : Open Education- Training Page

https://www.facebook.com/acikogretim.aof/info?tab=page_inf
The page which has the second most likes with 114.486
likes has the name “Open Education” and it was created
as a Training Site. The page created on 20 July 2007 was
introduced as “ OEF- Open Education Faculties Help,
Support and Share Platform of www.aofdestek.net
internet site”. In the long introduction composition
titled as “ The benefits of Being Open Education
Student”, it was stated that being a student in this
system is harder than being a student in formal
education and that students are lack of communication
and experience share as they are alone. In order to
emphasize the creation purpose of the page, the
composition is concluded as such: “ Until us there has been great prejudice and it is still continuing. But we
should give an end to this situation and make the best of our school. At least the next generation can become
conscious about it. They should understand what is what. They should know about it.”
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3. Page: Open Education Faculty (OEF)

https://www.facebook.com/Acikogretim.Fakultesi.AOF?fref=ts
The third page in the study is “Open Education Faculty
(OEF)” which has 40.855 likes. It was created as the
page of www.acıikogretim.us/forum.php Internet site in
2010. There is not any other information in the
introduction part.
In order to evaluate the communication content through open education, the subjects of the posts of the three
pages were examined and subjects and post distribution were analyzed in Table 3.
As a result of page analysis, 10 subject titles were designated. These titles and their scope:
1. Announcements: The posts in this category are about the subjects that are directly related to students
such as exam date, exam place, exam results, one lesson exam, lateral- vertical transfers, new registration,
re-registration, start of e- seminar, academic counseling, academic calendar changes. In this group
information about pedagogic formation, KPSS (public personnel selection examination), YDS (foreign
language exam) results and exam dates also take place.
2. Information: Under this title, supportive and instructive explanations such as computerizing books, the
steps to follow in registration, the documents one has to carry when taking an exam, pass mark in credited
system, pass mark accounting methods and the units students are responsible for in the exam take place.
3. Support: Under this title there are posts such as summary links about the lesson the students are
responsible for, the links about previously asked questions, test techniques, methods for exam success,
studying methods.
4. Share on Studentship: These are the posts aiming at sharing experience in exam periods, sharing caps on
different studentship situations in exam periods, sharing comments after exam, opening to share the
remembered or difficult questions after the exam for the others. Most important function of this post
group is the interaction among students that is started by the admin and developed through the
comments.
5. Entertainment: These are cartoons, video, jokes and riddles for entertainment.
6. Feelings and opinions: They are poems, information, thoughts and aphorisms on view of life.
7. Popular-current issues: Celebrations on religious or official festivals and on special days such as mother’s
day, new year or posts on an important loss, calamity, accidents (like Soma)
8. Advertisements: Advertising posts related to Facebook group pages or Internet sites which Open
Education students might be interested.
9. Campaigns: Posts on activities conducted by the guidance of admin and participation of users for a
purpose.
10. Report: Information posts on the number of visitors of admin’s profile and tweet number.
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Table 3: The Subject Distribution of Post Numbers

Content OEF Open Open Education Open Education Total
Education Faculty (OEF) Posts
Posts Posts
n % n % n % n %
Announcements 59 10.5 109 18.7 33 39.3 201 16.4
Information 88 15.7 81 13.7 22 26.2 191 15.6
Support 50 8.9 46 7.9 11 13.1 107 8.7
Studentship 106 18.9 153 26.2 13 15.5 272 22.1
Entertainment 22 3.9 74 12.7 2 2.4 98 8.0
Popular-current 59 10.5 50 8.6 3 3.5 112 9.1
issues
Feelings and 36 6.5 61 10.5 0 0 97 7.9
opinion
Advertisements 67 12.0 10 1.7 0 0 77 6.3
Campaigns 20 3.6 0 0 0 0 20 1.6
10. Reports 53 9.5 53 4.3
Total 560 100 584 100 84 100 1228 100
Generally, most of the posts under the title of announcements and information, which take place in the three
pages, have contents that are directly related to Open Education students’ learning process and they are
conveyed from Open Education System main source. From time to time, links are given related to the source of
the announcements or information or the copied contents are attached to the posts. The same way is followed
for the exam announcements such as KPSS and YDS and information about exam results. Most of the posts
under the title of support refer to links on Internet sites as they are lesson notes, summaries or previously
asked questions and their answers. In other posts, source or links are given only when it is necessary.
Likes
For Facebook pages, one of the methods to determine the reaction of the users to the posts in categorizations
is the number of likes the posts get. When a user likes a post, his/her friends can see that the user interacted
with the related page and this helps the page expand its target group. Therefore, Being liked has an important
function for the Facebook pages. Social media specialist Brian Carter asserts that our likes and shares convey
meanings like “I liked it very much, I want everyone to see this, I wish I could do this” (ReklamAction 2014). The
ex- CTO of Facebook, Bret Taylor, who invented the “like” button, explains that this button was invented for
the times when people want to express that they like something but do not have much to say about it (Fortune
2014). The analysis of the posts in terms of their subjects is shown in Table 4.
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Table 4: The Distribution of likes on the Subjects

Education Faculty (OEF) Likes
Likes Likes
n Mean n Mean n Mean n Mean
(n=560) (n=584) (n=84) (n=1228)
Announcements 5.849 10.4 2.741 4.7 1.093 13.0 9.683 7.9
Information 9.013 16.1 1.814 3.1 1.014 12.0 11.841 9.6
Support 3.405 6.1 993 1.7 308 3.7 4.706 3.3

Studentship 27.830 49.7 36.116 61.8 1.260 15.0 65.206 53.0
Entertainment 1.735 3.1 8.738 15.0 416 4.9 10.889 8.7
Popular-current 16.159 28.9 10.388 17.8 387 4.7 26.934 21.9

issues
Feelings and 5.535 9.9 8.709 14.9 0 0 14.244 11.5
opinion
Advertisements 1.484 2.7 136 0.2 0 0 1.620 1.3
Campaigns 11.951 21.3 0 0 0 0 11.951 9.7
10. Reports 69 0.1 0 0 0 0 69 0.1
Total 83.030 148.3 69.635 119.2 4.478 53.3 157.143 128.0
When the number of likes, which can be used to understand the popularity of the post, taken into
consideration, it is observed that the most liked posts are about being a student (53.0) at the total average. The
same subject is at the top in the first (49.7) and second (61.8) pages as well. This indicates that being on one of
these pages as a student is very important to the open education students. It can be interpreted that they have
opportunity to interact with each other in the context of the communication set up by social media and this
contributes developing the sense of community and belonging.
At the total average on likes, popular-current issues are the second most liked posts (21.9) followed by the
posts expressing personal feelings and opinions. These two subjects are not related to their studentship or
their learning. Rather, these are the posts shared intensively among friend groups around Facebook. It can be
inferred that these users would like to regard themselves as they were in a friend group. the starting point of
these common point is being an open education student.
After examining the pages regarding the subject distribution of likes, it is seen that on the page named Open
Education, whose member and post categorization number (6) are the lowest, announcements and
information are the leading subjects that were liked. Posts that serve as support materials for students ranked
th th
4 or 5 . Posts that are about support materials include the official website of the University and different
social media settings, which students can use to reach announcements and information, and the information
about the Interactive Call Center and face to face counseling bureaus. Mobile communication services are also
used for announcements and information. Therefore; for these subjects, students might be using these pages
as the primary source since they have access to direct and indirect communication sources. The real purpose of
use seems to be the communication they set only via these pages.
Comments
The users can post a text, image, icon, photo or a video by clicking on the comment button. When a person
comments on a post, his or her friends are able to see that the person has interacted with the related page.
This helps the page attract more members and become better known. The ex-CTO of Facebook, Bret Taylor
stated in one of his speeches that they didn’t place a “dislike” button for people who dislike a post and that
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these people can write a comment if they want to dislike something (Fortune, 2014). In this sense, comments
section becomes a place where people can express not only their negative opinion but also their positive and
balanced opinion about the post. A recent study conducted among Facebook users revealed that the tendency
to write a comment on or share a post is eight times less than their tendency to just “like” it (Carter and
Marketo). In other words, users become timid when it comes to express themselves in a comment. Also, every
comment has its own “like” and “reply” buttons, which allows mutual interaction. Three Facebook pages in the
scope of the study were analyzed in terms of the comments and their distribution to subjects. The results are
shown in Table 5.
Table 5: The Distribution of Comments on the Subjects

Education Faculty (OEF) Comments
Comments Comments
(n=560) (n=584) (n=84) (n=1228)
Announcements 3.729 6.7 2.380 4.1 629 7.5 6.738 5.5
Information 4.508 8.1 1.175 2.0 541 6.4 6.224 5.1
Support 1.042 1.7 624 1.1 82 0.9 1.748 1.4
Studentship 11.026 19.7 8.724 14.9 596 7.1 20.346 16.6
Entertainment 320 0.6 13.816 23.7 23 0.3 14.159 11.5
Popular-current 1.132 2.0 728 1.2 7 0.1 1.867 1.5
issues
Feelings and 1.118 2.0 2.764 4.7 0 0 3.882 3.2
opinion
Advertisements 1.212 2.2 35 0.1 0 0 1.247 1.0
Campaigns 704 1.3 0 0 0 0 704 0.6
10. Reports 38 0 0 0 0 38 0.0
Total 24.829 44.3 30.246 51.8 1.878 22.3 56.953 46.4
It is observed that, at the total average, the number of the comments is the highest (16.6) on the posts that are
about studentship as it was in “like” analysis. The second most commented posts are entertainment related
(11.5) and announcement is the third most commented subject (5.5).
When the comments examined on the basis of pages; on OEF-Open Education page, the first comment subject
is studentship (19.7), and the second subject is information (8.1). The third one is announcement with 6.7. The
two subjects that were not in the top three on “like” average became prominent on comment average. When
considering that commenting is an action that is taken more seriously, the fact that students comment mostly
on the subjects about their learning process is considered significant. On the second page, Open Education
Faculty (OEF), the top subject of the comments is entertainment (23.7) and studentship is the second (14.9).
The third one is feeling-opinion (4.7). The shares on this page were mostly puzzles or mind games and the
comment option is used in the sense of reply by Facebook’s nature. On the page named Open Education, the
most commented subject is studentship (7.1) and the second most commented one is (7.5) followed by
information (6.4).
Shares
“Liking a shared post or sharing it again means more than just saying “I like it”. A re-shared post can also mean,
“I believe this, I support this idea or this brand and I recommend it. According to the experts, shared posts help
create a bond among the users that share the post.” (ReklamAction 2014). Shared posts are placed in the
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timeline and the users’ news feed with its source information, so the posts spread. The shared post numbers
and their subjects are shown in Table 6.
Table 6: The Distribution of Shares on the Subjects

Education Faculty (OEF) Shares
Shares Shares
(n=560) (n=584) (n=84) (n=1228)
Announcements 826 1.5 308 0.5 220 2.6 1.354 1.1
Information 1.033 1.8 158 0.3 186 2.2 1377 1.1
Support 214 0.4 144 0.2 24 0.3 382 0.3
Studentship 627 1.1 9.487 16.2 33 0.4 10.147 8.3
Entertainment 37 0.1 3.184 5.5 158 1.9 3.379 2.8
Popular-current 1.158 2.1 2.846 4.9 37 0.4 4.041 3.3
issues
Feelings and 157 0.3 2.491 4.3 0 0 2.648 2.1
opinion
Advertisements 7 0 1 0 0 0 8 0
Campaigns 920 1.6 0 0 0 0 929 0.7
10. Reports 0 0 0 0 0 0 0 0
Total 4.979 8.9 18.619 31.9 658 7.8 24.265 19.7
The general evaluation of the number of shares on the pages shows that studentship is the top subject of the
shared posts (8.3). The shares about this subject indicate that studentship is a matter concerned by other
related people outside the page and that the users care about it. Second most shared posts are about popular-
current issues (3.3) and the third most shared ones are about entertainment (2.8). The page named Open
Education Faculty has the same ranking as the general overview.
On OEF- Open Education page, shares about popular-current issues are at the top (2.1) followed by information
(1.8) and announcements (1.5). The most shared posts are about announcements on the page named Open
Education (2.6) and the second most shared posts are about information (2.2) followed by third most shared
posts that are about entertainment (1.9). These two pages, which have high numbers of members, have more
shares about information and announcement. This fact suggests that the users of these pages are in contact
with users of other pages who are also open education students and have common grounds with. In other
words, this fact implies that students use social media as a communication tool for the subjects.
DISCUSSION AND CONCLUSION
The distribution results of the 300 Facebook pages, have shown that the name “Open Education” is identified
with Anadolu University Open Education System after a long past. The majority of the pages created in the
context of Open Education System have been formed on the basis of programs. Program based shares are
efficient at bringing about a sense of community and they facilitate more detailed posts and shares about their
education. Although the number of pages created with the common name “Open Education” is low, the top
three pages that are liked the most belong to this group.
When the three pages compared;

1. The announcements directly related to the students,
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2. The posts about the system process and improvements or changes,

3. Support materials to enhance comprehension of lessons and to be success at exams,
4. Fun posts that are about being a student or posts about observation and experience,
5. Posts about Popular or current issues, and daily greetings-condolences-happiness,
6. Posts just to have and share fun can be found on all three pages.
On the most liked two pages, there are feelings and opinions of the page owner that are not related to being a
student and posted out of daily life or life itself. This kind of posts is similar to those in friend groups in the
sense that users show interest in posts by likes and comments.
On all three pages, the posts including information are formed by the questions posed to the owner even
though there is no direct question and answer information. The visible dimension of the communication
persists in comments section. Users can ask questions via the comment button and can get answers from other
users as well as from the owner. The content of the comments were analyzed, but the researcher observed
that there is a mutual interaction among users through comments.
The highest number of posts is about studentship and they act as an emotional bond bringing them together.
When the distribution of the subjects on likes, comments and shares on the pages examined, it was observed
that the highest average is for the posts about studentship. McMillan and Chavis (1986) have defined the sense
of community with four basic components, which are membership, influence, reinforcement and shared
emotional connection. Sense of community can also be defined as the attachment, the sense of noticeability
that members form for each other and for the group, and the belief that their needs are to be met when
together (as cited in Ilgaz and Aşkar 2009: 28). In this sense, Facebook is seen as an obvious way to establish
sense of community among Open Education students. Likes, comments and shares are all indicators of the
sense of belonging to the setting where the sense of community is created. By allowing users to interact with
each other, the Open education communication process held on Facebook pages is turning into a platform
where feelings, opinions, experiences, common worries or successes are shared, which at the beginning,
started only to get informed and supported.
th
REFERENCES
Adres Gezgini-Blog. (March 11, 2011). “The Like Log Study. Retrieved 10.02.2015 from
http://blog.adresgezgini.com/facebook-begen-butonu-uzerine-derinlemesine-bir-arastirma-the-like-log-study/
Business Intelligence. (February 23, 2015) Türkiye’de Sosyal Ağ Kullanım Oranları. Retrieved 13.03.2015 from
http://www.connectedvivaki.com/turkiyede-sosyal-ag-kullanim-oranlari/
Business Intelligence. (February 5, 2015) Facebook Ziyaretçileri Kaç Yaşında? Retrieved 13.03.2015 from
http://www.connectedvivaki.com/facebook-ziyaretcileri-kac-yasinda/
Carter, Brain and Marketo. Contaiogus Content- What People Share On Facebook and Why They Share It e-
book. Retrieved 13.02.2015 from http://oginenergy.com/sites/default/files/Contagious-Content.pdf
Çomu, Tuğrul ve Halaiqa, İ. (2014).Web İçeriklerinin Metin Temelli Çözümlemesi. Yeni Medya Çalışmalarında
Araştırma Yöntem ve Teknikleri. Edit. M. Binark, İstanbul: Ayrıntı Publications, p:26-87.
Demir, M. (2015). Kullanım ve Doyumlar Kuramı Bağlamında Sosyal Medya Kullanımı: Beykent Üniversitesi
Örneği. İletişimde Sosyal Medya, Sosyal Medyada İletişim. Edit. Özlem Oğuzhan, İstanbul: Kalkedon
Publications, p.131-198.
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Fortune. (October 21, 2014). Facebook'ta 'like' tuşu var da neden 'dislike' tuşu yok?” retrieved 21.03.2015 from
http://www.fortuneturkey.com/facebookta-like-tusu-var-da-neden-dislike-tusu-yok-1980
Gökçe, Orhan. (2006). İçerik Analizi, Kuramsal ve Pratik Bilgiler. Ankara: Siyasal Bookstore.
Ilgaz, H. ve Aşkar, P. (2009). The Development of a Community Feeling Scale toward Online Distance Education
Environments, Turkish Journal of Computer and Mathematics Education, Vol.1 No.1: 27-34. Retrieved
20.03.2015 from http://dergipark.ulakbim.gov.tr/turkbilmat/article/download/1037000003/1037000003
Özata, Z. ve Kılıçer, T., Ağlargöz F. (2014, Eylül). Cial Networking Site User Young Adults from Addicts to
Distants: User Profiles in Terms of Gratifications Obtained and Activities. Anadolu University Journal of Social
Sciences, Vol. 14, Issue 3: 19-38.
Özkanan, A. ve Erdoğan, A. (2013). The Contribution Of Learning Environment Acceptance And Community
Feeling to Learner Satisfaction In Distance Education. Süleyman Demirel University Journal of Social Sciences
Bureau Administration Special Issue, 2013. p. 209-220.
ReklamAction. (2014, 29 Ekim) Facebook’ta en çok hangi içerikler paylaşılıyor? Retrieved 27.02.2015 from
http://www.reklamaction.com/blog/facebookta-en-cok-hangi-icerikler-paylasiliyor/
Şener, G. (2014). Türkiyede Facebook Kullanımı Araştırması. Retrieved 10.02.2015 from http://inet-
tr.org.tr/inetconf14/bildiri/4.pdf
TUİK-Türkiye İstatistik Kurumu. (2014). Hanehalkı Bilişim Teknolojileri Kullanım Araştırması. Retrieved
28.02.2015 from http://www.tuik.gov.tr/PreHaberBultenleri.do?id=16198.
Türkoğlu, Nurçay. (2004). İletişim Bilimlerinden Kültürel Çalışmalara Toplumsal İletişim: Tanımlar, Kavramlar,
Tartışmalar. İstanbul: Babil Publicatipns.
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THE EMPATHY AND INTEGRATION OF CHILDREN WITH DISABILITIES
PhDc. Sanja Selimović

IPAK Institute, Velenje Koroška 18
SLOVENIA
selimovic@ipak-zavod.si
Prof. Dr. Stanko Blatnik

IPAK Institute, Velenje Koroška 18
SLOVENIA
blatnik@ipak-zavod.si
Nina Aberšek
High School Velenje, Trg mladosti 3
SLOVENIA
Abstract
The empathy can play crucial role in process of integration of disabled children in educational process. In
framework of project Sport as mechanism for early integration, we investigated how empathy can make the
process of integration easier and more efficient. We have organized a workshop in which students of High
School at Velenje performed simulation of everyday situations, which are simple for regular population, but
very difficult for people with disabilities. Students had for example to do some activities using only one arm, or
have to do something with closed eyes. After those exercises the participants had to answer questionnaire.
Most of them answered that after doing the simulation they understand better the students with disabilities
and that performing such simulation can make integration of children with disabilities. Students suggested that
it will be very useful to organize simulations every year in each class.
Key Words: Empathy, integration, disability, simulation.
INTRODUCTION
st
The empathy is becoming one of most important sense in 21 century (Pink 2006). In accordance with J. Rifkin
(2009) we are a fundamental empathic species what have profound and far reaching consequences for society.
Working on project Sport as Mechanism for Early Integration, which is funded by European Regional
Development Fund in framework of Operational Programme Slovenia Croatia in we investigate the empathy
and its role in process of integration of children with disabilities. We concluded that empathy is crucial for
integration process, because children from regular population have to be able to understand the problems,
which children with disabilities have in their everyday activities.
So we decided to simulate the situations with which are faced children with disabilities and to ask children from
regular population to try to realize some simple tasks however in the conditions which are similar to real
situations which people with disabilities are faced every day.
We have supposed that after such experience most of children will change their attitudes against people with
disabilities, will better understand their problems and will easier accept people with disabilities.
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METHOD
st nd rd th
We made investigation in the 1 , 2 , 3 and 4 class of High School at Velenje. There were 80 students
participating in experiment. Investigation was realized in the form of workshop. In the first part of workshop
we shortly explained the empathy, the problem of integration of students with disabilities, the experiments,
which we wanted to realize. We asked the students to participate in experiments. After the experiments in
which we simulated the conditions similar to problems, which people with disabilities have in everyday
activities have been realized, we asked the participants to fill short questionnaire and to discuss the results of
this social experiment.
Using simple tools we have simulated the conditions of blindness, poor sight, deafness and paralysis. For
example we asked students to tie their shoes with one hand Fig 1.
Fig 1: Student trying to tie a shoe with one hand
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Or to go from one place to another with closed eyes Fig 2.
Fig 2: Preparation for simulation of blindness
After the experiments have been realized we asked the students following questions:
1) Have you been in contact with people with disability
2) Do you know what is empathy
3) Did you think to put yourself in the situation of other person?
4) Did you change your attitude to people with disabilities after experiment?
5) Such experiment will change understanding of people with disabilities.
6) Realization of similar experiments will support the inclusion of people with disabilities
7) Do you want to learn more about empathy?
8) Do you want to work in association supporting people with disability?
FINDINGS
Students were strongly motivated to participate in experiment. The most important results of experiment are
that most students changed their attitude against people with disabilities as can be seen from the graph 1.
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Graph 1
We have asked to answer how much they agree with a statement I changed my attitude. Most of them agreed
or strongly agreed that they changed their attitude against people with disabilities after participating in
experiment.
On the y axis the number of students is presented. On x axis is shown how much students agree with a
statement namely:
 1 strongly disagree
 2 disagree
 3 do not know
 4 agree
 5 strongly agree
The second important result was that think that performing such kind of experiments will support the
integration of students with disabilities in the society. The results on graph 2 shows have much the participants
in experiments agree with statement the performing of experiments will support the integration of people with
disability in society.
As can be seen from graph 2 most of students believed that experiment simulating the condition of everyday
activaties of people with disability will support the integration of people with disabilities.
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Graph 2
Most of students wanted to learn more about empathy and wanted to work in NGOs supporting people with
disabilities.
CONCLUSION
From analysis of data we can conclude that:

 Empathy is important factor in the process of integration of people with disabilities in society
 It is easy to organize experiments in which participants will understand the every day problems of people
with disabilities.
 It will be useful to organize such type of experiments starting from kindergarten at least once per year in
each classroom.
 Empathy experiments can decrease the level of violence in schools.
.
th
REFERENCES
Pink, D (2007). The Whole New Mind New York: Riverhead Books.
Rifkin, J. (2009). The Empathic Civilization New York: Jeremy P. Tarcher/ Penguin.
.
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A NEEDS ASSESSMENT FOR GRADUATE PROGRAMS IN EDUCATION FACULTIES
Assist. Prof. Dr. Mustafa Cansiz

Artvin Çoruh University
Education Faculty
Artvin - TURKEY
mustafacansiz@gmail.com
Dr. Nurcan Cansiz

Atatürk University
Kazım Karabekir Education Faculty
Erzurum - TURKEY
nurcansiz7911@gmail.com
Abstract
The purpose of this study was to discover the needs of graduate students. In graduate programs, the courses
may not be in sufficient numbers; satisfy students’ interest; and contribute to their area of expertise. As a
result, graduate students may take irrelevant courses from other departments to complete their course
requirements. In this study, needs assessment was conducted to bring out graduate students’ views on courses
that education faculty offers. More specifically their thoughts about diversity of elective courses;
appropriateness of course content; and adequacy of course materials were investigated. In the study
quantitative method was used. The sample included 39 graduate students in one of the well-known faculty of
education in Turkey. The results highlighted several areas of special attention. These areas are as follows;
difficulty in finding elective courses in their departments, courses being unrelated to the students’ interest
areas, workload of the courses.
Key Words: Needs assessment, faculty of education, graduate students.
INTRODUCTION
Hurd (1958) emphasized the rapid developments in science and technology and questioned whether children
were getting adequate education which will provide them necessary knowledge and skills to take place in a
society full of scientific and technological developments. It was more than half century ago and the same
concern still exist. Most of the researchers and authorities in the field of education have focused on the same
issue and they have filled important gaps about this issue. However they gave little attention to teacher
education especially to the graduate programs in education faculties. Teacher education is crucial because
teachers are the core elements of education. If the teachers are good at teaching their subject areas, then the
children will possibly get adequate and high quality education. Teacher candidates can go one step further
when they finished the undergraduate programs. They can enroll in graduate programs to be better equipped
with knowledge and skills for teaching and doing research. Herein, one of main issue to be considered is the
quality of the graduate programs in education faculties. There is a common assumption about graduate
programs in teacher education programs. It is often believed that teacher educators who fulfilled the
requirements of doctoral programs are equipped with the necessary knowledge and skills for doing research
(Lin, Wang, Spalding, Klecka, & Odell, 2011). Lin et al. (2011) stated that the results of those teacher educators’
academic effort were also believed to be functional for informing teaching practice, teacher education, and
policies. On the other hand, as Lin et al. (2011) emphasized, the academic work of educational researchers are
generally found to be weak. Of that issue, one of the prominent is about the courses offered in the doctoral
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programs. Therefore; this study aims to reveal the needs of graduate students while taking courses during
doctoral program in the faculty of education at a university in Turkey.
The Significance of Training Teacher Educators-Researchers

“There is an emerging consensus that the perceived lack of quality in education research stems from
problems with doctoral preparation and that improving doctoral education is key to improving education
research” (Boote & Beile, 2005, p. 4). The insufficient preparation in doctoral programs may result in
shortcomings in education research. The common assumption that the doctoral programs are for learning
about research leads to the understanding that the focus of doctoral programs should be on methodological
and research issues rather than core of education knowledge (Boote & Beile, 2005). Being expert in specific
education knowledge is as important as being expert in methodology and research issues. “Researchers must
understand prior research in their field, and its strengths and weaknesses, before they can be expected
to choose appropriate methods of data collection and data analysis. Moreover, sophisticated methods of
data collection and analysis are of little use if one is studying an unproductive problem” (Boote & Beile,
2005, p. 12). Researchers in education should place enough emphasis on learning about research and learning
to do research. For this purpose, apprenticeship is the most common model used in doctoral programs
(Weiland, 2008). According to apprenticeship model, doctoral students take many courses related to research
paradigms, methodological issues and statistics with the aim of learning about research (Lin et al., 2011). In
order to learn how to conduct research, they are involved in a research project mostly under the guidance of a
professor (Lin et al., 2011). Being involved in research projects either individually or as a team is the keystone
of training highly-qualified and highly-motivated doctoral students. However, students who decided to pursue
an academic career should first complete several basic courses in graduate programs so that they can learn the
research process more effectively.
In Turkey, the universities which offer graduate programs in education also use similar apprenticeship model.
They also provide courses and research opportunities for graduate students. The research opportunities
provided are not within the aim of this study. This study concentrated on investigating the needs of graduate
students in terms of courses offered in their master or doctorate programs. The next section describes the
research design, setting, participants, and instruments in details.
METHODOLOGY
Research Design, Setting, and Participants

The faculty of education where this study was conducted offers research-focused master and doctoral
programs in several major areas such as elementary science and mathematics education, elementary
education, early childhood education and secondary science and mathematics education. Faculty mostly
accepts graduate students who completed the same undergraduate program. Students first may register for
master programs and then enter doctoral programs or they may directly apply for doctoral programs without
writing a master’s thesis (integrated PhD program). A portion of the students who completed the requirements
of master programs registers for doctoral programs while some of them do not. The ones who enrolled in
doctoral programs generally become a teacher educator and a researcher in future. A small number of them
continue to their career as a teacher. The graduate programs (master and doctoral programs), offer courses
about research, methodological issues, statistics for educational research and some topic-specific elective
courses. In this study, a quantitative-based needs assessment procedure was used to establish the needs of
graduate students in terms of courses offered during their graduate programs including master and doctorate
level. The study was conducted in one of the major university in Turkey. Convenient sampling was used to draw
the sample. “A convenience sample is a group of individuals who (conveniently) are available for study”
(Fraenkel & Wallen, 2006, p. 100). The sample included 39 graduate students registered one of the graduate
programs in the faculty of education. 29 of them were female while 10 of them were male. Of these, 8 were
master level and 31 were doctorate level. According to their majors, the distribution of the participants were as
follows: Elementary Mathematics Education (3), Early Childhood Education (5), Elementary Science Education
(10), Others (21) (including Secondary Science and Mathematics Education, and Educational Sciences). The
demographic information of the participants is given in Table 1.
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Table 1: Demographic information of the sample

Demographics Frequency Percentage
Gender Female 29 74.4
Male 10 25.6
Registered Program Master 8 20.5

Doctorate 31 79.5
Department Elementary Mathematics Education 3 7.7

Early Childhood Education 5 12.8
Elementary Science Education 10 25.6
Other 21 53.8
Instruments and Data Collection

In this study the needs assessment committee (NAC) primarily consisted of two researchers. Moreover ten
graduate students and another researcher pointed out their critique while constructing the questionnaire. They
were also the part of whole needs assessment committee. Based on prior experiences and critical observation
of graduate programs, a draft questionnaire was developed by the researchers. In order to validate the
instrument, it was presented to ten graduate students and an independent researcher. After getting their
views, the questionnaire was redesigned. Eventually the last form of the questionnaire was prepared by the
researcher. The reliability of the instrument was measured by Cronbach’s alpha which was found to be .86. This
value is above .7, so the questions used in this test can be considered reliable with the sample.
The questionnaire consisted of two parts. In the first part, the participants were asked to provide demographic
information (i.e. gender, registered program, and department). In the second part, there were items about the
quantity of the course, content of the courses, and workloads of the course. This part consisted of 15 items and
asked about the participants’ level of agreement about each item by using a 5-point Likert scale. The scale was
ranging from 1 (never) to 5 (always). Below are the items in the instrument.
Item 1: I have difficulty in finding elective courses in my department.
Item 2: The number of courses is adequate in my area of study.
Item 3: The contents of the courses I have got so far were convenient for my area of interest.
Item 4: The elective courses that I have got so far were satisfactory to develop myself
Item 5: Graduate courses satisfy my prior expectations
Item 6: I can use the courses that I have got so far in future
Item 7: The courses that I have got so far enabled self-improvement
Item 8: I have found answers to the questions that I curious about in graduate courses
Item 9: I can give lesson that is similar to ones that I got so far in future.
Item 10: The courses gave me chance to argument my idea
Item 11: The workload of the lesson were appropriate
Item 12: Additional materials were sufficient
Item 13: The numbers of students in classes were appropriate
Item 14: The supplementary material (e.g. books) of the courses were adequate
Item 15: The names of the courses were consistent with its content.
Data Analysis
Statistical analysis software SPSS 15 and Microsoft (MS) Excel 2007 were used for data analysis processes.
Fortunately, there were no missing or incomplete data in the sample. Since the main purpose of this study was
to investigate the views of graduate students’ on the courses they took, descriptive statistics such as frequency,
percentage, mean, and standard deviation were calculated using SPSS while the total score from each item
were calculated using MS Excel program. In this stage one point is worth to mention which is related to the
item recoding. In the last part while computing total scores, mean scores, and standard deviations of the items,
except the first item, all items were positive statement therefore, before conducting statistics analysis, the first
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item was recoded as 1 to 5, 2 to 4, 4 to 2 and 5 to 1 to enable a better and clear results. Lastly, the results are
tabulated in the order of total scores and mean scores from highest to lowest to see urgent needs of graduate
students.
RESULTS
The purpose of this study was to investigate the needs of graduate students in terms of courses offered by
faculty of education. Findings were summarizes in Table 2.
Table 2: Frequency Table

Never Seldom Sometimes Frequently Always
f (%) f (%) f (%) f (%) f (%)
Item 1 3 7.7 3 7.7 16 41.0 10 25.6 7 17.9
Item 2 6 15.4 15 38.5 16 41.0 2 5.1 0 0.0
Item 3 2 5.1 4 10.3 9 23.1 21 53.8 3 7.7
Item 4 2 5.1 6 15.4 11 28.2 14 35.9 6 15.4
Item 5 1 2.6 5 12.8 11 28.2 18 46.2 4 10.3
Item 6 0 0.0 4 10.3 7 17.9 20 51.3 8 20.5
Item 7 1 2.6 2 5.1 13 33.3 17 43.6 6 15.4
Item 8 0 0.0 5 12.8 12 30.8 19 48.7 3 7.7
Item 9 0 0.0 4 10.3 12 30.8 20 51.3 3 7.7
Item10 1 2.6 2 5.1 12 30.8 18 46.2 6 15.4
Item 11 1 2.6 6 15.4 10 25.6 22 56.4 0 0.0
Item 12 1 2.6 2 5.1 14 35.9 20 51.3 2 5.1
Item 13 0 0.0 2 5.1 7 17.9 16 41.0 14 35.9
Item 14 0 0.0 3 7.7 7 17.9 25 64.1 4 10.3
Item 15 0 0.0 2 5.1 6 15.4 25 64.1 6 15.4
As seen in the table, the quarter of the participants reported that they have “frequently” had difficulty in
finding elective courses in their departments. Just 7.7 % of the students reported that they had no difficulty
finding courses. Similarly, when they were asked whether the number of courses is adequate in their area of
study, none of the participant said “always”, and 5.1 % of the sample stated that they were “frequently”
adequate. Remaining 53.9 % admitted that they were “never or seldom” adequate. Twenty one of the
participants were satisfied with content of the courses. There were not big problem about the self-
development that courses enable. Almost 36 % of the participants stated that courses were satisfactory to
develop themselves. When they were asked if graduate courses satisfy their prior expectations, one replied
“never” and five said “seldom” whereas 18 participants said “frequently”. Correspondingly, 71.8 % of the
participants strongly believed that they can give similar lessons in future. Three of the participants were
pessimist, 13 were neutral, and 23 were optimist regarding self-improvement. One third of the participants
defended that during the courses they have “sometimes” found answers to the questions that they curious
about during the courses. “The courses gave me chance to argument my idea” statement was supported by 24
of the participant unsurprisingly, while just 3 of them were thinking in an opposite way. Any of the participants
responded the workload appropriateness as “always” and one third of the participant are not sure whether
they were appropriate or not. Additionally 15.4 % of the participant selected “seldom” for appropriateness of
that item. The participants were also asked about additional material adequacy. Fourteen of them pointed out
that they were satisfactory “sometimes” though twenty of them indicated that they were satisfactory
“frequently”. The participants were very pleased with the number of students in classes during the courses.
None of them reported as “never” and only 2 of them reported “seldom” while 7 of them said “sometimes.
Other 30 respondents were very satisfied admitting 14 of them as “always”.
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In the same vein the items “The supplementary material (e.g. books) of the courses were adequate” and “The
names of the courses were compatible with its’ content” have been supported by most of the participant. No
one said “never” for both; and three participants for former and two for the latter said “seldom”. More
importantly 64.1 %of the participant agreed upon “frequently” choice for both items.
Table 3 represents total scores, mean scores, and standard deviations for each statement. As stated in the data
analysis part, item 1 was reverse coded in this part because it was the only one having negative meaning
throughout the questionnaire.
Table 3: Mean and Standard Deviation Related to the Questionnaire

Variable Total Mean Standard Dev.
Item 1 102 2.62 1.11
Item 2 93 2.39 .81
Item 3 136 3.49 .97
Item 4 133 3.41 1.09
Item 5 136 3.49 .94
Item 6 149 3.82 .88
Item 7 142 3.64 .90
Item 8 137 3.51 .82
Item 9 139 3.56 .79
Item 10 143 3.67 .90
Item 11 131 3.36 .84
Item 12 137 3.51 .79
Item 13 159 4.08 .87
Item 14 147 3.77 .74
Item 15 152 3.90 .72
Based on the result, the participant complained mostly about following four issues respectively. First, the
participant believe that the number of courses is not well enough in their area of study (M = 2.39, SD = .81).
Second, they have had difficulty in finding elective courses in their department (M = 2.62, SD = 1.11). Third,
they criticized inappropriate workload of the lesson (M = 3.36, SD = .84). And last, they expressed their
dissatisfaction about unsatisfactory nature to develop themselves in the area they have been studying (M =
341, SD = 1.09).
Moreover, participants believe that the course content was convenient (M = 3.49, SD = .97) and the courses
satisfied their prior expectations adequately (M = 3.49, SD .94). Participants seldom could not find answer to
the question they are curious about (M = 3.51, SD = .82). Similar trends were also established for the idea
about additional material adequacy (M = 3.51, SD = .79). Participants were not far from neutral about the item
“I can give lesson that is similar to ones that I got so far in future” (M = 3.56, SD = .79). In item seven and item
ten, participants articulated somewhat positive answers (M = 3.64 and 3,67 SD = .90 and .90 respectively).
Participant advocated that the supplementary material needed to follow courses were adequate (M = 3.77, SD
= .74). Likewise, they confirmed that in future they can offer similar courses to the ones they got in graduate
program (M = 3.82, SD = .88). Correspondingly, “the names of the courses were consistent with its content”
item was supported by the participant most (M = 3.90, SD = .72) and distinctively, the class size
appropriateness had been confirmed great rate by the participant (M = 4.08, SD =.87).
This study has a potential to contribute to the dispute among researchers in the field of academic preparation
that graduate students are not satisfactorily qualified in accomplishing effective academic qualifications.
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Overall in this study, participants were satisfied with the contents of the courses they have got so far.
Alternatively, the participant were positive about extras of courses specifically, sources, class sizes, and
correspondence of name and contents of the courses. On the other hand, a great deal of the participants
claimed that they require more elective courses in order to adequately develop themselves academically.
Besides, they noticed that the workloads of the courses are not appropriate for their area of study. They also
indicated that the elective courses were not satisfactory enough to develop themselves.
The result of this study supported that graduates students should be provided more and diverse elective
courses in varied expertise area by the academicians. Therefore the university and faculty management should
be more sensitive about this issue.
With everything considered, master and doctorate programs should provide graduate students with;
 ample elective courses
 adequate number of courses in their study area with appropriate workloads
 courses which satisfactorily help them develop in order to be more competent academically and more
advanced in their area of expertise.
Even though the limitations of the study were that the sample size was small, and the study was conducted
only in one university, the result of the study reveals the situation in graduate schooling in the faculty of
educations in Turkey. Therefore, it is recommended that similar studies should be replicated with different
universities using grater sample sizes.
th
REFERENCES
Boote D. N., & Beile, P. (2005). Scholars before researchers: On the centrality of the dissertation literature
review in research preparation. Educational Researcher, 34(6), 3-15.
th
Fraenkel, J. R., & Wallen, N. E. (2006). How to design and evaluate research in education. (6 ed.). McGraw-Hill,
Inc.
Hurd, P. (1958). Science literacy: Its meaning for American schools. Educational Leadership, 16, 13-16, 52.
Lin, E., Wang, J., Spalding, E., Klecka, C. L., & Odell, S. J. (2011). Toward Strengthening the Preparation of
Teacher Educator-Researchers in Doctoral Programs and Beyond. Journal of Teacher Education, 62(3), 239–245.
Weiland, S. (2008). Research apprenticeship at Michigan State University’s College of Education: The
collegial and the confidential. Teachers College Record, 110(7), 458-476.
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SCHOOL ENVIRONMENT AND CREATIVITY DEVELOPMENT: A REVIEW OF LITERATURE
Dr. Sari Salem Alfuhaigi

College of Education, Aljouf University
SAUDI ARABIA
dr.sari2@hotmail.com
Abstract
School is one of the institutions for students’ creativity development. School only needs an extra effort that will
enable it to build a conscious and creative generation that will keep pace with the rapid change and recent
development in this era of globalization, economic transformation and information communication technology
age as new discoveries emerge every day, hence, the role of school is needed in guiding students toward
creativity to take advantage f modern development. Research has shown that creativity leads to intellectual
development and brain growth, when creativity is nurtured well by concerned institutions. School and other
social institutions play an active and influential role in developing students’ creativity through their available
resources and their specific planned goals. A creative school environment is one that exposes learners
psychologically and socially to facilitate creativity in which learners are motivated to discover things by
themselves, it promotes all necessary ways to creativity to help students develop the creative personality traits.
Based on this, the purpose of this current paper is to identify the role of the school in creating an environment
that will develop creativity among students through the review of literature.
Key Words: Environment, Development, Creativity.
INTRODUCTION
There is an interaction between individual person’s behavior and his/her environment according to his/her
genetic characteristics. This interaction is one’s personality trait which distinguishes one from his/her peers.
Similarly, creativity originally stems from genetic factors, but it cannot be successfully achieved and developed
save via the creation of the suitable environment socially, educationally and psychologically which will help
develop individual creativity positively to serve one’s environment and society.
Creativity is a psychological construct which is partly of genetics that determines the growth and partly of
environment which opens the human capability and allows it to flourish, therefore, there is a room for the
school environment to improve and increase. Studies have shown the important roles played by the
environmental factors in the development of creative ability (Domino, 1997; Irons, 1967; Smith, 1970;
Richardson, 1988). Individual's environment plays a significant role in the development of one’s creativity
particularly if the environment is active. Similarly, school is considered as one of the most important
environmental factors which helps develop creativity comprehensively and holistically. The school climate has
the opportunity to develop creativity in learners due to the fact that, it is being supported socially, physically
and cognitively which can positively distinguish creative personality. School is one of the institutions for
students’ creativity development. School only needs an extra effort that will enable it to build a conscious and
creative generation that will keep pace with the rapid change and recent development in this era of
globalization, economic transformation and information communication technology age as new discoveries
emerge everyday, hence, the role of school is needed in guiding students toward creativity to take advantage f
modern development. Research has shown that creativity leads to intellectual development and brain growth,
when creativity is nurtured well by concerned institutions. School and other social institutions play an active
and influential role in developing students’ creativity through their available resources and their specific
planned goals. A creative school environment is one that exposes learners psychologically and socially to
facilitate creativity in which learners are motivated to discover things by themselves, it promotes all necessary
ways to creativity to help students develop the creative personality traits. Based on this, the purpose of this
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current paper is to identify the role of the school in creating an environment that will develop creativity among
students through the review of literature.
LITERATURE REVIEW
Creative Thinking
Thinking is a series of mental activities carried out by brain when it is reinforced by one of the five senses. In a
broad sense, thinking is a search for meaning in a given situation or experience. It starts when we know the
tasks to be done precisely. Thinking is a form of most complex human behavior and it is one of the most
important characteristics that distinguish human beings from other creatures. Thinking is an internal activity, it
differs in terms of its quality and nature, it might be simply straightforward, or complex, therefore, individuals
differ among themselves in ways of thinking and cognitive process. Thinking is hypothetical; it refers to the
internal cognitive activity directed towards problem solving which can only be inferred from the thinking
results. However, creativity is to do or make something in a new manner not previously known.
According to Torrance (1965), creative thinking is the process by which individual becomes sensitive to the
problems, understands the gaps and deficiencies in the information then searches for solutions, poses the
questions and hypotheses, tests and re-tests the validity of the assumptions for necessary modification and
then presents the results that have been reached.
Creativity is also defined as the phenomenon of cognitive development everyone uses to treat problems in a
unique unfamiliar way by which a person explains the precedent solutions in a new way. Creativity is not only
mental activity it is controlled by many environmental factors. Creativity can be developed and taught, it
depends according to its developmental conditions and it is not limited to a specific number of people.
Creative thinking is one of the different thinking, it is characterized as achieving something familiar in an
unfamiliar way or transforming something familiar into something unfamiliar by searching for solutions in a
way that is not previously known. It is characterized by inclusiveness and complexity because it involves
overlapping cognitive and emotional elements which constitute a unique state of mind.
Based on the abovementioned, it can be said that creative thinking is a process resulting solutions, or ideas
from one’s cognitive framework either by the information a person is thinking of, or information prevailing in
the environment for the emergence of new ideas.
Most researchers in the field of creative thinking believe that this type of thinking is a set of elements and skills
as follows:
1 - Skill Fluency: This is the ability to produce ideas, images and expression in an appropriate unit of time as
much as possible.
2 - Skill Flexibility: the ability to generate a variety of ideas is not the kind of ideas usually expected, and
directing the course of thinking with change of reinforcement, or the requirements of the attitude.
3 - Skill Originality: the ability to produce ideas, or structures, or new distinct unique images, each new and
appropriate method in fact produces authentic and creative behavior, the idea is new if it does not already
exist. The originality can be measured by an individual's ability to produce ideas previously unfamiliar.
Whenever, the degree of an idea decreases, the degree of its originality increases. Creativity is of the
necessities of life and for the building of one’s future, it is a motivator which seeks to stimulate the mind, it is
characterized by a number of components as follows:
1 - Creativity requires mental abilities to recognize the problems and the flexibility of how to focus towards the
goal.
2 – Creativity is a process with multiple stages resulting in new thought.
3 –Creativity is not necessarily to be materially significant, it may be in the form of an idea or a vision or
product.
4 - Creativity is not an individual phenomenon; it can be practiced at the level of the individual, the community
and the organization.
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5 - Everyone has the creative ability embedded in his/her behavior and everyone has specific way of thinking.
6 - Creativity is a general human behavior and not specific to a particular group of people but it is a potential
construct shared by all people in a varying degree.
7 – Creativity can be managed, improved and developed.
Innovative school environment

Innovative school can be defined as the school that which is able to improve and support its student to develop
creativity in order to face the challenges of all time. Innovative environment that nurtures an innovative
thinking is the one that gives both social and psychological freedom and security to the students, it punishment
free, it develops positive relationships between students and teachers and pays special attention to extra-
curricular activities that can lead to innovation by allowing students to use their abilities and allow freedom of
error, expression of ideas, experiences, development of imagination, and promotes curiosity among the
learners (Angeloska, 1996).
Furthermore, innovative school environment is the one that encourages students to diversify paths of their
thinking, create a climate that will help them entertain as many ideas as possible at the same time even if the
ideas generated are contradictory in nature in the process of developing creative thinking in order to create
tolerance and acceptance among the students, encourage diverse ideas, stimulate students’ minds with the
importance of creative thinking and make them familiar with it (Israel, 1995). Cromwell (1993) is of the view
that, the open system is the most important features of the innovative school environment which contains
flexibility and repletes of process of discovery, this system is not restricted by laws to help develop self-
regulation skills in order to create links. Qualitative research findings show that innovative school environment
develops students’ capacities to become creative, open to new discoveries, make them imaginative,
courageous to see from different perspective while the lack of creativity leads to students’ inability to cope
with challenges. According to Shaughaessy (1991) innovative school environment is to help students ask
strange questions and create positive aspects in all the questions and ideas presented and encourage and
reward students’ creativity and to regularly urge students continuously to provide, give their creative solutions,
and give reward to their creativity in order to improve their innovative behaviors.
Literature shows that there are two primary motivation factors for innovative work namely quality and
originality (Maadi, 1965) and it is observed that environments are the underlying factors that contribute to
people’s creativity and its development (Pluckier et al., 1994). Innovation does not inherently exist, it is rather
located on the varying degrees in which environment plays a significant role in its development. Innovation is a
behavior that can be learnt which makes school environments more than other factors in developing this kind
of thinking on the basis that school environments do adopt programs that will develop innovative thinking in
addition to the development of the students’ creative abilities (Maker, 1982).
The school environments exercises that develop creativity are to educate the school teamwork, and make the
students familiar with the importance of creativity, creative activities, discover anti-creativity factors, enhance
their productive personality, link education with life in the content, methods, lead thinking to a concrete result,
transform traditional teaching to participatory teaching, give special attention to problem solving, provide a
minimum level of challenge that does not contradict with the Islamic belief and the modern requirements,
provide the constructive criticism, provide a deep understanding of the subject matters and ability of the
school to develop the fundamental elements in reality.
There are a number of practices that improve the school environment to achieve the development of
innovation among the students namely; group discussions in the classroom, self-learning in the educational
process, specific scientific laboratories, teacher should be allowed to be free in the classroom, encouraging the
students to ask questions and providing them the opportunity to exercise the constructive criticism, rewarding
responses and new products that add to the content of courses, give attention to essay questions, or at least
achieve a balance between the objective and essay questions.
From the above said, for the development of creativity and excellence at the school level there should be the
following components:
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1 - Student and innovative behavior: By studying student’s creativity factors, it can be inferred that, there is a
relationship between creativity and hereditary and the relationship between creativity and intelligence which
determine student’s development of attributes and skills capable of innovation.
2 – Innovative teacher: There is no doubt that the teacher is one of the most important elements of the
educational process. A teacher should make sure that information and ideas imparted to students are true and
original so that they can think better than the teacher him/herself, so teacher needs to be provided new
information and acquire new skills in order to be able to perform teaching process, teachers are expected to be
higher achievers and innovators.
3 –Programs and Curriculum: programs and curriculum are essential in developing student’s creativity and
deepening students’ awareness in line with modern time we live in.
4 - School management: School administration should be effective and able to deal with the new knowledge
globally and locally based on enlightened thinking and democratic method and giving others opportunity and
freedom to encourage innovation and reward innovation.
5 – School building: the school rich in terms of learning, modern facilities, laboratories, information
communication technology, workshops, theaters rooms, sports is the school that is able to provide a positive
environment creatively to prepare students an excellent level of performance.
Factors leading to the development of creative school environment most notably are:
- School climate that accepts new ideas.
- Giving every student opportunity to prove himself/herself.
- Encouraging and motivating student to find an excellent climate for creativity.
- Giving students opportunity of trail and error in order to see recurrence of new ideas.
- Strengthening delegation of authority among the students.
- Accepting collective thinking among students.
- Committing students to scientific thinking methodology.
- Familiarizing students to imagination and the ability to observe.
Some of the suggested obstacles that might face the innovative school:
1 - Mental obstacles such as observing issues superficially with an absence of freedom of thought and
unthoughtful judgment.
2 - Internal constraints related to the family and the school such as lack of positive guidance from the family
and the absence of dialogue, misunderstanding, lack of paying attention to the words of the student, lack of
encouragement and motivation by the teacher.
3 – External constraints such as opposing new ideas, criticizing people specifically, lack of reward and
motivations for the students who perform distinctly and division of labor in a routine manner.
4 - Psychological barriers such as loss of self-esteem, isolation and lack of openness to others and feeling
helpless about changing of reality.
th
REFERENCES
Angeloska, G. N. (1996). Children’s creativity in the preschool institutions in Macedonia, childhood education:
International perspectives, p24-960, New Zealand.
Cromwll, R. (1993). Creativity is a key to the future and to education: the importance of creative visioning, U.S.,
New York.
Domino, G. (1979). Creativity and the home environment. Journal of Gifted Child Quarterly.
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Irons, J.L. (1967). Creative thinking abilities of rural and urban elementary school students.
Israel, E. (1995). Developing high school students creativity by teaching them to take risks and defer
judgment, U.S., Florida.
Maker, C. (1982). The Ching models in education of the gifted, Shoal Creek Blvd.
Pluckier, J.A et al., (1994). Fostering creativity and elementary school programs in gifted education and student
portfolios. What educators and parents need to know about. National Research Center on the Gifted And
Talented, CT, U.S., Connecticut.
Richardson, A. G. (1988). Classroom learning environment and creative performance. Some differences among
Caribbean territories. Educational Research Journal:, p27-224.
Shaughaessy, M. F. (1991). The supportive educational environment for creativity, U.S., New Mexico.
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THE VIEWS OF 100 PRESERVICE ART EDUCATION STUDENTS

ON TEACHER RECRUITMENT IN TURKEY
Assoc. Prof. Dr. İsmail Özgür Soğancı

Anadolu University
Eskişehir- TURKEY
iosoganci@anadolu.edu.tr
Abstract
The ex-deputy chairperson of the Council of Higher Education in Turkey, İsa Eşme, in an unpublished 2009
report, argues that %95 of faculty of education graduates could not be recruited as teachers which influence
their occupational motivation negatively. When similar statistical data is analyzed, we understand that around
10.000 art education B.A. graduates are waiting for becoming assigned in public schools. This study
demonstrates the views of 100 current art education B.A. students regarding becoming appointed as art
teachers in public schools along with their ideas on the teaching profession and preservice art education
through a comprehensive survey. In addition, written and oral accounts of participants were gathered to form
relevant data sets and a general assessment of the current situation for teacher education professionals and
further research.
Key Words: Teacher Education, Preservice Art Education, Teacher Recruitment.
INTRODUCTION
Teacher appointment procedures in Turkey are conducted through a highly centralized model in which, ideally,
the Ministry of Education and the Ministry of Finance work together to determine how many teachers are
needed nationwide in public schools and how many of them can be recruited in relation to the parameters of
the national budget. While private schools recruit teaching professionals based on their own criteria, the model
in public schools operates by this centralized system. In 2002, a standardized test, KPSS (Public Personnel
Selection Test) started to be implemented for all public servant recruitment procedures including teachers.
With the addition of KPSS, now, appointment of a teacher in a Turkish public school is only possible if the
candidates have two documents: A faculty of education diploma (or any diploma along with a certification of a
pedagogical formation program) issued by a Turkish university and KPSS score sheet. In other words, in order to
become a teacher in a public school in Turkey, regardless of the branch of teaching, faculty of education
graduates need to apply the ministry of education with their test results and graduation documents, and wait.
According to the news media, the current approximate number of faculty of education BA graduates who are
waiting for becoming appointed in a public school in Turkey is more than 300,000. This number repeatedly
mentioned in various newspapers and web pages without referencing a clearly stated source reflects one major
aspect of “the terrible condition of national education” in Turkey: The teacher recruitment problem
(Kahraman, 2004, p. 217). Some newspapers make creative headlines to communicate the gigantic problem of
unassigned teachers: “Atanamayan öğretmen sayısı İzlanda’yı geçti” [The number of unappointed teachers
surpassed the population of Iceland] (Milliyet, 2014); “Atanamayan öğretmenlerden sazlı sözlü eylem” [The
unassigned teachers’ protest with music and lyrics] (Sözcü, 2015); “Atanamayan öğretmenler, sokakta ders
yaptı” [The unassigned teachers conducted lessons on the street] (Hürriyet, 2015); “Ataması Yapılmayan
Öğretmen Çaycı Oldu” [The unassigned teacher became a waiter] (Kamu Ajans, 2015); “Atama bekleyen
öğretmenlerin çilesi bitmiyor” [The ordial of teachers awaiting appointment is never-ending] (My Memur,
2015).
In 2009, the ex-deputy chairperson of the Council of Higher Education in Turkey, İsa Eşme, in an unpublished
report, pointed out that %95 of faculty of education graduates could not be recruited as teachers. In this
report, numbers related to each branch of teaching in Turkey were also made public. When similar statistical
data is analyzed, we understand that currently around 10.000 art education B.A. graduates are waiting for
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becoming assigned in public schools. It is difficult to determine a certain number of unassigned art education
graduates because these numbers are not shared with public in a systematic fashion and the variables are
manifold in terms of calculation and definition of unassigned teachers. In 2012, a congressional representative
from İzmir, Rahmi Aşkın Türeli, filed an official question to the Ministry of National Education in the National
Assembly of Turkish Republic and was responded by Nabi Avcı, the Minister of National Education, that, among
candidates applied for KPSS in September 2012, 295,426 could not be appointed as teachers in public schools
(Milliyet, 2015).
The headlines, web posts, report texts, and broadcasts in the news media give a general account of what is
happening in Turkey in relation to the unassigned teachers problem while they fall short of conveying various
dimensions of it, especially its impact on students of teacher education in specific branches. With this study I
intent to collect first hand ideas of a group of 2nd and 3rd year art education BA students on the unassigned
teachers problem through a semi-structured survey consisting of open-ended questions and conversational
interviews with a smaller group among them. As part of a project that investigates the process of becoming an
art teacher in public schools in Turkey, the initial analysis of responses to surveys and interview transcripts in
this study will be classified under themes. These themes will be shared with the broader audience consisting of
education professionals in general and art educators on a more specific level. These initial results are presented
here in order to deepen our understanding of prospective art teachers’ views and help build more relevant
instructional strategies in art schooling with respect to the unassigned teachers problem.
RESEARCH CONTEXT AND DESIGN
The study was conducted in Eskişehir, which hosts one of the largest public universities in Turkey. Located on
the main campus of Anadolu University, the department of fine arts education with 30 years of teaching
experience yields approximately 55 graduates each year with diplomas certifying them to teach on all levels of
public education before the bachelorette level. The research for this study took place in the art education
building in the last two weeks of February 2015. Two major processes in the same context dominated the data
collection in this study:
A semi-structured survey questionnaire consisting of 13 questions (2 questions seeking personal information

and 11 open-ended questions) was the main research tool. The questionnaire was crafted in order to collect
students’ opinions and understandings regarding the problem of unassigned teachers and it was shared with
two professors of art education for review. In the crafting process, questions in the questionnaire were
intended to be easy-to-read, unbiased, focused, and not directing students to any certain response (Yıldırım &
Şimşek, 2000). The final text of the questionnaire was formed with suggestions from peer reviewers and this
procedure made the questions clearer, more user-friendly and more comprehensive. The number of students
responded to the questionnaire was 100 BA students (58 second-year and 42 third-year) in the department of
art education at Anadolu university, Turkey. 87 of the participants were women. All of them were enrolled in
the four-year art education undergraduate program and the survey was conducted in three separate classes
through questionnaires that are handed out to students in the second week of March 2015. The participants of
the survey were not selected according to any criteria other than being registered in the described art
education program. The reason for selection of second and third year students was to be able to focus on a
population of students who were mostly enrolled in pedagogy courses that aimed preparation for art teaching
profession. The first year of the art education program focused more on applications that were specific to
visual arts while in the same program most fourth-year students were already preoccupied with teaching
internship and supplementary courses in private institutions for KPSS preparation.
The following questions, among supporting questions, constitute the core items in the questionnaire:
 What do you think the number of unassigned art teachers in Turkey is? Please, indicate number.
 What will you be doing in five years’ time? Please, explain.
 What kind of impact does KPSS have on your concentration toward your current course work? Please,
explain.
 Are you planning to become a public school art teacher in the near future? Please, explain.
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After questionnaires were collected, ten students were selected as a concentration group for the
conversational interviews. The selection intended to include a balanced number of second and third year (5+5),
male and female (5+5) students who were willing to participate. All ten came from middle class families, one
from upper middle class and three from lower middle class. With each of these students, one-hour interviews
were conducted and a group discussion in which all participated took place followed. The interviews were
considered as a basic mode of constituting knowledge through face-to-face communication in the sense that
“human reality can be understood as persons in conversation” (Kvale, 1996, p. 37). The interview questions
were based on students’ responses on the questionnaire that had been administered one week before the
interviews. In the interviews, “a holistic perspective through design flexibility, personal contact and context
sensitivity” was essential in order to contribute to the prospect of true understanding (Patton, 1980, p. 40-41).
All interviews were recorded, transcribed, and analyzed based on Erickson’s principles of analysis in qualitative
descriptive research. According to Erickson (1986), the basic task in such data analysis is “to generate
assertions through induction” (p.41).
This is done by searching the data corpus, reviewing the full set of field notes, interview notes and
audiotapes, site documents, and audiovisual recordings. Another basic task is to establish an evidential
warrant for the assertions one wishes to make. This is done by reviewing the data corpus repeatedly to
test the validity of the assertions that were generated, […] (Erickson, 1986, p. 41).
In the research design, the limited quantitative data provided by the questionnaires was collected in order to
support or deny assertions made through multiple readings of the interview transcripts. Likewise, in some
cases, assertions derived from questionnaire results were strengthened or weakened by interview data. The
grouping of assertions and combining them in inclusive thematic sets and creation of themes followed. These
themes constitute the main findings of the study and they are presented as a thematic synopsis along with
direct quotes from interviews and responses to questionnaires.
A THEMATIC SYNOPSIS
Most students do not have particular knowledge on statistics regarding the number of unassigned art teachers
in Turkey. 93 out of 100 students who responded to the questionnaire either could not give a specific number
or made open-ended estimations such as “many, thousands of, a huge number of”. A recurrent response to the
question “what will you be doing five years later?” was variations of “I do not know for sure”. 84 of the
students stated that they did not know what occupation or profession they would have in five years’ time. Half
of the remaining mentioned ÖYP, “Öğretim Üyesi Yetiştirme Programı” that translates to English as “Faculty
Development Program”, which was first established in order to train teaching staff for small-scale universities,
and later on, widened its scope to all public universities in Turkey. The remaining half forecasted that they
would be working in fields outside schooling.
75 students reported that they would like to be appointed in public schools after graduation while 56 of them
added that it did not “look possible” in the near future. In the interviews, one from this group of students
explained his way of seeing the issue:
Whether you want something or not does not guarantee that you will have it. Yes, I would very much
like to start working as an art teacher, but it seems impossible. You may know the numbers better
than me, but as far as I know graduates from our department have been waiting for years now.
77 out of 100 questionnaire respondents convey that they do not believe that KPSS is the appropriate measure
for selecting art teachers for public schools. An interviewee explains this situation more openly:
I want to become an art teacher, but becoming an art teacher, in this KPSS system, has nothing to do
with your qualifications in studio art, art history, or teaching art. We know that it is a corrupted exam
(referring to the investigation on KPSS results in 2010) and it is not just, but even if it had been
perfectly fair, it does not measure art teaching qualifications.
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For another student, wanting to become an art teacher is not an issue in question. He says:
My family will not support me forever. I need to work. KPSS is the only way for me. The issue here is
not whether I will choose art education as my future profession. I already made this choice. That is
why I am here in this department.
Another interviewee who noted ÖYP as her future career objective in the questionnaire approaches the issue
from a different direction:
When someone asks me, I say I am not going to become an art teacher, but I am not sure whether this
is meaningful or not. I do not know whether I say I want ÖYP because KPSS is very difficult or I really
want ÖYP.
Like in the questionnaires, some students in the interviews have almost no hope of becoming art teachers. One
student I interviewed thinks that she will become “nothing but unemployed like millions” in Turkey. Another
student mentions the articles in news media and, with a tone of satire, adds:
I would rather start looking for a job. I do not think I am any good for KPSS or ÖYP. I do not have a rich
father who will put money in my account all the time. The possibilities are endless! I can become a
waiter, or a receptionist. A friend of mine became an illusionist.
These utterances are not without complaints. Six of the students, during the interviews, mentioned recurrently
that politicians do not care whether they are appointed or not. The three main critiques they focus on are the
number of new universities with teacher education programs opened in the last decade; the decrease of art
education classes in public schools from twice a week to once a week; and the almost non-existent status of
fine arts in the general context of the country. Four of the interviewees directly accuse the authorities in the
current administration as destroyers of their faith in a fair KPSS. One explains:
It was on the news yesterday. Forty couples, husbands and wives from the same families got the
highest score possible in 2010 KPSS. How shall I trust that kind of exam?
Another student concentrates on the number of universities and related programs and underlines the quick
increase:
They say thousands are waiting to get appointed, but at the same time, YÖK (Higher Education
Council) opens new teacher education programs. If they had one gram of logic regarding this issue,
they would not do such a thing!
Displeasure
An understandable displeasure unfolds as a theme as I look deeply into the questionnaire responses and as I
remember the various utterances, and as I analyze the transcribed versions. In many cases, students explain
this displeasure with a kind of suspense and apathy that is made of a tension in between faith in the future and
loss of trust, willingness and desperateness, hope and pessimism. The majority want to become art teachers
while they know that it is a remote possibility. On the other hand, employment in other professions is also
remote for them since they are in a program, which mainly raises art educators. It is at times as simple as in the
question one interviewee posed: “If I cannot be an art teacher, why am I being raised as one?” A different
version of the same question clearly put by another student is, “If not needed, why raise?” At this point, I see
symptoms of displeasure turning to questioning full of anger on one side, and feeling unnecessary, useless, and
rejected on the other.
Apathy
A second theme is apathy. During the analysis, I tried hard to decide whether this could be a separate theme or
a kind of sub-theme under displeasure, but, with its frequent and consistent appearance in the interview
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transcriptions, it almost mandated me to allocate a separate theme section for it. The question “this is an issue
of what” was very informative for me on making a final decision. Unlike displeasure, apathy concentrates on
the current moment and it is different compared with a general pessimistic vision toward the future. Not only
the students in the study were displeased with the situation they were in regarding their possibility of
becoming appointed as art teachers and not only they tended to convey pessimistic projections with respect to
their future life, they used expressions of apathy for the current conditions they were in as well. 91 out of 100
students expressed that the low possibility of becoming appointed in the future for them had negative impact
on their concentration toward current course work. As in the words of one interview participant,
When you do not have hope for becoming a teacher, you simply do not care for getting prepared for
teaching. This is the main cause for reluctance on the part of students in terms of getting fully engaged
in course work and being attentive to classes in this school.
This lack of interest, says one of the interviewed students unfolds in many students as “indifference to a bunch
of courses including art history, art criticism, aesthetics, museum education, and studio art”. Apathy causes
students to, no longer, have a desire to succeed and motivation for learning while at the same time it reduces
their productivity (Benders, 2011). This is especially visible, the same student argues, in the last year of the art
education program: “sophomore students, they rarely come to school, because they are loaded with
coursework for KPSS. They prefer “dershane” (private institutions of preparation for standardized tests) to
school”.
Disconnection
Another theme that was formed through frequently observed patterns in the interview data indicates a
connection problem between school curriculum and the content of KPSS. In the questionnaires, 68 of 100
students underlined the same issue as their response to the question, “do you think the art education program
you are pursuing is sufficient in preparing you for KPSS?” These students think that the program and the test
content are vastly disconnected. One student wrote that it was impossible for them to be successful in KPSS
without taking classes from a “dershane”. When the issue came up in the interviews, all students agreed that
there was a disconnection between the curriculum professors followed and the curriculum of these private
institutions. During an interview, one student explained the logic of such temperament:
In KPSS, the questions we need to answer are all about general pedagogy but almost 70% of the
program we pursue in the art education department is about specific applications in art and art
teaching. Now, why would I spend time and effort on this 70% when it has no effect on my possibility
of becoming an art teacher?
This disconnection, I believe, is essential in understanding the psychological state of these students who are
often accused of being disinterested in school subjects. In a world in which practicality is continuously imposing
itself more and more, there is nothing more normal than these students’ expectations of a connection between
the contents of a curriculum they have to follow and an exam they need to take.
DISCUSSION AND SUGGESTIONS
In this small-scale inquiry consisting of a survey and an interview study with limited reach, a slice of the
unassigned teachers problem was highlighted with a concentration on student views in an art education
program. Based on the written accounts and the utterances of students, it is fair enough to express that the
main concepts that arouse regarding this gigantic problem are displeasure, apathy, and disconnection.
According to ÖSYM (Center for Student Selection and Placement) statistics, in the 2013-2014 academic year,
there were 89 faculties of education in Turkey. The number of registered students in teacher education
programs was 218,043 (ÖSYM, 2015), and more than 50,000 students are adding up to this number each year.
Reading the announcements of authorities responsible for teacher recruitment, one can understand that, for
parties involved in teacher recruitment procedures, a possible solution remains remote. Yet, at the same time,
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no one can argue that the problem does not require urgent and reasonable solutions. It is as if everyone
understands and shares the concerns of teacher education graduates, but none dares to act.
Therefore, beyond political aspirations and conjectural moves, the relevant authorities in Turkey need to create
a solid ground for the discussion of the problem at hand and act immediately to investigate all aspects of this
problem in order to implement reasonable ways to solve it. From an art education perspective, the negative
reflections of this problem on current art education students can be solved if the following suggestions, derived
from the questionnaire and interview phases of this study, are taken into account:
 Relevant authorities should share responsibilities in this issue. For this, Ministry of Education, Ministry
of Finance, ÖSYM and YÖK must remain in continuous dialogue for the coordination of teacher
education, certification, recruitment and statistics. An authorized and autonomous body should be
formed for such coordination and it must collect data regarding all aspects of teacher recruitment in
Turkey in order to forecast and re-design the whole systems of teacher education and recruitment.
 The number of teacher education institutions, their necessity, their reasons for existence, their
curricula, scope and aims need to be re-evaluated and re-arranged in light of the teacher recruitment
forecasts in the short and long runs. This re-arrangement might entail radical applications such as
diminishing the number of faculties of education in Turkey, decreasing the number of teacher
education students. A branch-based evaluation and a clear statement of priorities of the nation must
be made in order to make radical decisions at times.
 The teacher recruitment policies, procedures, plans, and statistics should be made public in a
transparent, orderly and thrust worthy fashion. All parties involved in and affected by this problem
should be informed regularly by objective announcements. The effectiveness of career-planning
information at high schools must make use of this information. By this way, we will have better-
informed students and parents, which will help decrease displeasure and apathy toward our
programs.
 The weight and effectiveness of some branches in the public schools must be re-calibrated in tune
with the contemporary needs of the Turkish society. For instance, in art, design and related-
technologies education, Turkish system has been left behind for almost two decades since the
centralized curricula allocate an average of one hour per week classes in K12. Authorities should re-
arrange this allocation as a necessity of our age and as a comforting prospect for art education
graduates.
 The curricula of art teacher education programs should be re-organized with respect to teacher
recruitment policies and they should acknowledge the KPSS phenomenon. This will decrease reliance
on “dershane” and similar institutions. However, the more urgent and essential precaution that needs
to be taken is to develop and implement an exam that really measure art teaching competence. The
disconnection between the curricula and the centralized one-size-fits-all KPSS must definitely change.
th
REFERENCES
Atama bekleyen öğretmenlerin çilesi bitmiyor. (2015, March 16). My Memur Website. Retrieved January 7,
2015, from
http://www.mymemur.com/atanamayan-ogretmenlerin-isyani-bitmek-bilmiyor-5516h.htm
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Ataması yapılmayan öğretmen çaycı oldu. (2015, April 7). Kamu Ajans Website. Retrieved April 3, 2015, from
http://www.kamuajans.com/atanamayan-ogretmenler/atamasi-yapilmayan-ogretmen-cayci-oldu-
h473803.html
Atanamayan öğretmenlerden sazlı sözlü eylem. (2015, March 14). Sözcü Newspaper. Retrieved January 8, 2015,
from http://www.sozcu.com.tr/2015/gunun-icinden/atanamayan-ogretmenlerden-sazli-sozlu-eylem-771773/
Atanamayan öğretmenler sokakta ders yaptı. (2015, March 15). Hürriyet Newspaper. Retrieved February 11,
2015, from http://www.hurriyet.com.tr/egitim/28452533.asp
Atanamayan öğretmen sayısı İzlanda’yı geçti. (2014, December 24). Milliyet Newspaper. Retrieved January 15,
2015, from http://www.milliyet.com.tr/atanamayan-ogretmen-sayisi--gundem-1973942/
Benders, D. S. (2011). Student Apathy: The Downfall of Education. Social Science Research Network. Retrieved
April 11, 2015, from http://ssrn.com/abstract=1968613
Eğitim birimlerine göre öğrenci ve öğretim elemanları sayıları. (2014, June 27). ÖSYM Website. Retrieved April
10, 2015, from http://www.osym.gov.tr/belge/1-19213/2012-2013-ogretim-yili-yuksekogretim-
istatistikleri.html
Eşme, İ. (2009). Öğretmen Yetiştirmede Geri Adımlar. (Unpublished Research Report). Ankara.
Erickson, F. (1986). Qualitative methods in research on teaching. In M. Wittrock, (Ed.), Handbook of research on
teaching (3rd ed., pp.119-161). New York: Mcmillan.
Kahraman, K. B. (2004). Kültür tarihi affetmez. İstanbul: Agora.
Kvale, S. (1996). Interviews: An introduction to qualitative research interviewing. Thousand Oaks: Sage.
Patton, M. Q. (1990). Qualitative evaluation and research methods. Newbury Park, CA:
Sage.
Türeli’den soru önergesi. (2015, January 28). Milliyet Newspaper. Retrieved April 9, 2015, from
http://www.milliyet.com.tr/tureli-den-soru-onergesi-izmir-yerelhaber-591867/
Yıldırım, A. & Şimşek, H. (2000). Sosyal bilimlerde nitel araştırma yöntemleri (2nd ed.), Ankara: Seçkin.
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E-LEARNING MOBILE APPLICATION FOR ARABIC LEARNERS
Eng, Abdelghani Karkar

Qatar University
QATAR
a.karkar@qu.edu.qa
Prof. Dr. Jihad Mohamad Alja’am

Qatar University
QATAR
jaam@qu.edu.qa
Prof. Dr. Mohamad Eid

Nyu Abu Dhabi
ABU DHABI
mohamad.eid@nyu.edu
Prof. Dr. Andrei Sleptchenko

Qatar University
QATAR
andrei.sleptchenko@qu.edu.qa
Abstract
Digital devices may bring people modern aspect of learning environment. Due to the huge amount of
obtainable applications, learners can use them on their mobile devices for entertainment, social network
communication, exchanging multimedia, and learning. We present in this paper an educational mobile system
that provides explanatory details about terms in Arabic stories characterized by semi-impulsive generated
multimedia and generates semantic questions about them. In order to augment the text with these
supplementary details, different processing phases have been accomplished which involve: the extraction from
expanded educational ontology, word-to-word relationships, supplementary annotation, and querying search
engines. The generation of semantic questions depends substantially on the results of semantic queries and
reasoning techniques bounded by contrastive semantic rules. The fundamental target of our proposed work is
to develop a mobile-based Arabic learning tool that adopt Bloom’s Taxonomy for education, including
comprehension, analysis, evaluation, knowledge, etc.
Key Words: Mobile Learning; Arabic Natural Language Processing; Ontology; Multimedia; Engineering
Education.
INTRODUCTION
E-Learning is significant for learning languages. The Arabic language is different from Germanic languages in
some characteristics such as language direction, looking characters, alteration of character form according to
its place in the word, and mark of diacritics to recognize how to pronounce words. Any Arabic eLearning system
has a considerable challenge in providing users the ability to use particular Arabic features especially if it is
designed for children or non-native Arabic learning adults. Young children need assistance to improve their
Arabic skills whereas non-Arabic grown-ups rely on the knowledge of their own language to learn another one.
An Arabic sentence is a chain of words coordinated from right-to-left. An Arabic word is a chain of letters that
can have annotated diacritics. A letter with particular diacritic remains one letter but however its pronunciation
differs, such as “‫ ”ﺗـَـ‬pronounced as “tà”, while “‫ ”ﺗـِـ‬is pronounced as “tee”. There are many symbols to show
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particular combination of letters. In fact, there are more than 900 different illustrations used for Arabic
scripting (Mosa et al. 2013). Figure 1-A shows the Arabic word “student” with its illustration. In some cases,
diacritics can be ignored as shown in Figure 1-B. This happened when writing simple letters and reports.
Fig. 1: The word “Student studying”
Phonetics, which is a branch of linguistics that teaches pronunciation of words and sentences, can be
incorporated in e-Learning Arabic learning tools to provide the pronunciation of Arabic words and sentences.
Dictionaries and textbooks sort the direction of phonetics from left-to-right (Habash et al., 2007). Few of them
apply phonetics to present the Arabic word in their native language like “Al-Telmiz – ‫”اﻟﺘﻠﻤﯿﺬ‬.
In effect, handheld digital devices like a smart mobile phone or a tablet can assist users to improve their
language skills. They provide pervasive computing and display to make learning available anywhere and any
time. Displaying illustration to describe Arabic words can help in improving learning capabilities for learners.
We propose in this paper an e-Learning mobile-based application that displays illustrations for Arabic children
stories and generate questions according to the developed Arabic educational ontology. It allows children and
non-Arabic grown-ups to understand Arabic vocabulary that are semantically related, like “Student is studying
– ‫”ﯾﺪرس اﻟﺘﻠﻤﯿﺬ‬. The educational ontology is developed with the appropriate editing tool and can be updated to
include additional semantic information.
The remaining parts of the paper are organized as follow: in section 2, we present some existing learning
systems. Section 3 describes the proposed e-Learning system for Arabic learning. In section 4, we demonstrate
the usability of the proposed mobile application. Finally, in section 5, we conclude the paper and provide
perspectives for future work.
BACKGROUND
Learning Arabic vocabulary and grammar is a challenging task. Abdelnasser et al. (2014) proposed a question-
answer system called “Al-Bayan” to answer particular question related to the holy Quran. It processes the
Arabic text, understands semantics and answers users questions depending on reliable Islamic resources like
tafseer book. Trigui et al. (2012) introduced the Arabic language at Conference and Labs of the Evaluation
Forum (CLEF). They proposed a system that can answer questions with many answers from small Arabic
paragraphs. The system uses the modern standard Arabic where its overall accuracy reached 0.19. Mahgoub et
al. (2014) proposed an approach for query expansion based on ontology created using Wikipedia. They
considered different features to make users utilize semantic search instead of keyword search, by handling: 1)
generalization, morphological terms, concepts matching, and providing semantics in the proper sense.
Abouenour et al. (2010) proposed a system based on Arabic WordNet in order to enhance question/answering
for the Arabic language. Synonyms of terms in WordNet are semantically linked and provide the ability of
extracting relevant terms according to the given questions.
Mosa and Kakehi (2014) introduced a multimedia Arabic e-Learning system called (EtaJWa) to help non-Arabic
speakers in pronouncing Arabic letters and reading correctly. It uses Roman phonetics code to coincide the
Arabic language direction. The proposed work presented significant statistical analysis. Wastam et al. (2010)
have developed a system to help children enhance their knowledge in a specific topic. The system is composed
of two components: the first one allows the instructor to select the topic of a story that will be illustrated by
flashcards, while the second one asks the children to arrange the scenes according to the topic of the story.
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Erradi et al. (2012) have proposed a multimedia-learning platform called ArabicTutor that provides Arabic
spelling, gives meanings of words accompanied by simple multimedia. Wuang et al. (2011) have built a
multimedia courseware system that is based on learning theories. All these systems are based on static
contents with different learning objectives. They are generally addressed to adult users with a computer
machine.
Educational ontologies are developed to improve the learning concepts in a particular area. They can be used in
different domain to facilitate the access to information. Zemmouchi and Ghomari (2013) have developed a
higher education reference ontology called ‘HERO’ which can help universities CEO in setting strategic
development efficiently. John (2014) has developed an ontology to learn the Java programming language
where concepts are linked in a hierarchical mode. Raju and Ahmed (2012) have proposed an enabling
technology to create next-generation learning object repository. They have shown how semantic web and
ontologies can be used to evolve and provide sharable learning objects. Sawsaa and Lu (2014) have proposed
an ontology of information science for the process of software development life cycle. The formulation of
concepts depends on recognizing the information science notions and coinciding them into a hierarchical
structure view based on their classifications.
We propose an educational mobile system based on Arabic educational ontology and multimedia technology to
teach children and non Arabic grown-ups in an attractive way. Our proposal generates the multimedia tutorials
dynamically by using Arabic text processing, entities relationship extraction, educational ontology, and
extraction of multimedia contents fetched from online search engines (i.e., Bing or Google).
PROPOSED SYSTEM
Our approach consists of generating the multimedia educational content dynamically. We use Arabic text
processing tool for knowledge extraction (i.e., actors, action, event, location),
educational ontology to retrieve details and associated multimedia elements, and web search engines to get
additional contents. The instructor can send to the system the educational text and get the multimedia
tutorials. The dynamic tutorials would become more time efficient due to the machine learning process of the
automated system. The system will statistically learn the preferred customization per student and will generate
automatically the customized tutorials.
A. Procedure
In order to develop our system, we have created first the general system artwork, set the end user graphical
user interface, design the semantic model that will store all semantic information about terms, and collect
educational stories and analyze them. We have gathered 30 educational stories, annotated terms, and
associated some illustrations manually. Illustrations were gathered from the Internet and educational CDs. The
system is developed while adopting the standard software development life cycle, as depicted in Figure 2
below.
Fig. 2: Software development life cycle
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B. Ontology Building
An ontology is a formal explicit description of concepts in a domain of discourse (classes, sometimes called
concepts), properties of each concept describing various features and attributes of the concept (slots,
sometimes called roles or properties), and restrictions on slots (facets, sometimes called role restrictions).
Ontology together with a set of individual instances of classes constitutes a knowledge base (Gruber, 1993).
Some reasons of using the ontology are: 1) To share common understanding of the structure of information
among people or software agents; 2) To enable reuse of domain knowledge, to make domain assumptions
explicit; 3) To separate domain knowledge from the operational knowledge; and 4) To analyze domain
knowledge. Since ontologies provide a shared understanding of a domain of interest, they have become a key
technology for semantics knowledge extraction and integration. The USDA National Animal Genome Research
group has developed standardized trait ontology STO for farm animals. It contains information about cattle,
pig, chicken and other species. Using the existing ontologies in the same domain was the most important of our
considerations. Since the field of our study is education, we preferred the creation of a new ontology in a
simplified manner to facilitate the delivery of information to learners. In order to build our ontology, we used
the technique proposed in (Noy and McGuinness, 2001). Figure 3 shows the different phases while developing
the ontology.
Fig. 3: The phases while creating the ontology
We defined all relevant terms that are expected to be in the ontology and we provide an index of specific
children's tutorial (i.e., toys, animal, food, etc.). We created (either present or past tense should be used)
different questions to extract the most important terms from educational stories, like “What is the benefit of a
book?”, “What is composed from?”. We have also added detailed information about terms and categorized
them.
We start with the definition of the most general concepts in the domain and subsequent specialization of the
concepts. From the list created previously, we select a group of terms and ask what they have in common and
what 'siblings' there might be. These concepts will be arranged in a hierarchical taxonomy into the ontology.
Figure 4 shows a part of the class hierarchy of our Noun grammar ontology.
We defined also the facets of the slots, sometimes called role restrictions (Noy and McGuinness, 2001). In the
Noun ( ‫ ) اﻹﺳﻢ‬class, we used the different restrictions to prevent conflicts while using the inference technique.
For instance, an elevated noun (‫ )ﻣﺮﻓﻮع‬cannot be at the same time genitive (‫)ﻣﺠﺮور‬. After defining the ontology,
we have evaluated it through the system. We have also discussed its appropriateness with experts in the
domain. In order to retrieve the corresponding multimedia instances from the ontology, we used semantic
1
SPARQL queries. Once a SPARQL query is executed a list of multimedia instances that satisfy the query is
retrieved. They are then proposed to the instructor. Complimentary queries are sent to the search engines.
1
http://www.w3.org/TR/rdf-sparql-query/
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Fig. 4: A part of the Noun grammar ontology
C. Inference
We have used the inference technique in order to improve the quality of semantic knowledge through
discovering new relationships between instances, analyzing the content of information, and identifying
inconsistencies in data. For instance, the fork is an instance from Kitchen_Tool, fork is used with plate,
subsequently if particular nutriment uses fork then the plate instance is required too.
D. Arabic Text Processing

2
We have used the recent version from “Stanford Parser ” to process the natural text. Stanford parser is a
natural language processing tool that marks up the grammatical structure of the sentence. It annotates words
according to their part-of-speech (POS) and generates their structure tree. It uses different Treebank to adapt
languages (e.g., Penn Arabic Treebank, Chinese Treebank, etc.). The result of the parser is analyzed to store
most frequent terms, and used in order to generate multimedia elements. Figure 5 shows the result after
processing the natural text.
Fig. 5: Text Processing Phases
2
http://nlp.stanford.edu/software/lex-parser.shtml
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E. Semantic Model Architecture

3
The semantic model is developed using “Protégé editor ”, a free open source ontology editor developed by
Stanford. The semantic model is composed from many classes that are referred to as concepts. Each concept
can have different properties that describe the characteristics of the concept itself (e.g., tool_color, tool_size,
etc.). It is possible to create instances from each class where each instance will have the structure of its model
concept. Figure 6 shows essential concepts in the educational ontology.
Fig. 6: The grammar educational ontology hierarchy
F. Generation of Question
Generation of questions uses the defined semantic model in order to generate random answers. Answers are
generated randomly by accessing the same properties of other instances. After each attempt, the mobile
application performs statistical analysis to report the questions that are answered incorrectly. According to the
statistical analysis, wrong answered questions will be asked repeatedly to make sure that the user is able to
answer them properly.
SYSTEM IMPLEMENTATION
A. Proposed Modules
The proposed system is composed of different modules as shown in Figure 7. The Natural Language Parser
module is responsible for providing all text processing features, which include paragraph segmentation, words
tagging, diacritics annotations, and so. The Corpus module is responsible for reading and storing new processed
Arabic stories. In addition, it stores statistics about the frequently used words and their respective downloaded
illustrations. The Semantic models component provides the functionality to access required ontology to acquire
semantic knowledge attached to particular terms, inference techniques, and reasoning. The multimedia loader
provides required services to translate words into illustrations. It uses the Search Engine module to get the
required illustrations if it is not found in the local media database. The Search Engine accesses online search
engines API to provide different search features, which include search for images, text, translation, and so.
3
http://protege.stanford.edu
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Fig. 7: System implementation modules
B. System Architecture
The architecture of the implemented system is based on distributed computing structure model as shown in
Figure 8. The advantage from this architecture is to separate server logic from the client one. The server is
responsible for all processing phases, like processing clients’ requests, performing semantic analysis,
maintaining usage log, and so on. The server is developed with Java language. It uses different components
(e.g., search engine library, semantic library, etc.) to fulfill the requirements of processing the text. On the
other hand, the mobile application is developed with HTML5 markup language. It uses different JavaScript
libraries to display information in an enjoyable style (e.g., Jquery Mobile, JSTree, etc.). The tremendous benefit
from this technology is to support the diverse type of mobile-based systems.
Fig. 8: System architecture
C. Generation of Multimedia
The obtained result from the Text parser module will be used to classify terms and place them in a hierarchical
structure. A search query will be formed using the template of the created structure (e.g., ADJ-NN: Blue Cup,
NN-VB: Water is boiling, etc.). The query will be used in the search engine, like Google, using its API to
download related images that represent the sentence. The administrator can store download images in the
corpus for future usage.
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Fig. 9: Illustration generation process
D. System Operation
The mobile application enables the user to access different learning sections (e.g., Grammar, Reading,
Assessment, etc.). It uses both Arabic and English languages. Three snapshots of the developed application are
shown in Figure 10 (labeled as screens A, B, and C). In screen A, the English version of the home page is displayed
which allows the user to navigate in the mobile application. In screen B, the user can navigate through the Noun
grammar tree and select the node to get more information about it. Finally, in screen C, the user can check the
result of the assessment he/she makes.
Fig. 10: Application screenshots: Home page, Noun Tree, Assessment results (from left-to-right)
CONCLUSION AND FUTURE WORK
In this paper, we present an e-Learning mobile-based system that can generate illustrations for Arabic stories
through knowledge categorization and extraction using natural language processing and semantic models. The
e-Learning system can provide explanatory details about Arabic vocabulary and can display the corresponding
images. It generates questions according to the developed educational ontology. The system can also be used
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by children and non-Arabic grown-ups to learn Arabic in an attractive style. The system can develop several
learners’ skills such as recognition, understanding, and memorization of Arabic words and phrases.
In the future, we plan to improve the generation accuracy of images. In order to improve the accuracy of
generating images, methods to filter appropriate images from non-useful ones will be considered. We plan
also to develop a new assistive writing device to teach the learners how to write Arabic words properly.
Acknowledement: This publication was made possible by a grant from Qatar University under its graduate
teaching assistantship award. Its contents are solely the responsibility of the authors and do not necessarily
represent the official views of Qatar University.
th
REFERENCES
Abdelnasser, H., Mohamed, R., Ragab, M., Mohamed, A., Farouk, B., El-Makky, N., & Torki, M., “Al-Bayan: An
Arabic Question Answering System for the Holy Quran”, ANLP, 2014.
Abouenour, L., Bouzouba, K., & Rosso, P., “An evaluated semantic query expansion and structure-based
approach for enhancing Arabic question/answering”, International Journal on Information and Communication
Technologies, vol. 3, no. 3, pp. 37-51, 2010.
Erradi, A., Nahia, S., Almerekhi, H., & Al-kailani, L., “ArabicTutor: A multimedia m-Learning platform for learning
Arabic spelling and vocabulary,”, In International Conference on Multimedia Computing and Systems (ICMCS),
pp. 833-838, 2012.
Gruber, T. R., “Towards Principles for the Design of Ontologies used for Knowledge Sharing,” In Journal of
Human-Computer Studies. Florida Institute for Human and Machine, vol. 43, pp. 917-928, 1993.
Habash, N., Soudi, A., & Buckwalter, T., On Arabic Transliteration. In Arabic computational morphology (pp. 15-
22). Springer Netherlands, 2007.
John, S., “Development of an Educational Ontology for Java Programming (JLEO) with a Hybrid Methodology
Derived from Conventional Software Engineering Process Models,” In International Journal of Information &
Education Technology, vol. 4, no. 4, 2014.
Mahgoub, A. Y., Rashwan, M. A., Raafat, H., Zahran, M. A., & Fayek, M. B., “Semantic Query Expansion for
Arabic Information Retrieval”, ANLP, 2014.
Matsuda, K., & Lea, R., WebGL programming guide: interactive 3D graphics programming with WebGL.
Addison-Wesley, 2013.
Mosa, A. and Kakehi, K., “THROUGH THE LOOKING-GLASS: Roman letters in phonics for Arabic as a part of
multimedia support”. 9th WSEAS International Conference on educational technologies (EDUTE '13). Kuala
Lumpur, Malaysia, April 2 to 4. Proceedings Page Number 120-125, 2013.
Mosa, A., & Kakehi, K., “Letting Non-Arabic speakers read and pronounce Arabic sounds using roman phonetic
codes in the mirrored form-a feature of ETaJWa, an Arabic e-learning system”. Int. J. Inf. Technol. Comput.
Sci.(IJITCS), pp. 2091-1610, 2014.
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Noy, N., and McGuinness, D., “Ontology Development 101: A Guide to Creating Your First Ontology”, Stanford
Knowledge Systems Laboratory Technical Report KSL-01-05 and Stanford Medical Informatics Technical Report
SMI-2001-0880, 2001.
Raju, P., & Ahmed, V., “Enabling technologies for developing next-generation learning object repository for
construction”, Automation in Construction, vol. 22, pp. 247-257, 2012.
Sawsaa, A., & Lu, J., “Building an Advance Domain Ontology Model of Information Science (OIS)”, International
Journal of Digital Information and Wireless Communications (IJDIWC), vol. 4, no. 2, pp. 258-266, 2014.
Trigui, O., Belguith, H. L., & Rosso, P. “DefArabicQA: Arabic definition question answering system”, In Workshop
on Language Resources and Human Language Technologies for Semitic Languages, 7th LREC, Valletta, Malta,
pp. 40-45, 2010.
Trigui, O., Belguith, L. H., Rosso, P., Amor, H. B., & Gafsaoui, B. “Arabic QA4MRE at CLEF 2012: Arabic Question
Answering for Machine Reading Evaluation”, In CLEF Online Working Notes/Labs/Workshop, 2012.
Wastam, J., Awang Rambli, D. R., & Sulaiman, S., “A guided digital storytelling prototype system using
illustrated flashcards,” pp 1-6, 2010.
Wuang, Y. P., Chiang, C. S., Su, C. Y., & Wang, C. C. (2011). Effectiveness of virtual reality using Wii gaming
technology in children with Down syndrome.Research in developmental disabilities, vol. 32, no. 1, pp. 312-321,
2011.
Zemmouchi-Ghomari, L., & Ghomari, A. R., “Translating Natural Language Competency Questions into
SPARQLQueries: A Case Study”, In the first International Conference on Building and Exploring Web Based
Environments, pp. 81-86, 2013
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THE ROLE OF WOMEN IN EDUCATION IN VICTORIAN ENGLAND
Lect. Çağlar Demir

Schools of Foreign Languages
Çağış Campus
TURKEY
erkandemir508@hotmail.com
Abstract
It is a well known fact that women were seen as inferior to men in most areas of the life in Victorian England.
They were only expected to be good wives and mothers at home. They were taught to be ‘angels of their
houses’. Most women obeyed the rules of dominant culture while some strived to have jobs outside their
homes. Despite the oppression of the patriarchal social structure on women, they could have occupations,
such as teaching positions at schools. This study focuses on their role in education, the double standards
shown to them in work choices and salary. To know what Victorian women teachers experienced during their
work lives is of significance in terms of undertanding the social positions they take in today’s world.
Key Words: Victorian women, education, women teacher.
INTRODUCTION
Victorian Era, 1866- was believed to be the Era of male supremacy in all areas of life. They had no legal rights.
Their husbands or fathers had rights on women’s property in 19th century. According to dominant ideology,
women were created to do household, look after their children.Their space was limited to the house. They
were expected to be the ‘angel of their houses. According to Klein, Innocence and inexperience and a
cultivated fragility were the characteristic attributes of the Victorian girls.
Victorian families raised their daughters in such an atmosphere that submission to men, being good at
housework and looking after children were the fixed gender roles imprinted on their memories at their early
ages. They were confined to their private spheres. Higher education was seen as unnecessary by their family
and the society. They just could find works which didn’t require high qualifications, such as needle work,
cleaning, baby sitting. Men even didn’t condescend to talk to them about politics, art, business and science.
What was expected from a woman was to be a charming and decorative housewife who made the home and
food ready for her husband and children.
It was not until 1870 that girl’s education was taken into account by the British authorities. After Education Act
was taken into effect in 1870, elementary education for both sexes became compulsory. Thanks to that Act, the
girls began to learn reading, writing and arithmatic. Few girls had the chance to have the secondary education
for the families took their sons into consideration. Thomson maintains that English families, even upper class
parents didn’t consider their daughters’ secondary education till 1880 and 1890s.
Patriarchal society valued the sons of the families and supported their higher education in order to preserve
the superiority of men in all areas of life. 1848 was a year when the hope for illumination of women opened its
way to Victorian women. Because the state accepted to build a college for the girls who were over the age of
twelve. Bessie Rayner Parkes states;
“Of those superior schools, popularly known as Ladies’ Colleges, the earliest in foundation, and in all respects
the best known and most amply supported, is Queen’s College, Harley Street, London, which was
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incorporated by royal charter in 1853 for the general education of ladies, and for granting certificates of
knowledge.”
F.D. Maurice’s Queen’s College was a well known school in England in those times. What was striking was that
there were no competent women teachers in that college. The girls graduated from these kinds of schools
entered the workforce where masculinity was dominant. However, women’s improving themselves and
getting professional jobs disturbed male-dominated society and decision makers. Their main worry was that
family structure was shattered after women were employed in factories for women had no time for their
domestic training and duties. Francis Michael Longstreth Thomson emphasizes;
“All female employment outside the home, whether of married or unmarried women, whether in factories or
elsewhere, made women into bad housewives and mothers because it deprived them of domestic training or
inclination ,and hence weakened the family.”
According to patriarchal mentality, women should be good at home duties and pleasing their husbands.
According to that view, education for women was necessary for doing only domestic duties very well. Mary
Wollstonecraft asserted that lack of education made women frivolous and socially irresponsible, unfit to be
companions to their husbands, good mothers to their children or self supporting in the absence of a male
provider. “
THE ROLE OF WOMEN IN EDUCATION
There is a fact that in Victorian times, female teachers had more teaching roles than male ones. However, there
was no justice in salary between male teachers and female teachers. Female teachers were humiliated by
having been payed lower wages compared to male ones. Lydia Murdoch specifies;
“No matter what the job, women faced a set of common obstacles in the workplace. The wages for female
workers varied tremendously, as did the nature of their work, but in practically all professions, women earned
less than men. In 1883, for example, the School Board of London specified that the salaries of female teachers
should be three quarters of those for male teachers of equal qualifications and experience. In 1890, male
assistant teachers had an average annual salary of 117 pounds, while women earned 88 pounds for the same
work. In addition to their subordinate status in relation to men of their profession, all women workers shared
the experience of being judged by the evolving, contradictory Victorian gender ideal of femininity, which held
that women shouldn’t work outside the home and that women’s paid labor was unnatural.”
A typical victorian class full with only girls and a female teacher
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There were two types of Victorian female teachers: public schoolmistress and private schoolmistress. Private
school mistresses were working in private schools.Public school mistresses were in charge of teaching in public
schools.Sara Delamont quotes from Pedersen;
“ The disparity in the sources that survive for studying the two types of teachers reflects the different roles
they sought to play. Whereas the private schoolmistress aspired to a leisured, amateur role in secluded,
quasi-domestic setting, the public school heads aimed rather to secure professional recognition and sought
distinction in the public sphere.”
As it is emphasized by Pederson, private school mistresses just thought of spending their time by enjoying
themselves with their friends at home, while school teachers focused on their self- development and
professionalization.
Middle class women weren’t permitted to desire both work and marriage, and thus they were forced to make
a choice, which men were not.Also, while not a reason for social ostracism, choosing to remain single was
seen as possibly selfish, although it should be noted that marriage was viewed as necessarily subjugating
woman’s individuality to her husband’s will. These attitudes were to a large extent characteristic of this period.
Hubbord reflected his fellow creatures’views in his article called Work and Leisure about what aspirations
they could have in in life, what they couldn’t, that is, the limitations put by the male-dominated society.In the
Woman’s Gazettee, Hubbard writes an article which argues that women need to subordinate to male
supremacy;
“…it cant be too earnestly enforced on the minds of all who voluntarily seek work that lays them under the
authority of others , That subordination to constituted authority is a duty from a high point of view and
necessity from a worldly point of view.Let noone accept a post without a settled resolution to believe that
their superiors in official position are superiors or they would not be so placed. The law of subordination runs
through the whole course of social life.Why then should women attempt to reverse that law by foolish
jealousies, unjust fault findings or unworthy suspicions? If a girl will not submit in the home life, let her not
imagine herself fitted for encountering the various little roughnesses which must inevitably crop up between
subordinates and superiors, equally unknown to each other.”
In those times, victorian ideology always imposed the idea that women must have knowledge about art, music
and language to be angels of the houses. Despite all the difficulties, Victorian women faced with, they
succeeded to be governesses. By working outside their homes, and ignoring the harsh criticisim of their
families and husbands, they started to work as governesses. They were humiliated for their inadequate
education in music, foreign languages by the middle class families. The striking point is that they didn’t give up
working as govenesses. They did their best to improve themselves in all aspects. It is important to note that
there were great efforts of some women writers and thinkers to help the women have career in teaching
profession. Copelman states that these efforts to provide better training for governesses are usually
considered the starting point of feminist efforts. As a profession, secondary school teaching witnessed some of
women’s great successes and provided some of the most significant opportunities for advancement , power
and community. Victorian female teachers were criticized for being strict and scary. They believed that
discipline was of vital importance in teaching. Student’s psychology, learning levels, cognitive skills were never
taken into consideration by the teachers of both sexes in those times.They were punished with canes.
The role given to the Victorian female teachers was not teaching the principles of physics, astronomy, or social
sciences. As Alison L. Prentice remarks, they focused on ornamental ideals rather than social science.They
aimed to fit their pupils to adorn a drawing room, not to spend time in the kitchen or behind a shop counter.
For the purposes of shining in polite society and attracting a husband who could afford to give her a leisured
life, a facility in music, dancing and learning French were seemingly more functional to a young lady than
great skill in computation or an easy familiarity with the nicer points of English grammar.
Victorian Universities were male-dominated institutions. Women lecturers weren’t accepted to work in the
universities for they were believed to have no capacity to have command of university subjects.What is queer
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is that most women agree with the men about the education’s bad impact on women as Herbert Tucker
remarks;
“It was by the end of century that not all university teachers were men. Women had been excluded from the
universities by the Victorian assumptions that women were not suited by temperament or intellect either for
the clergy or for public life. and they were not capable of the sustained rigorous work required by the
university studies…and many proper Victorians, men and women alike felt that advanced education would
spoil women’s cherished innocence and nurturing instincts.During the course of the century, increasing
numbers of women and a few male advocates like John Stuart Mill argued that women were in fact as
intelligent and as capable of higher education as men .”
On the other hand, there was a majority of men in the society thinking that women were never equal with
men. One clerical opponent of admission of women to Oxford declared in a sermon in 1884: “ Inferior to
us(men) God made you (women) and inferior to end of time you will remain.”
CONCLUSION
Female teachers’ getting jobs in the schools helped to change the views of male decision makers in Victorian
England in terms of giving the women more job opportunities. Middle and upper class preferred female
teachers at their homes to teach their son and daughters different subjects, such as music,art and language.
In spite of the fact that the female teachers were under the oppression of patriarchal administration and
domination at home and society, they could take roles in public sphere, which belonged to men. They had
teaching positions in the schools and became successful in teaching language, art and language. Their
appearance in public sphere formed inspiration and aspiration for female students to leave private sphere and
get active roles in the society.In particular, their attempts to take role in teaching the girls had a positive
impact on the girls in terms of changing their attitudes towards life and their identity and having self awareness
and activating their capabilities. The Victorian girls realized that “to be the angel of the house” was not what
they had to be. They comprehended that they could do other facilities in the public sphere, thanks to the
governesses at their homes and female teachers in the schools.
REFERENCES
Copelman Dina M. (1996). London’s Women Teachers, International Thomson Publishing Company, London,
page:17
Delamont, S. (2002). Knowledgeable Women: Structuralism and the Reproduction of Elites, Taylor &Francis e-
Library, page:68
Klein, V. (1949). “The Emancipation of Women: Its Motives and Achievements.” Ideas and
Beliefs of the Victorians. London: Sylvan, Print.
Kate, T. ( 2012). Postal Pleasures: Sex, Scandal, and Victorian Letters, Oxford University Press, New York,
page:113
Murdoch, L. (1970). Daily Life of Victorian Women, Greenwood Press, USA, page:172.
Parkes,B. R. ( 2010). Essays on Woman’s Work, Cambridge University Press, New York, page:203
Pedersen, J. S. (1991). Women who Taught: Perspectives on the History of Women and Teaching,University of
Toronto Press, Canada,, page:46
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Tucker, Herbert F. (2014). A New Companion to Victorian Literature and Culture, John Wiley&Sons,Ltd,UK,
page:15
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ENCYCLOPEDIC EDITIONS AVAILABLE TO PERSONS WITH DISABILITIES:

THE PAST, PRESENT AND FUTURE
PhDc. Mateja Bublić

University of Zagreb
CROATIA
matejabublic@yahoo.com
Dr. Zdenko Jecić

Lexicographic Institute "Miroslav Krleža", Zagreb
CROATIA
Abstract
This paper presents a historical overview of encyclopedic works accessible to people with disabilities, the
current situation and in-depth comparative analysis to determine which are the modern solutions that can be
adapted to the needs encyclopedias such persons.
Encyclopedias are transmitted summaries of knowledge to which the user can access in your home, in the
workplace or through the Internet, without having to go to a distant library where you could spend a long time
looking for the information.
Throughout history encyclopedias are obijedinjavale entire world's knowledge, bringing it in the form of texts
rich illustrations, maps, tables and bibliographic references. Consolidated global knowledge written on
condensed and printed in several volumes.
By using computers, information and communication technology encyclopedias are becoming more accessible
and rich multimedia and interactive content.
People with disabilities, particularly people with disabilities of sight to the emergence of computer, information
and communication technology encyclopedias are used only with the help of others or following the
intervention of others (printing in Braille).
The first publicly available encyclopedia for the visually impaired is World Book Encyclopedia, published in
Braille in 1961, and in 1980 published an encyclopedia in the form of voice recordings on cassette,
accompanied by a reproducing apparatus, and indexation in Braille.
New encyclopedic works in Croatia are now available online, published by the Lexicographic Institute "Miroslav
Krleža". Proleksis encyclopedia and encyclopedia of Croatia are Croatian general and national online
encyclopaedia in the Croatian language. They are available free of charge in the Croatian language, the editorial
are monitored and open to external collaboration as well as the possibility of new communication. Besides
Proleksis encyclopedias and Croatian Encyclopedia users are available various online encyclopedias,
translations of foreign editions and Wikipedia on Croatian language.
Integration of persons with disabilities in Croatia, and all Member States of the European Union, encouraged
the lifelong learning. The electronic encyclopedia that is available online, open to external collaboration, allows
people with disabilities to propose the necessary changes to current issues in order to appropriate information
and accessibility to all users.
Key Words: Encyclopedic editions, electronic encyclopedias, persons with disabilities.
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INTRODUCTION
Publishers encyclopedic works throughout history have been allowed to have the same available to persons
with disabilities. Printed editions in Braille or recorded audio files of the same. Analyzing the course of history
available encyclopedic works and editions currently available to people with disabilities goal is to determine
which modern solutions to adapt to their needs.
The word encyclopedia is associated with more sveščano printed work that written word, in a concise way,
exposes the entire world's knowledge, and enriched with illustrations, maps, tables, bibliographic referencma
and pomogalima to navigate. This encyclopedia consists of a systematic Reduced articles, written by many
authors and edited higher education experts.
People with disabilities of sight, hearing, motor, speech, language, communication, attention, concentration or
a combination of these difficulties throughout history encyclopedic works are used with the intervention or
assistance of another person. Search terms in more sveščanim encyclopedic works require the investment of a
lot of effort and time to find the notion of seeking.
Computers, information and communication technology through new media enables all encyclopedic works
accessible and searchable to people with disabilities and people without disabilities.
Encyclopedic editions
According to the world's leading encyclopedia term is defined as:
"Work which, in alphabetical or any other sequence of methodical, gather and systematically analyze the facts
and knowledge on all human knowledge (general encyclopedia) or all one body of science, art, fields
(professional encyclopedias or special encyclopedia)." (Encyclopedia, Croatian encyclopedia, Zagreb,
Lexicographic Institute, 1999).
"Reference work that constrains information on all branches of knowledge or that treats a particular branch of
knowledge in a comprehensive manner." (Encyclopaedia, Encyclopaedia Britannica, Chicago, Ultimate
Reference Suite, 2008).
"... Darstellung des gesamten Wissent (Allgemeinzyklopädie stage Universalenzyklopädie) oder eines
Fachgebietes / Realenzyklopädie)." (Encyclopedia, Der Brockhaus multimedial 2008 premium, Mannheim:
Bibliographiaches Institute & F.A. Brockhaus, 2007).
Traditional encyclopedic works contain summaries transmitted knowledge to which the user can access in your
home, at work or on the Internet. The development of information and communication technologies through
the new media has affected the way of issuing encyclopedia. Encyclopedic works are available in electronic
form, added to them is the possibility of multi-media, interactivity and search ability. The new media have
enabled encyclopedias become more available, widely used, free and publicly available.
The development of encyclopedic works from traditional to electronic throughout history encyclopedias are
uniting with the entire world's knowledge is enriched with illustrations, charts, tables, bibliographic references.
Consolidated global knowledge written on condensed and printed in several volumes.
Traditional encyclopedic works, published in several volumes. To print encyclopedia could be updated with new
knowledge, and to renew their data, editors and authors have their work organized in cycles, i.e. through new
releases or annual additions in separate volumes. Increasing the number of volumes with a newer edition or
supplement encyclopedic issues did require additional financial allocations and in need of additional space to
accommodate them.
The traditional (printed) encyclopedic works focused particular type of user (e.g., children, adolescents,
experts) and therefore the same material presented in varying degrees, in different ways in different editions
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(for example, children's encyclopedia, general lexicon, professional lexicon, general encyclopedia, Encyclopedic
Dictionary).
By using computers, information and communication technologies were created electronic encyclopedias.
Electronic encyclopedic work more accessible to the users of traditional works, organized in hypertext form
with text as the primary encyclopedic information, contains a photo, a drawing (charts, tables, maps), record
sound (sounds, music, speech, etc.), Video or animation in a variety of combinations. The scope of materials
that can be placed on an electronic medium is virtually unlimited, with minimal costs of its reproduction.
The development of encyclopedic works from traditional to electronic throughout history encyclopedias are
uniting with the entire world's knowledge is enriched with illustrations, charts, tables, bibliographic references.
Consolidated global knowledge written on condensed and printed in several volumes.
Traditional encyclopedic works, published in several volumes. To print encyclopedia could be updated with new
knowledge, and to renew their data, editors and authors have their work organized in cycles, that is, through
new releases or annual additions in separate volumes. Increasing the number of volumes with a newer edition
or supplement encyclopedic issues did require additional financial allocations and in need of additional space
to accommodate them.
The traditional (printed) encyclopedic works focused particular type of users (e.g. children, adolescents,
experts) and therefore the same material presented in varying degrees, in different ways in different editions
(for example, children's encyclopedia, general lexicon, professional lexicon, general encyclopedia, encyclopedic
Dictionary).
By using computers, information and communication technologies were created electronic encyclopedias.
Electronic encyclopedic work more accessible to the users of traditional works, organized in hypertext form
with text as the primary encyclopedic information, contains a photo, a drawing (charts, tables, maps), record
sound (sounds, music, speech, etc.), Video or animation in a variety of combinations. The scope of materials
that can be placed on an electronic medium is virtually unlimited, with minimal costs of its reproduction.
Historical Review of encyclopedic works accessible to people with disabilities the first publicly available
encyclopedia for the visually impaired is World Book Encyclopedia, published in Braille in 1961, and in 1980
published an encyclopedia in the form of voice recordings on cassette, accompanied by a reproducing
apparatus, and indexation in Braille.
The first multimedia encyclopedia was Compton's Multimedia Encyclopedia, published in 1990, is owned by the
Encyclopaedia Britannica. The content of the included 26 volumes of text and 15 000 illustrations and its
printed version, and is enriched with additional multimedia content that includes 60 minutes of recording time
and 45 animation. Equipped with the patented and advanced search engine. In this way the visually impaired
with the use of adapted computer via search engines can access content and sound tracks.
In 1992 Grolier Encyclopedia Electronic issued a media release published earlier that with ilustracion includes
audio and video recordings (50 short film clips).
People with disabilities by using adaptive technology, adapted computers or Braille line enabled application
electronic editions and significant representatives of electronic encyclopedic works of general type as:
Britannica, Blockhouse, Encarta. This works by e printed on the DVD in 2004 and 2008, and in relation to the
publication of the extended additional multimedia content (videos, audio files, animations ...).
New media and computer programs for word processing, production and processing of an illustration,
computer database enabled easier, faster and more economical production of encyclopedic works. One of the
hallmarks of modern encyclopedia and search ability. Search content in traditional issues that make entries
arranged usually in alphabetical order, whereas the new media to the search term arrive via a search engine
database of the entire contents. Search engines offer the possibility of a complex search and sequencing of
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search results according to their relevance. In this way it is possible to people with disabilities who use voice
commands to search the contents of easier access to a search term.
The study was based on the comparison, that is the comparative analysis of characteristics of individual
representatives of traditional and virtual encyclopedia, expressed descriptively.
According to media publishing encyclopedias can basically be divided into printed (paper) and not printed
encyclopedias. No printed encyclopedias can be spoken (audio) recordings on magnetic tapes or other
recordings for the visually impaired and blind, and electronic (digital), which consist of one or more computer
files. Electronic encyclopedias are published on an information network - a network or online encyclopedias, or
a material storage medium. Online encyclopedia by type communication network may be the Internet, mobile
and encyclopedias on Videotex.
Virtual encyclopedia is divided into open type (Wikipedia), whose contents can be used, distributed or modified
anonymous users, semi-open type (Proleksis encyclopedia and Croatian Encyclopedia), whose contents can be
used, but the content changes can only propose registered users known statement, ao changes respecting final
judgment bring forward named beneficiaries, and closed type, in which the entire work on the encyclopedia
takes place within previously known associates.
Virtual Encyclopedia through new media allows hyper mediality, hyper textualiti and interactivity. Hyper
textuality or non-linear organization of the text make design content in a way most appropriate for users of
different interests. The multimedia and integration of text, images, sounds and videos provides instructiveness,
attractive, user-friendliness presented lexical contents. The interactivity allows the user grouping content
about current areas of interest.
Modern solutions adjustments encyclopedic works of the needs of persons with disabilities
Based on the analysis, we can determine that the necessary transformation of encyclopaedic works from
traditional to virtual. Modern solutions to personalize the content resulting from the new media that can be
defined through the prism of the preferred characteristics, which today tends encyclopedia, and persons with
disabilities, are expected. So encyclopedia that occurs in new circumstances should be: electronic, Internet,
hypertext, multimedia, interactive, constantly updated, constantly updated with links to the Internet, free
access, searchable, cooperative (semi-open), adaptive, tailored to the needs of each individual user, his ages
and levels of knowledge and current information needs.
Encyclopedic work Handicap difficulties of vision, hearing, motor, speech, language, communication, attention,
concentration or a combination of these difficulties by using modern adaptive technology enables independent
search terms as part of the traditional encyclopedia (printed, multi-volume) could not be used without
assistance or intervention of another person.
Encyclopedic work accessible to people with disabilities, adapted to the needs of each individual user
acceptance should allow easy search terms through a search engine.
Search ability, quality modern encyclopedia. In the new media to the search term all users; including persons
with disabilities come through the search engine's database of the entire contents. Search engines offer the
possibility of a complex search and sequencing of search results according to their relevance. People with
disabilities who use voice commands to search content in this manner enable easier access to a search term.
Equally encyclopedic work available in the new media should be allowed to increase the font letters or text
content, changes the substrate below the text content, it should be compatible with the voice channels and
modern adaptive technology used by people with disabilities.
Modern solutions adjustments encyclopedic works of the needs of persons with disabilities are placed in the
application of new media, so-called. Hypermedia through hyper textuality, multimedia and interactivity will be
the key medium of the future.
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Hyper textuality or non-linear organization of the text enables the creation of content in a way most
appropriate for users of different interests and difficulties. By using hyper text for presentation of the lexical
content is repeated, just follow orders ("clicks" instead of Browse), automatic control orders, modularization
lexicographical information, decompression lexicographical tasks, allows you to connect encyclopedic works
with external sources.
The multimedia and integration of text, images, sounds and videos provides instructiveness, attractive, user-
friendliness presented lexical contents.
The interactivity allows the user grouping content about current areas of interest.
Enrichment of the displayed information or content audio or video affect its user-friendliness so it is
recommended that a new encyclopedic works are multimedia. The multimedia and offers the user the
opportunity to interact with the content. Interactivity content encyclopedic work unique, gives the media an
important psychological dimension in a way that encourages the user by giving him the power of action.
th
REFERENCES
Enciklopedija, Hrvatska enciklopedija, Zagreb, Leksikografski zavod Miroslav krleža, 1999.
Encyclopӕdia, Encyclopӕdia Britannica, Chicago, Ultimate Reference Suite, 2008.
Enzyklopӓdie, Der Brockhaus multimedial 2008 premium, Mannheim: Bibliographiaches Institut &F.A.
Brockhaus, 2007.
Jecić, Z.: Virtualna enciklopedija, Redefiniranje zadaće enciklopedijske djelatnosti, Doktorski rad, Zagreb, 2008.
Jecić, Z.; Boras, D.; Domjan, D.: Prilog definiranju pojma virtualna enciklopedija //Okrugli stol Leksikografija
između znanosti i struke/ Leksikografski zavog Miroslav Krleža, Zagreb, 2008.
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OUTLOOKS OF CONSERVATORY PIANO MAJORS TOWARD THE USE

OF TURKISH COMPOSERS’ WORKS IN APPLIED PIANO LESSONS
Assoc. Prof. Dr. Onur Nurcan

Dokuz Eylül University
State Conservatory of Music
Department of Composition and Conducting
TURKEY
onur_nurcan@yahoo.com
Assoc. Prof. Dr. Deniz Beste Çevik Kılıç

Necatibey Faculty of Education
Division of Fine Arts Education
Department of Music Education
TURKEY
beste@balikesir.edu.tr
Assoc. Prof. Ebru Güner Canbey

Dokuz Eylül University
State Conservatory of Music
Department of Composition and Conducting
TURKEY
gunerebru@hotmail.com
Abstract
Instrument education holds a vital position in music education with the piano being one of the most central
instruments. Piano training both gives individuals a solid technique and assists them in their musical
development. It is necessary in piano education to progress from simple to complex as well as from well-known
to unknown. In addition, it is important to demonstrate to students various pieces of music from every musical
period. Piano pedagogues should enable their students to progress technically by introducing them to
numerous different works from the literature. It is imperative, in this context, to include piano works by Turkish
composers in piano majors’ applied lessons. This research, which follows descriptive research methodology,
focuses on determining the attitudes of conservatory piano students toward the use of Turkish composers’
piano works in their piano lessons. The data collection tool used in the research is specifically developed by the
researchers. The validity of the data collection tool and the relevancy of questions in the questionnaire are
determined according to expert opinions. In the following step, the questionnaire is put into its final form and a
set of proposals are made that are based on the findings of the research.
Key Words: Piano Education, Turkish Composers, Piano Works by Turkish Composers.
INTRODUCTION
The general purpose of the piano lessons within the Conservatory of Music Undergraduate Piano Department
is to ensure that the student attains mastery in basic technique and knowledge of piano as a central instrument
that will be needed and used in professional life. Over the course of his training, the student is expected to
progress technically and musically in the interpretation and rendition of solo piano works from various periods
and styles.
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The instructors use a syllabus that is common to all the piano departments of the conservatories in order to
create a program of electives for each student according to class, level and individual skill. The program
prepares the students for class or individual recital performances, some during the year, some at year’s end.
The content of piano learning/teaching encompasses incremental exercises and etudes, with examples from
works by Turkish composers, educational music examples, the piano literature and learning and teaching
techniques for music education in the schools (MEB, 2006). The piano constitutes an important part of
education in the schools (Yönetken, 1996). In this context, use of materials related to our national music is
important in instrument education during the formative years in childhood and youth when individuals begin to
feel the urge to express themselves and are forming their distinct personalities. This shared national music will
develop and enrich our language and tastes in multiple dimensions. This enrichment of the music education
repertoire will serve to increase interest in the concert repertoire and in Contemporary Turkish Music as well
(Akkor & Türkmen, 2009).
The teaching programs must be prepared so as to reflect the historical, cultural, social and moral fabric of our
nation and all the changes in the world that impact it. “The children’s strong and natural interest and love for
the national melodies over the foreign ones is an important factor in national education” (Özeren, 2003:229-
231).
In the teaching of piano, it is important that the instrument evoke the students’ sentimental bonds by giving
place to works inspired by the particularities of our own culture (Aydıner, 2008). In Turkey, starting with the
“Turkish Five”, the special emphasis placed on piano works by Turkish composers has developed a rich piano
literature (Fenmen, 1991). There are 399 solo piano works In the Literature composed by 88 different
composers in albums (Antep, 2006). Considering that every single album contains one or many piano works, it
can be said that the Turkish solo piano literature offers hundreds of choices for performers. In this context,
giving greater place to contemporary Turkish piano works would enhance the sound color and creativity in
piano education. Thanks to this, the music educator can enrich the students’ enjoyment of the music and
further refine their sense of musical hearing (Wheeler, 1985).
“In order to partake of the universal music culture and acquire a good knowledge of the body of critical
methodology, it is necessary to assimilate and make good use of that culture; in addition, to contribute to it,
one must come to know it well through critical study in order to also make good use of our own body of Turkish
Contemporary Music that is being created” (Say, 1985: 1143).
The purpose of this study is to present the opinions of Conservatory students in the piano department about
the use of Turkish composers’ works in their lessons. In this context, it is thought that this research, which
sheds light on other academic studies, constitutes an important contribution in terms of making
recommendations.
METHODOLOGY
This research is aimed at eliciting the attitudes of students in the piano department of the conservatory
concerning the use of Turkish composers’ works in their piano lessons, and therefore to ascertain the situation
regarding actual use of such works. The descriptive method of research is used in the study. This method
focuses on a specific group and the ideas of group members regarding a topic of debate among them
(Hitchcock & Hughes, 1995). The research data are calculated using the semi-structured interview technique.
This interview technique allows for some changes during the interview, recognizing the possibility of new,
unexpected aspects that can emerge (Özgüven, 2004).The flexibility of this type of structure is in using a
combination that encompasses neither completely structured nor totally unstructured questions, favoring
options between these (Karasar, 2009). The semi-structured interview elicits a more in-depth view into the
relevant topic of study (Büyüköztürk et al., 2010).
The working group for this research is comprised of six students who were chosen from among the 4th year
students in the piano department during the 2014-2015 academic year at Dokuz Eylül University State
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Conservatory. In keeping with the stated intention of delving deeply into the topic of study, the selection of
participants was made according to the targeted sampling method because this method lends itself to open
expression of many facts and incidents in many situations (Yıldırım & Şimşek, 2008). Thus the sampling
measured criteria technique of the target sampling method was used in the study. In order to acquire the most
appropriate sample, the researchers’ decision regarding which ones to select was based on their own judgment
(Balcı, 2004).
In keeping with the aim of the study, after examining the relevant literature, the researchers created a
questionnaire and then consulted experts in the field in order to assure that it was sufficiently comprehensive.
The experts were requested to evaluate the questionnaire as to whether or not the questions were
understandable and open and the subject at hand was covered as intended. In accordance with the opinions of
these experts, the questions were reviewed again and, after changes were made, a pilot study was conducted.
Based on the results of this pilot study, the interview questions were put into final form. The questionnaire
contains a total of seven questions.
In order for the participants to feel relaxed so that they would be able to express their opinions freely, the
researchers conducted separate interviews with each student and, in the process of collecting the participants’
responses, asked additional questions as necessary in order to probe more deeply. Each interview lasted an
average of 15-20 minutes. The following questions were asked of the students:
 “What are your opinions about giving greater place to the teaching of works by Turkish composers in the
course of your piano training? Please state your reasons.”
 “In the course of your piano training, are piano works by the Turkish Five and other Turkish composers
included in the recitals of your piano class? Please indicate which Turkish composers’ works will be or have
been played in a class and/or piano recital.”
 “Besides piano works of the Turkish Five and other Turkish composers, do you know about any other
works by Turkish composers such as music for orchestra, chamber music, theater music etc.? Please
elaborate.”
 “Which piano works by the Turkish Five and other Turkish composers do you know? Please elaborate.”
 “Why do you think that only the mentioned piano works of the Turkish Five and other Turkish composers
are performed? Please elaborate.”
 “What are your views regarding the more difficult sections in piano works by Turkish composers?”
 “If you were to recommend a Turkish work to be performed what would be the reasons you
recommended that work? Please elaborate.”
The data from the research were analyzed through the descriptive analysis method. This method is applied by
carefully summarizing the results of the research questions (Yıldırım & Şimşek, 2008). In the descriptive
analysis, the obtained data are interpreted according to the previously stated themes. In this type of analysis,
in accordance with the research goal of capturing bold responses, direct quotations from the acquired data
reflecting the opinions of the interviewed individuals are often included. For purposes of validity it is important
to include direct quotations and to show the results. Therefore some of the data from the research are
included without any alteration (Wolcott, 1990). In addition, the entire study was conducted confidentially
without using the names of any of the participating students. Only codes were assigned to the students, males
were E1, E2, etc. and the females, K1, K2 etc.
Interview details: After the validity of the question items was established according to the experts, the
interviews with the students were conducted using an audio recorder. After the researchers had completed
their analyses, these recordings were transcribed into a Word document.
Preparation of the interview coding key: After completion of the detailed interviews, a separate Word
document was created for the text of each student’s entire interview. A coding key was established for the
questions asked of the students in the interviews. By processing the data according to the coding key, a
descriptive analysis was accomplished based on shared frequency of the questions on the questionnaire. Next,
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the findings were evaluated by the researchers with the added support of the direct quotations. All of the
responses from the students were distributed in tables.
Reliability of the Research: The researchers established the reliability of their work by coding the responses of
the students. In the calculation of the reliability of the research, Reliability=Interview integrity/Interview
integrity+Interview separation. Using the reliability form of Miles & Huberman (1994), a research reliability of
83.2% was established; inasmuch as 70% percent indicates reliability, this research was deemed reliable.
FINDINGS
Findings with Regard to Giving Greater Place to Instruction in Turkish Composers’ Works in the Students’
Piano Classes
The first question directed to the students was “Do you have any opinions about giving more room to teaching
the works of Turkish composers in the course of your piano training? Please give your reasons.” Table 1 shows
the responses of the students to this question. Sometimes several students shared the same viewpoint.
Table 1: “Do You Have Any Opinions about Giving More Room to Teaching the Works of Turkish Composers in
The Course of Your Piano Training? Please Give Your Reasons.”
Responses f
We think it is important for us to know our own music culture through gaining a much greater 5
mastery of our own native music, and to be able to pass on our heritage.
In piano instruction, it is quite beneficial to the development of our technique. 4

We think that since Turkish music works are more easily remembered, our interest in works by 3
Turkish composers will increase even more.
We think it is important in order to understand the differences between Turkish music works 4
and Western music works.
Turkish composers have an important role in spreading to the world both the makams of Turkish 5
music and our instruments. We the future teachers must as artists learn Turkish Music works.
Alongside the position that we have gained in the classical music world through our performing 2
artists, we must promote our Turkish composers as well, the reason being that unperformed
works are doomed to be erased from the literature.
Every year, works of the composers from every period are performed, but we think it is 5
necessary to make much more room for Turkish music songs on the piano as part of the
instruction we receive.
It is mostly the piano teaching faculty members who play a big role in making a place for the 6
works of Turkish composers in piano instruction. In this way we can become much more familiar
with our Turkish music works.
In the conservatories of other countries there is a tendency for a country’s own composers’ 3
works to be added to the standard curriculum for the students to learn and perform. Just as this
kind of approach is established in a number of countries, so, too, it is important to implement
the same approach in our country.
As detailed in Table 1, six of the students said the piano instructors should give much greater place in their
classes to the works of Turkish composers; five cited Turkish composers’ important role in spreading to the
world both the Turkish music makams and our instruments; another five think it is important to become
familiar with the music of our own culture in order to gain a much greater mastery of our native music, and
thus be able to pass on our heritage; another group of five pointed out that every year they were playing
composers’ works from every period but said more room should be given to Turkish music songs for piano;
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another group of four stressed that it was important for them to understand the differences between Turkish
and Western music works.
Some of the views expressed by the students in the interviews regarding giving more room to teaching Turkish
composers’ works in their piano classes are as follows:
“In my view, the key signatures of an artist’s own native music play a big role in an artist candidacy or in an
artist establishing his authenticity. We as artist candidates in the field of classical music education think that
our knowledge of our own music is limited. We need more instructors and an expansion of our lessons in this
area. The existing curriculum is not sufficient.” (K1)
“In the conservatories of other countries there is a sort of trend where the country’s own composers’ works
are added to the standard curriculum for the students to learn and perform. This has become established
practice in a number of countries. Because of this, piano students are starting to learn about the composers in
their own country. I think it is important to implement the same approach in our country.” (E2)
Findings regarding the question, “During the Course of Your Piano Training, Which Piano Works by The
Turkish Five and Other Turkish Composers Have Been or Will Be Included in the Recitals of Your Piano Class.”
Table 2: Responses of the Students to the Question, “During the Course of Your Piano Training, Are Piano
Works by The Turkish Five and Other Turkish Composers Included in the Recitals of Your Piano Class? Please
Indicate Which Turkish Composers’ Works Will Be or Have Been Played in a Class and/or Piano Recital.”
Responses Title of Work f

A.ADNAN SAYGUN Aksak Ritimler Üzerine On Etüd op.38 no.1 6
A. ADNAN SAYGUN Aksak Ritimler Üzerine On Etüd op.38 no.5 5
A.ADNAN SAYGUN Meşeli 1
A.ADNAN SAYGUN Horon 3
MUAMMER SUN Köçekçemsi 5
NECDET LEVENT Özlem 4
FAZIL SAY Kara Toprak 4
ULVİ CEMAL ERKİN Beş Damla no. 3 3
SAYRAM AKDİL Altı Piyano Parçası no.6 3
According to Table 2, six of the participants said that A. Adnan Saygun’s “Aksak Ritimler Üzerine On Etüd op.38
no. 1” had been played in their class concerts; five cited A. Adnan Saygun’s “Aksak Ritimler Üzerine On Etüd
op.38 no. 5”; another five cited Muammer Sun’s “Köçekçemsi”; four cited Necdet Levent’s “Özlem”; another
four cited Fazıl Say’s “Kara Toprak.”
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Findings Regarding Which Works of the Turkish Five and Other Turkish Composers are Known that are not
Piano Works (such as Orchestra, Chamber Music, Stage Music)
Table 3: Responses of the Students to the Question, “Besides Piano Works of the Turkish Five and Other Turkish
Composers, Do You Know about any Other Works by Turkish Composers?”
Responses Title of Work f

A.ADNAN SAYGUN Yunus Emre Oratoryosu 6
A.ADNAN SAYGUN Ağıtlar 2
A.ADNAN SAYGUN İnsan Üzerinde Deyişler 1
H. FERİD ALNAR Kanun Konçertosu 2
C.REŞİT REY Kâtibim (Piyano ve Orkestra Çeşitlemeleri) 4
C.REŞİT REY Lüküs Hayat 4

N. KAZIM AKSES Bir Divandan Gazel 2
ULVİ CEMAL ERKİN Köçekçe 6
ULVİ CEMAL ERKİN Yaylılar Dörtlüsü 3
ULVİ CEMAL ERKİN Keman Konçertosu 3
İSTEMİHAN TAVİLOĞLU Klarnet Konçertosu 5
MUAMMER SUN İzmir Rapsodisi 5
NECATİ GEDİKLİ Ses ve Piyano İçin Altı Türkü 2
FERİT TÜZÜN Çeşmebaşı Süiti 1
FAZIL SAY Nazım Oratoryosu 5
FAZIL SAY İstanbul Senfonisi 4
SELMAN ADA Ali Baba ve 40 Haramiler Operası 3
METİN MUNZUR Oda Müziği İçin Parça 1
FAZIL SAY Keman Konçertosu “Haremde Bin Bir Gece” 3
Table 3 shows works composed by the Turkish Five and other Turkish composers that are known and are not
piano works: Six students cited Ulvi Cemal Erkin’s “Köçekçe”; six cited A. Adnan Sygun’s “Yunus Emre
Oratoryosu”; five cited Istemihan Taviloğlu’s “Klarinet Konçertosu”; five cited Fazıl Say’s “Nazım Oratoryosu”;
five cited Muammer Sun’s “İzmir Rapsodisi”; four cited C. Reşit Rey’s “Kâtibim” (piano and orchestra
variations); four cited C. Reşit Rey’s “Lüküs Hayat”; 4 cited Fazıl Say’s “İstanbul Senfonisi.”
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Findings Regarding Which Piano Works by the Turkish Five and Other Turkish Composers are Known
Table 4: Responses of the Students to the Question, “Which Piano Works by the Turkish Five and Other Turkish
Composers Do You Know?”
Responses Name of Work f
A.ADNAN SAYGUN Piyano Konçertosu No. 1 3
A.ADNAN SAYGUN Aksak Tartımlar Üzerine Prelüdler 4
A.ADNAN SAYGUN 10 Etüd 5
A.ADNAN SAYGUN 12 Prelüd 3
A.ADNAN SAYGUN İnci’nin Kitabı 5
ULVİ CEMAL ERKİN Duyuşlar 5
ULVİ CEMAL ERKİN Beş Damla 6
ULVİ CEMAL ERKİN Etüdler 1
İLHAN BARAN Üç Soyut Dans 4
İLHANBARAN Siyah Beyaz 2
İLHANBARAN Üç Bagatel 5
İLHANBARAN Mavi Anadolu 5
İLHANBARAN Küçük Süvit 3
M. DÜRRÜOĞLU-DEMİRİZ Le Tourneur 4
M. DÜRRÜOĞLU-DEMİRİZ Semazen 2
İSTEMİHAN TAVİLOĞLU Dönüşüm Op. 14 5
MUAMMER SUN Köçekçemsi 6
N. KAZIM AKSES Piyano Sonatı 1
FAZIL SAY Nasreddin Hoca’nın Dansları 4
FAZIL SAY Paganini Jazz Versiyon 1
FAZIL SAY Sonat Ve Prelüdler 1
FAZIL SAY Kara Toprak 5
FAZIL SAY Piyano İçin Parçalar 3
FAZIL SAY Üç Ballad 1
FAZIL SAY Kumru 5
FAZIL SAY Black Earth 1
FAZIL SAY Sevenlere Dair 2
SAYRAM AKDİL Altı Piyano Parçası 4
NECATİ GEDİKLİ Albüm Yaprakları 1
EBRU GÜNER CANBEY Boşluk 1
SELMAN ADA Piyano İçin Köçekçe (1964) 3
NECDET LEVENT Özlem 6
In analyzing Table 4, which names the piano works the students know that are composed by the Turkish Five
and other Turkish composers, it is seen that six students cited Ulvi Cemal Erkin’s “Beş Damla”; six cited
Muammer Sun’s “Köçekçemsi”; six cited Necdet Levent’s “Özlem”; five cited İlhan Baran’s “Üç Bagatel” and
“Mavi Anadolu”; five cited A. Adnan Saygun’s “10 etüd” and “İnci’nin Kitabı”; five cited Ulvi Cemal Erkin’s
“Duyuşlar”; five cited İstemihan Taviloğlu’s “Dönüşüm Op. 14”; and five cited Fazıl Say’s “Kumru” and “Kara
Toprak.”
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Findings Regarding the Reasons Why Only the Mentioned Piano Works of the Turkish Five and Other Turkish
Composers Are Performed
Table 5: Responses of the Students to the Question, “Why Do You Think that Only the Mentioned Piano Works
of the Turkish Five and Other Turkish Composers Are Performed?”
Responses f
It could stem from our teaching faculty not having enough experience in works that use modern 4
techniques.
It could stem from our teaching faculty not knowing these other piano works. 5
It could be caused by a scarcity of printed scores. 5

It could be because the works are so difficult technically that the known piano works are chosen 6
for performance.
It could be because our teaching faculty members could not get hold of the scores. 6
It could stem from a lack of interest in works that have modern techniques. 3
In Table 5, concerning the reasons why performance choices of piano works by the Turkish Five and other
Turkish composers include only the works mentioned by the students, six of the students said that because of
the technical difficulties only the mentioned works are performed; six said that possibly the teaching faculty
could not get hold of the works; five said it was possible because the scores are not printed; five said it could be
because the teaching faculty were not familiar with the other piano works; four said that their teacher might
not have sufficient interest in works that contain modern techniques.
Some of the students’ responses are as follows:

“In my life as a student, because we always focus on examinations, the known, technically not difficult and
short pieces are preferred. The reason is that most of these works are technically difficult to work on.” (E1)
“I think our piano teacher is not sufficiently familiar with these other piano works and so, in the lessons, stays
mainly with the known works.” (K2)
Findings Regarding the Difficulties of Piano Works by Turkish Composers

Table 6: Responses of the Students to the Question, “What Are Your Views Regarding the More Difficult
Aspects of Piano Works by Turkish Composers?”
Responses f
Technical difficulties 6
Musical issues 4
Aksak (irregular) rhythms, difficult rhythm 6
Difficulties memorizing the works 3
Transcribing the works 5
Inadequate knowledge of theory 6
Table 6 shows the students’ views about difficulties with the piano works of Turkish composers; six students
cited difficulties with technique; six cited inadequate knowledge of theory; six cited rhythmic difficulties; five
cited transcription as a difficulty; four cited musical issues.

“Piano works of Turkish composers have difficult technical issues and musical difficulties as well” (K1).
“Piano works by Turkish composers are very difficult for us because of our insufficient knowledge of makam
and modal music theory” (K2).
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“The piano works of Turkish composers are very difficult to understand rhythmically because of the aksak
tartımlar (irregular rhythms)” (E3).
“There are easy and medium-difficulty piano works. There are works written particularly for students who are
just beginning or works collected in albums for them. Piano works that have irregular rhythms, contemporary
harmony and atonal music require, in addition to learning the work itself, very difficult practice on technique.
However, I do think that learning these works is quite beneficial for a piano student’s technical and musical
development.” (K3).
"Some Turkish composers’ works that were written for piano are not so difficult to play. Others create big
problems for the pianist in terms of transcribing while performing. Difficult works are preferred more by
advanced students or professional pianists” (E1).
Findings Regarding Reasons for Recommending a Turkish Work To Be Performed

Table 7: Responses of the Students to the Question, “If You Were to Recommend a Turkish Work To Be
Performed What Would be the Reasons You Recommended that Work?”
Responses f
We are attracted to works that have unconventional melodies. 2
We get great pleasure and happiness out of performing works composed on Turkish motifs. 5
We want to introduce our composers and their works in master classes in other countries. 4
We would choose from among the brilliant works we have performed that will please the 6
audience.
We want to learn lesser-known Turkish works and then perform them before audiences in 4
concerts.
Table 7 indicates, if a Turkish work is to be selected for performance, the students have reasons for preferring
certain kinds of works: six students would choose a brilliant work that would please the audience; five students
would perform works on Turkish motifs that give them much pleasure and happiness; four of them want to
introduce works by our Turkish composers in master classes in other countries; four want to select lesser-
known Turkish works to learn and then share them with audiences.

“If a work has an unconventional melody I am attracted to it. Besides this, playing a Turkish work is enjoyable
and fulfilling for me as an individual” (E2).
“In order to introduce our composers and their works in master classes in other countries and Turkish themes
to audiences at recitals, I would select a more quickly adaptable work for the program” (K1).
“First of all I would select a work that I am going to like and that I believe I will be able to perform well. Of
course, I take the listeners’ appreciation into consideration. I don’t want to perform a work that I think the
audience is not going to like for some reason” (K3).
“I would choose lively and varied works particularly ones that the audience would like and that I enjoy working
on” (K2).
“For me there are two leading reasons. First, to perform a Turkish work that is well known and liked by people,
presented in my own interpretation. Generally this type of work contains Turkish motifs. Second, I would add
to my repertoire a lesser known or unknown Turkish work in order to learn it and to introduce it to the
audience” (E3).
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A middle school student in the 5th grade who is starting education in the piano department of a conservatory is
entering a 12-year period of education, including the undergraduate level. During the course of these years, the
student, along with acquiring basic and advanced level skills, is expected to learn about the cultures and
periods of the composers of piano works and to interpret the different styles in which the music works are
written. Since the beginning of the nineteenth century, post-secondary university or conservatory piano
curricula have included performance training in the classical tradition, aural skills, theory, and a survey-style
overview of classical music history (Parakilas, 1999). The music that is studied is generally European music from
1600-1950 (Choi, 2013). In this regard, the students’ familiarity with piano works of Turkish composers is
important to their cultural and professional development.
Contemporary Turkish piano works are treated taking into consideration the student’s age, musical taste, grasp
of the piece to be played and competence (Sungurtekin, 1993). In this study, with the aim of assessing the
situation regarding the works by Turkish composers that are presented in piano classes of the Conservatory
Piano Department, six undergraduate students in the department were interviewed. According to the results of
the research, the students specified that some or very few works by Turkish composers were included in their
individual and class recitals as part of the year-end examinations. In light of these interviews, it is understood
that piano works by Turkish composers are included but not to the desired extent (Karahan, 2009; Çevik &
Güven, 2012).
When the students were asked their opinions concerning “giving greater place to teaching the works of Turkish
composers in the course of your piano training?” the great majority indicated it was necessary for the
instructors to include many more Turkish composers’ works in their teaching. Also, emphasized as important
was gaining knowledge of the music of our own culture in order to achieve greater mastery of our native music
and be able to pass on our heritage.
It was concluded as a result of the interviews that students performed a selection of only six different piano
works by Turkish composers in the individual and class concerts in the year-end examinations. The same
students indicated that along with the composers they performed they were familiar with the piano works of
thirteen other Turkish composers.
When the students were asked which piano works of Turkish composers they knew, the most cited works were
as follows: Ulvi Cemal Erkin “Beş Damla”, Muammer Sun “Köçekçemsi”, Necdet Levent “Özlem”, Muhiddin
Dürrüoğlu-Demiriz “Semazen” and Fazıl Say “Kara toprak”, and some other works that were less often cited:
İlhan Baran “Üç Bagatel” and “Mavi Anadolu”, A. Adnan Saygun “10 etüt” and “İnci’nin Kitabı”; Ulvi Cemal Erkin
“Duyuşlar” and İstemihan Taviloğlu “Dönüşüm Op.14”
Even though some students are familiar with the piano music by the “Turkish Five” through their teachers or by
listening to this music, the data showed that such repertoire was not performed widely (Akbulut, 2011). In this
connection, although a few well-known leading composers’ works continue to be included in the conservatory
piano departments’ teaching repertoire, considerable importance is placed on knowing and spreading works by
a variety of Turkish composers.
Sönmezöz (2004) refers to the small number of contemporary Turkish works that are able to be used,
particularly in the early years of piano education. In recent years in our country, serious work has been
conducted concerning Turkish composers’ works; Ersin Antep, in his “Catalogue of Works by Turkish
Composers” (2009), includes a list of 91 Turkish composers’ works for solo piano. Other anthology work has led
to the production of 32 published books and 46 graduate research works (for master’s, doctoral or artist’s
degrees), a total of 78, works about Turkish composers and/or their works (Ece, 2007). Despite the fact that
there are over 75 Turkish composers’ piano works that have been published, the variety of composers and
works performed in year-end individual and class concerts is notably limited.
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Relating the reasons why the students are performing only certain specified piano works by the Turkish Five
and some other composers, most of the students said it was because the many works were difficult technically
and, equally, it could stem from the instructors’ not being able to get hold of the scores, or from the
instructors’ not knowing any of the other piano works.
The students were asked during the interviews about “the difficulties with the piano works of Turkish
composers.” These were expressed in the form of technical difficulties, inadequate knowledge of theory, aksak
rhythms, rhythm difficulties, transcription problems and musical issues.
When the students were asked at the end if they were to choose a Turkish work to perform what would be
their reasons for preferring a certain one, the majority of respondents indicated the audience should get
enjoyment from listening to the work and it should be a brilliant piece. It is clear that Turkish works are being
taught regularly in the piano training of the conservatory piano department every year; however certain
composers and their works are included repeatedly and works by new composers are not yet included to the
desired extent. In view of this conclusion, a number of recommendations can be presented as follows:
 Established piano works (printed or not) can be retrieved by piano instructors from personal archives to
gain a repertoire for the school library.
 To secure a means of accessing published piano works of Turkish composers, the chairman of the piano
department working together with other interested faculty chairmen, should locate and organize the
scores and thus gain a repertoire for the library.
 Instead of always including the same works and albums, different Turkish composers’ piano works should
be recommended throughout the teaching and learning process.
 The students should be given incentive by piano instructors to perform new or different Turkish works.
 In such classes as Music History or Piano Literature as well as in the Piano classes, the existing repertoire
should be regularly updated with newly emerging works by Turkish composers, and the students should be
familiarized with new composers and new works.
 In order to increase interest in Turkish works among piano departments, priority should be placed on
organizing a local – and later a national – “Piano Works by Turkish Composers Competition” for the piano
students.
 The composing of new piano works for teaching and learning at different levels should be encouraged.
 Within the conservatory, support should be given to performance of new works composed by the
composition students through cooperation between the performance and the composition departments.
th
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77
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Role of Women in Education in Victorian England

Article · May 2015

Gender studies View project

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Prof. Dr. Uğur Demiray, Anadolu Üniversitesi, İletişim Bilimleri Fakültesi,

Abstracting & Indexing

COPYRIGHT @ JOURNAL OF EDUCATIONAL AND INSTRUCTIONAL STUDIES IN THE WORLD i

COPYRIGHT @ JOURNAL OF EDUCATIONAL AND INSTRUCTIONAL STUDIES IN THE WORLD ii

Assoc. Prof. Dr. Suzan Duygu Eristi, Anadolu University, Turkey

COPYRIGHT @ JOURNAL OF EDUCATIONAL AND INSTRUCTIONAL STUDIES IN THE WORLD iii

Dear WJEIS Readers,

Prof. Dr. Zeki Kaya

COPYRIGHT @ JOURNAL OF EDUCATIONAL AND INSTRUCTIONAL STUDIES IN THE WORLD iv

01. THE SIGNIFICANCE OF ESTABLISHING DEMOCRATIC EDUCATION ENVIRONMENT AT SCHOOLS………………..1

02. FACEBOOK AND DIMENSIONS OF COMMUNICATION OVER OPEN EDUCATION………………………………………..9

03. THE EMPATHY AND INTEGRATION OF CHILDREN WITH DISABILITIES………………………………………………………22

04. A NEEDS ASSESSMENT FOR GRADUATE PROGRAMS IN EDUCATION FACULTIES……………………………………..27

05. SCHOOL ENVIRONMENT AND CREATIVITY DEVELOPMENT: A REVIEW OF LITERATURE…………………………..33

06. THE VIEWS OF 100 PRESERVICE ART EDUCATION STUDENTS

07. E-LEARNING MOBILE APPLICATION FOR ARABIC LEARNERS………………………………………………………………..….45

08. THE ROLE OF WOMEN IN EDUCATION IN VICTORIAN ENGLAND……………………………………………………………..55

09. ENCYCLOPEDIC EDITIONS AVAILABLE TO PERSONS WITH DISABILITIES:

10. OUTLOOKS OF CONSERVATORY PIANO MAJORS TOWARD THE USE

COPYRIGHT @ JOURNAL OF EDUCATIONAL AND INSTRUCTIONAL STUDIES IN THE WORLD v

THE SIGNIFICANCE OF ESTABLISHING DEMOCRATIC EDUCATION ENVIRONMENT

Dr. Önder Şanlı

Key Words: Democracy, democracy education at schools, democratic education.

What Is Democratic Education?

How Is Democratic Education Environment Established At Schools?

How Should A Democratic Education Programme Be?

Bademci, V.(2000). Türkiye’de Okullar Ne İşe Yarar? Ankara: Alp Yayınları.

Chomsky, N., (1997). Demokratik İdeallerin Çöküşü, İstanbul, Pınar Yayınları.

Chomsky, N. (2007). Demokrasi ve Eğitim, İstanbul, BGST Yayınları.

Dewey, J. (1965). Okul Yönetiminde Demokrasi(Çev. F. Oğuzkan), Ankara, Ülkü Yayınları.

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Gökçe, F. (2005). Devlet ve Eğitim (3. Baskı). Ankara: Tek Ağaç.

Gözütok, F. D. (2004). Öğretmenliğimi Geliştiriyorum (2. Baskı). Ankara: Siyasal Kitabevi.

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Özpolat, A. (2009). Demokratik Vatandaşlık-Birlikte Yaşama Kültürü, Hegem Yayınları, Ankara.

Sönmez, V. (2007). Öğretim İlke ve Yöntemleri. Ankara: Anı Yayıncılık.

Touraine, A. (2004). Demokrasi Nedir?(Çev. Olcay Kunal), İstanbul, YKB Yayınları.

Varış, F. (1996).Eğitimde Program Geliştirme. Ankara: Alkım Yayınları.

FACEBOOK AND DIMENSIONS OF COMMUNICATION OVER OPEN EDUCATION

Assoc. Prof. Mediha Sağlık Terlemez

Key words: Facebook, Open Education, Social networking, distance learners.

Chart 1: Social Network Usage Rates in Turkey, Source: Connectedavi 2015.

Universe and Sample

Data Collection and Analysis

Table 1: Institutions That Search Contexts Are Related to

Private Courses, etc. 20 3 2 25 8.3

Ataturk Uni. OEF 4 4 6 14 4.7

Table 2: Anadolu University Open Education System Subtitles

Page Analysis Findings

1. Page: OEF Open Education- Training Site

The same cover photo is also used in the official

2. Page : Open Education- Training Page

3. Page: Open Education Faculty (OEF)

Table 3: The Subject Distribution of Post Numbers

Table 4: The Distribution of likes on the Subjects

Information 9.013 16.1 1.814 3.1 1.014 12.0 11.841 9.6

Support 3.405 6.1 993 1.7 308 3.7 4.706 3.3