Purpose The growing demand for doctoral education and the role of the doctoral degree to advance nations socially, economically, and culturally forces countries and individual institutions to respond to concerns stemming from the doctoral process. Numerous initiatives to support doctoral students have been adopted with varying features across countries. The purpose of this paper is to examine doctoral student support programs in two countries: the USA and Turkey. These countries offer higher education systems at different stages of maturity and stability. Design/methodology/approach The data for this study came from a comparative case study analysis of doctoral student experiences in support programs at two research universities, one in the USA and one in Turkey. Ten American doctoral students and eight Turkish doctoral students were interviewed, for a total of 18 interviews. The study utilized the conceptual framework specified by the PhD Completion Project initiated by the US Council of Graduate Schools. Findings The two national systems featured in this study are at different points of their development. These developmental starting points influence the rationale and construction of a student support program, particularly one focused on advanced degrees, research activity, and knowledge production. The Turkish higher education system faces the challenge of building its infrastructure to be responsive to national needs in future decades, including producing qualified faculty as teachers and researchers. The American model of doctoral student support concentrates on increasing diversity within the academy. By focusing on first-generation students, students of color, and women in STEM disciplines, efforts are directed toward not just improving the quantity of graduates, but also the diversity of those graduates. Originality/value While doctoral student support programs are increasingly common in multiple national contexts, analyses of these programs are rare, and comparative analyses even more so. The emergence of new academic disciplines, the trend toward interdisciplinary research, and the prevalence of neo-liberal policies has made the doctoral experience increasingly complex. The data presented here reveal that while doctoral education is influenced by country-specific contexts, doctoral students from multiple countries share many of the same experiences.

Collective teacher innovativeness has emerged as a recent topic of interest in both international policy documents and scholarly research. However, only a few studies have focused on the factors that enable collective teacher innovativeness, particularly in terms of revealing whether and to what extent school leadership might influence this construct. Existing literature suggests that distributed leadership can influence teachers’ instructional practices, emotions, and daily activities, all of which could be important to teacher innovativeness. The present study, therefore, aimed to explore the effect of distributed leadership in fostering collective teacher innovativeness, as well as the mediating roles played by job satisfaction and professional collaboration, by using the Teaching and Learning International Survey 2018 dataset. The findings of the partial mediation structural equation model analysis revealed that distributed leadership has both direct and indirect effects on collective teacher innovativeness, as mediated by job satisfaction and professional collaboration. The results provide evidence of how principal leadership practices impact teachers’ changes in behaviors through professional attitudes and practices.

ÖzGelişen teknolojiye bağlı olarak toplumlar hızlı bir değişim ve dönüşüm süreçlerinden geçmektedirler. Bu süreçler yaşamı kolaylaştırmanın yanı sıra pek çok sorunu da beraberinde ortaya çıkarmaktadır. Kontrolsüz teknoloji kullanımından kaynaklanan özellikle de internet bağımlılığı ya da sosyal medya bağımlılığı; yabancılaşma, ahlâki ve kültürel değerlerin değişimi gibi daha çok bağımlılık ekseninde patolojik bir olgu olarak karşımıza çıkmaktadır. Bu çalışmada, Daniel Bell'in sanayi sonrası toplum olarak tanımladığı son zamanlarda literatürde dijital çağ olarak da tanımlanan dönemde, ergen adaylarının teknoloji-yoğun yaşamla olan etkileşimleri irdelenmektedir. Söz konusu sorunları incelemek için nicel bir alan araştırması gerçekleştirilmiştir. Düzce merkez ilçede yer alan ortaokul 7. sınıf öğrencileri arasından seçilen örneklem üzerinde anket çalışması uygulanmış ve tezin varsayımları doğrultusunda çeşitli veriler elde edilmiş ve yorumlanmıştır.Anahtar Kelimeler: Teknoloji, Teknoloji Bağımlılığı, Sosyal Medya, Yabancılaşma, Teknolojik Yabancılaşma, Sosyal Değişim, Sosyal Dönüşüm, Bilişim Okur Yazarlığı. AbstractSocieties are passing through a very fast period of transformation and change due to developing technology. Despite the fact that they make the life easier, they bring along many problems. Dependencies generated from the uncontrolled use of technology, especially the addiction of internet or social media, appear before us as a pathological phenomenon mainly as part of dependencies like the change of moral and cultural values. In this study, interaction of adolescent candidates, who are depended on technology intensive life, with the developing technology in the period defined as post-industrial society by Daniel Bell and which is also lately defined in the literature as digital age is scrutinized. A quantitative field research is conducted to analyse aforementioned problems. A statistical study was carried out in Düzce city centre among the chosen sample of 7 th grade students and various data were obtained and interpreted in line with the hypothesis of the thesis.

This study aimed to analyze the kinematical characteristics values of accurate penalty-kicking for Turkish football players in goalkeeper confrontation. Fifteen male Turkish Regional Amateur League players (Age: 21.08± 1.56 years old) was scanned, by two video cameras synchronous in two-dimensional (2D), placed at optical axes X&Y. the best three tries of penalty kicking performance were analyzed by video analysis Dartfish 9.0 software. Standard statistical methods were used for the calculation of mean±sd, Pearson test for the correlations between all variables. A value of p-value ≤ 0.05 was considered a threshold of statistical significance. The results were shown in the ball contact phase that the distance pivot foot & ball factor has a statistically significant effect in producing accuracy (p-value=.001), and the interaction between two main factors namely the trunk and inclination body angles has a statistically significant effect with a p-value≤.05 in producing accuracy too. In addition, in the followthrough phase, we can see too the statistically significant effect in p-value≤.005 of the trunk angle, and in pvalue≤.05 of the thighs angle in producing accuracy. As a conclusion, it can be conveyed that the distance between the support leg and the ball is very decisive for the kinematic profile formed such as contraction of the abdominal muscles (trunk angle), the amortization process (the pivot leg angle), shot power (angle and length of the shot leg swing trajectory), where these aspects are significantly affected to the shot power, ball velocity and the level of accuracy.

Purpose Drawing on and theorizing continuous change, the purpose of this paper is to investigate the antecedents of continuous change behavior in schools. Relying on conceptual discussions about organizational change (OC), three sets of variables including context (workload, participatory management, trust), process (knowledge sharing, social interaction) and outcome (job satisfaction) were identified as antecedents of continuous change. Design/methodology/approach To test the predictive value of the antecedents for continuous change, a correlational study was design and structural equation modeling was used to test the direct and indirect relationships among study variables. The data were collected from a sample of 648 primary and secondary public school teachers. Findings The results showed that context, outcome, and process factors function through direct and indirect paths to contribute to the prediction of continuous change behavior. Moreover, knowledge sharing either directly or indirectly played a central role in the prediction of continuous change behavior. Research limitations/implications These results suggested that a widened knowledge base provides the basis for ongoing experimentation with, alteration, and modification of work categories in schools. Providing such factors in schools seems to facilitate the ongoing improvement of work practices in schools, even in the absence of a planned change intervention. Originality/value This study is one of the first empirical studies tested the predictive value of antecedents of continuous change in school organizational context, where OC is the norm and change failures are very common.