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The Content Analysis of Dissertations Completed in the Field of Curriculum and Instruction (2009-2014)

dc.authorid Senemoglu, Nuray/0000-0001-9657-0339
dc.authorid Dursun, Fevzi/0000-0003-2103-8940
dc.authorwosid Kozi̇koğlu, İshak/B-1514-2016
dc.authorwosid Dursun, Fevzi/Kiv-9707-2024
dc.contributor.author Kozikoglu, Ishak
dc.contributor.author Senemoglu, Nuray
dc.date.accessioned 2025-05-10T16:59:37Z
dc.date.available 2025-05-10T16:59:37Z
dc.date.issued 2015
dc.department T.C. Van Yüzüncü Yıl Üniversitesi en_US
dc.department-temp [Kozikoglu, Ishak] Yuzuncu Yil Univ, Fac Educ, Dept Educ Sci, Van, Turkey; [Senemoglu, Nuray] Hacettepe Univ, Fac Educ, Dept Educ Sci, Ankara, Turkey en_US
dc.description Senemoglu, Nuray/0000-0001-9657-0339; Dursun, Fevzi/0000-0003-2103-8940 en_US
dc.description.abstract The purpose of this research is to analyze dissertations completed in the field of Curriculum and Instruction (2009-2014) in terms of various aspects. Out of 165 dissertations, totally 121 dissertations were included in detailed analysis because 44 of them were unauthorized. In this research, the dissertations were analyzed with document analysis in terms of variables such as university, year, research topic, method, design, sample type, sample size, data collection methods and data analysis techniques. In addition, descriptive statistics such as frequencies, percentages were also used by using SPSS-18 program. As a result of the study, it was found that mostly preferred topics in dissertations in the field of Curriculum and Instruction between the dates 2009-2014 are teaching-learning approaches/models/ methods and techniques, evaluation of formal education curricula, teaching-learning strategies/styles and their instruction, evaluation of teacher education curricula and teacher development practices. Furthermore, curriculum evaluation studies were mostly descriptive in which target curricula were evaluated based on perceptions of teachers, students, academicians etc. It was also found that in most of the dissertations between the dates 20092014 survey/descriptive design was mostly preferred, the most used research method is mixed method, mostly preferred sampling types [target sample] are teachers and undergraduate students, the most used data collection tools are scales and interview form. Considering the current state of Curriculum and Instruction field according to the results of the research, it can suggested that dissertations should be in a way that contributes to the theory of the field. en_US
dc.description.woscitationindex Social Science Citation Index - Conference Proceedings Citation Index - Social Science &amp- Humanities
dc.identifier.endpage 41 en_US
dc.identifier.issn 1300-1337
dc.identifier.issue 182 en_US
dc.identifier.scopusquality Q3
dc.identifier.startpage 29 en_US
dc.identifier.uri https://hdl.handle.net/20.500.14720/4703
dc.identifier.volume 40 en_US
dc.identifier.wos WOS:000368866100002
dc.identifier.wosquality Q4
dc.language.iso en en_US
dc.publisher Turkish Education Assoc en_US
dc.relation.ispartof International Congress on Education for the Future - Issues and Challenges (ICEFIC) -- MAY 13-15, 2015 -- Ankara, TURKEY en_US
dc.relation.publicationcategory Konferans Öğesi - Uluslararası - Kurum Öğretim Elemanı en_US
dc.rights info:eu-repo/semantics/closedAccess en_US
dc.subject Curriculum And Instruction en_US
dc.subject Content Analysis en_US
dc.subject Dissertations en_US
dc.title The Content Analysis of Dissertations Completed in the Field of Curriculum and Instruction (2009-2014) en_US
dc.type Conference Object en_US

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