scholarly journals Adapting Classroom Engagement Inventory into Turkish Culture

2014 ◽  
Vol 39 (176) ◽  
Author(s):  
Mustafa SEVER
2007 ◽  
Vol 37 ◽  
pp. 5-30 ◽  
Author(s):  
Kader Konuk

AbstractThe place of Jews was highly ambiguous in the newly founded Turkish Republic: In 1928 an assimilationist campaign was launched against Turkish Jews, while only a few years later, in 1933, German scholars—many of them Jewish—were taken in so as to help Europeanize the nation. Turkish authorities regarded the emigrants as representatives of European civilization and appointed scholars like Erich Auerbach to prestigious academic positions that were vital for redefining the humanities in Turkey. This article explores the country's twofold assimilationist policies. On the one hand, Turkey required of its citizens—regardless of ethnic or religious origins—that they conform to a unified Turkish culture; on the other hand, an equally assimilationist modernization project was designed to achieve cultural recognition from the heart of Europe. By linking historical and contemporary discourses, this article shows how tropes of Jewishness have played—and continue to play—a critical role in the conception of Turkish nationhood. The status of Erich Auerbach, Chair of the Faculty for Western Languages and Literatures at İstanbul University from 1936 to 1947, is central to this investigation into the place of Turkish and German Jews in modern Turkey.


2014 ◽  
Vol 116 (13) ◽  
pp. 101-123
Author(s):  
Carrie J. Furrer ◽  
Ellen A. Skinner ◽  
Jennifer R. Pitzer

The quality of students’ relationships with teachers and peers is a fundamental substrate for the development of academic engagement and achievement. This chapter offers teachers and researchers a motivational framework that explains how positive and negative student–teacher and student–peer relationships are sustained in the classroom, and strategies for creating solutions to improve relationships.


Author(s):  
Fatma Alkan

The study aimed to investigate how high school students' achievement goal orientation, positive teacher behaviour, classroom engagement, gender and class perceptions are related to chemistry motivation. The research was designed using relational survey model. The sample consisted of 688 high school students. Chemistry motivation questionnaire, achievement goal orientations scale, positive teacher behaviours scale and classroom engagement inventory were used as data collection tools. The correlations between the variables were examined using Structural Equation Modeling (SEM). Results showed that there were positive and significant correlations between chemistry motivation and achievement goal orientations, achievement goal orientations and positive teacher behaviours, classroom engagement and positive teacher behaviours. Negative and significant correlations were also found to exist between achievement goal orientation and classroom engagement, positive teacher behaviours and chemistry motivation. Achievement goal orientations and positive teacher behaviours were also found to be significantly related to class engagement.


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