Browsing by Subject "International baccalaureate--Turkey."

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    How heads of science departments within international baccalaureate diploma schools show their instructional leadership role
    (2015) Dağlı, İsmail Çağrı
    Heads of science departments in International Baccalaureate Diploma Programme schools in Ankara were interviewed in order to analyse their instructional leadership role with regard to developing and implementing the curriculum, supervision of the curriculum; and to analyse obstacles during curriculum implementation. The participants of this study are nine heads of science departments who work at International Baccalaureate schools in Ankara. An interview guide prepared by the researcher was utilized to analyse the instructional leadership role of the heads of science departments. The data gathered by voice recording and note taking was transcribed and analysed by content analysis method. The study found that heads of science departments in IB DP schools understood their instructional leadership role and seemed to perform it well.
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    Perspectives of undergraduate students towards IBDP and MoNE high school education
    (2015) Teke, Samet
    The study examined the perspectives of undergraduate students who had graduated from high school with both an International Baccalaureate Diploma Program (IBDP) and a Ministry of National Education Program (MoNEP), and those who graduated with MoNEP alone. The researcher conducted a 5-point Likert scale survey of 21 questions with 75 undergraduate students studying at a private university in Ankara. In addition, five undergraduate students were interviewed using a semi-structured interview. The survey results were analyzed with regard to five factors: university preparedness, benefits of the curriculum, overall satisfaction, stress and detriments of the curriculum. To differentiate between IBDP and MoNEP t-tests were conducted. ANOVA was used to differentiate between subject areas. Interview results were summarized for deeper insight of the factors. IBDP graduates had more positive results than MoNEP graduates in preparedness, benefits and satisfaction factors, whereas MoNEP graduates had more positive results in stress and detriment factors.