Program Değerlendirme Doktora Tezlerine Ait İçerik Çözümlemesi (1996-2017)

Abstract

The aim of this research is to analyze the curriculum evaluation PhD dissertations in Turkey according to different variables and present the current situation. The Research is important in terms of helping to identify tendencies in this area and to monitor progress through setting out the current situation in the area of curriculum evaluation. In this research, PhD dissertations on curriculum evaluation which were written in Curriculum and Instruction Departments in universities in Turkey were examined by document analysis. Curriculum evaluation PhD dissertations made in Curriculum and Instruction Departments in universities in Turkey during 1996-2017 were included in this research. In the analysis of the dissertations included in this research, content analysis was applied. It was seen that the analyzed PhD dissertations are accepted between 1996-2017. It is also clear that the curriculum evaluation PhD dissertations have been made more since 1998 when undergraduate programs in CI were closed. The fact that subjects of many of the curriculum evaluation PhD dissertations include the formal education subjects, has led to the classification of the subjects as the evaluation of the formal education curricula and the evaluation of the non-formal education curricula. It was seen that approximately all of PhD dissertations were listed under the heading of evaluation of the formal education curricula. It was seen that the dissertations were made mostly in Ankara. As a result of that some of the dissertations include places as far as possible in Turkey, the number of provinces where theses have been increased. The majority of participants of the dissertations consisted of individuals from higher education institutions, which provided a high proportion of participants with a university level of education.

A Systematic Review of Postgraduate Theses on Curriculum Evaluation

“…In parallel with this, the theses on curriculum evaluation, included in the research, were written in the institutes of educational sciences (n = 303) and social sciences (n = 242). Also, in the studies carried out for the postgraduate theses completed in Curriculum and Instruction (CI), it was found that the universities such as Abant İzzet Baysal, Anadolu, Ankara, Atatürk, Fırat, Gazi, Hacettepe, and METU produced more theses in that field in the last fifteen years (Aslan & Sağlam, 2017;Kozikoğlu & Senemoğlu, 2016;Özüdoğru, 2018;Yetkiner et al, 2019).…”

“…This finding shows that the mixed method started to be selected for the theses on curriculum evaluation. When the postgraduate theses in the fields of CI and educational sciences were examined, it was found that quantitative methods were mainly preferred in general; there was a significant increase in the use of mixed methods especially after 2000, and qualitative methods were relatively less preferred (Eskici & Çayak, 2017;Gökmenoğlu, 2014;Gömleksiz & Bozpolat, 2013;Hazır-Bıkmaz et al, 2013;Yetkiner et al, 2019). Some factors such as quicker data collection through quantitative methods, the ability to determine the limits of variables more clearly, enabling generalizability thanks to the use of tools whose validity and reliability were already proved statistically, and the objectivity of the researcher may constitute the basis for the preference of quantitative research methods in the majority of the research.…”

“…When the trend in CI was considered, it was seen that some techniques, particularly questionnaire, such as interview, attitude scale, achievement test, observation, and document analysis were preferred. There has been a decrease in the use of questionnaires in recent years, and especially, interview, observation, and document analysis have also started to be preferred (Gökmenoğlu, 2014;Gömleksiz & Bozpolat, 2013;Kozikoğlu & Senemoğlu, 2016;Özüdoğru, 2018;Yetkiner et al, 2019). This indicates that questionnaires have an important role as data collection tool in the studies in CI.…”

“…In the context of formal and informal education, the availability of different practices in curriculum evaluation process enables the curriculum evaluation studies to be used not only in the field of educational sciences but also in different fields such as social sciences, science and health sciences, and in business and industry sectors (Fitzpatrick, Sanders, & Worthen, 2004, p. 19). Research in Turkey related to curriculum evaluation studies (Aslan & Sağlam, 2017;Dündar & Meriç, 2017;Gökmenoğlu, 2014;Kurt & Erdoğan, 2015;Özüdoğru, 2018;Yetkiner, Acar Erdol, & Ünlü, 2019) are intended to specific areas and have limited samples.…”

Eğitim Programları ve Öğretim Alanında Yapılan Doktora Tezlerinin İncelenmesi: 2015-2019

“…EPÖ anabilim dalı YÖK 2010 verilerine göre 52 üniversitede yer almaktadır (Erişti, 2013). Alanyazın incelendiğinde genelde eğitim bilimleri alanında (Karadağ (2009;Karadağ, 2010;Tavşancıl vd., 2010) özelde ise Eğitim Programları ve Öğretim alanında lisansüstü tezlerin incelenerek alandaki araştırma eğilimlerinin belirlenmeye çalışıldığı görülmektedir (Altın, 2004;Bıkmaz, Aksoy, Tatar ve Altınyüzük, 2013; Demirhan İşcan ve Hazır Bıkmaz, 2012;Demirel, Ayvaz ve Köksal, 2008;Gömleksiz ve Bozpolat, 2013;Özdemir ve Arı ,2008;Saracaloğlu ve Dursun, 2010;Schreglmann, 2016;Yetkiner, Acar, Erdol ve Ünlü, 2019). Özellikle bir bilim dalının en üst öğrenim düzeyini temsil eden doktora tezleri araştırmacıların başvuracağı kaynaklar arasında en önemlilerinden biri olarak görülebilir.…”