A Comparative Study of Selection, Training and Advisory Practices for Doctoral Education

Abstract

Mock trial is an activity commonly used both in and out of the class in citizenship education. Mock trial is a simulation technique rooted in experiential learning. This study aimed to evaluate the Mock trial method used by a primary school teacher in Turkey to solve the problems faced during lessons. Research Methods: This research is designed as an intrinsic case study, which involves the use of Mock trials to solve the classroom problems. Participants were a classroom teacher and 20 fourth grade students attending her class. Research data were analyzed using inductive thematic analysis. Findings: Mock trial procedure was conducted during the last 15 minutes of the lessons at one-totwo-month intervals. The problem to be handled in the Mock trial is decided by the consensus of the

Alternative strategies to avoid middle-income trap: reform in turkey's higher education

“…Lisansüstü eğitimle ilgili ölçütlerin belirlenmesi gerekli olup bu amaçla öğretim üyelerinin sahip olması gereken nitelikler belirlenmeli, lisansüstü programların açılabilmesi için gerekli koşullar yeniden gözden geçirilmelidir (Karaman & Bakırcı, 2010: 109). Bunun haricinde, Türkiye'de doktora programlarına kabul süreci oldukça merkezi olup doktora adaylarının sahip olması gereken yeterlikler göz önünde bulundurulmamaktadır (Tonbul, 2014). Akademik yeterlikler, kişisel özellikler, mesleki deneyim, doktora tez konusunun özgünlüğü gibi temalarda süreç yönetilememektedir.…”

“…Akademik yeterlikler, kişisel özellikler, mesleki deneyim, doktora tez konusunun özgünlüğü gibi temalarda süreç yönetilememektedir. Doktora programlarına, kurumlarında başarılı çalışmaları olan, yaratıcı fikirler geliştirebilen, disiplinler arası bilgi birikimine sahip uygun bireyleri çekecek sistemler geliştirilebilir (Tonbul, 2014). Daha girişte yanlış ölçme kullanıldığı içindir ki lisansüstü eğitimde üretilen tezlerin büyük çoğunluğu düşük kalitede olup, aynı alanlarda pek çok benzer tezlerin yazıldığı görülmektedir (Karaman & Bakırcı, 2010).…”

Evaluation of peer mentoring program in higher education: does it support smooth transition of new faculty to the academia?

“…In such relationship, the experienced faculty members supervise assistants throughout their graduate studies and they also become role-models for graduate students as an academician, instructor, and researcher. In the national and international literature, it is possible to find studies on the evaluation of this supervisory system (Çelik, 2013;Gatfield, 2005;Le & Seale, 2007;Tonbul, 2014). These studies mostly focus on the graduate students' journey of Ph.D and their relationship and interactions with their supervisors during this journey; changing supervisory styles, and effective selection and training of doctoral students.…”

The stifling silence around scholarly creativity in doctoral education: experiences of students and supervisors in four disciplines

“…While doctoral students' creativity is stressed in many contexts, the practice of doctoral education differs substantially across nations (Andres et al 2015;Kehm 2009;Tonbul 2014) and disciplines (Golde 2006;Hakkarainen et al 2016) as regards the organisation, curriculum, supervision, funding system and preferred thesis format. Moreover, academia embodies certain tensions between intellectual, political and economic agendas (Enders and de Weert 2009), influencing doctoral students' development in diverse directions (Elmgren et al 2016;Lee and Boud 2009).…”