/library/oar/handle/123456789/37754 2025-12-23T07:51:10Z /library/oar/handle/123456789/19982 Title: Mediterranean Journal of Educational Studies : Volume 12, Issue 1 Abstract: Mediterranean Journal of Educational Studies, Volume 12, No. 1 (2007) 2007-01-01T00:00:00Z /library/oar/handle/123456789/19981 Title: Comparative analysis of social cohesion skills in Turkish immigrant children of primary school age in Turkey and Switzerland Authors: Kandir, Adalet Abstract: Immigration has social, cultural, political, demographic and economic outcomes that go beyond simply being a movement of changing locations. In particular, negative experiences during the post-immigration process affect the development of children and consequently their social cohesion. The survey reported in this paper was carried out in order to make a comparative analysis of the social cohesion skills of immigrant children of Turkish origin attending primary schools in Turkey and Switzerland. The population of the survey was composed of primary school age children of Turkish origin living in Turkey and Switzerland. The sample consisted (with α = 0.5 and 5% deviation) of 351 children of Turkish origin aged 7 to 11. Of these children, 167 came from families that had immigrated to Turkey from the Balkans and were attending primary schools affiliated to the Directorate of National Education of Bursa Province in Turkey. The remaining 184 were emigrant children of Turkish origin attending schools affiliated to eight of Switzerland’s twenty-six cantons. The Scale of Social Cohesion and Skill (SSCS), which was used for data collection, included the following three factors: (i) social cohesion; (ii) social disharmony; and (iii) limited social cohesion. Data analysis was carried out separately for each factor using graphical analysis and the Mann-Whitney U-Test according to their point average by taking into consideration the factors relevant to the scale. It was concluded that the social cohesion level of primary school age children living in Switzerland is higher than that of corresponding children living in Turkey. It was also determined that the limited social cohesion and social disharmony points of primary school age children living in Turkey are higher than the points of those living in Switzerland. In view of these findings, suggestions are made to the Turkish Ministry of National Education and universities regarding state policy. 2007-01-01T00:00:00Z /library/oar/handle/123456789/19980 Title: Relevance of English language textbooks to Turkish learners of English in Antalya Authors: Turkan, Sultan Abstract: This study explores to what extent Turkish learners of English identify with the orientation of cultural content of English language textbooks used in their English as a Foreign Language (EFL) classes. The study took place at a Teacher Training High School in Antalya, a Mediterranean city and capital of the Antalya province. The participants were 10th and 11th grade English and non-English majors selected on a voluntary basis by the co-operating teacher. Data were collected through a survey examining students’ perceptions and ideas about the relevance of textbooks to their lives. Descriptive statistics were employed during the analysis. The findings indicate that the cultural content of the mainstream English language textbooks being used in Turkey is of little relevance to the reality of Turkish learners. Turkish learners of English seem to suggest that the content incorporated in English language textbooks should correspond to their cultural reality. Based on the findings, a series of pedagogical implications for future study are provided. 2007-01-01T00:00:00Z /library/oar/handle/123456789/19979 Title: Students' satisfaction at Jordanian universities and its relation to some variables Authors: Qaraeen, Khalil A.; Al-Omari, Aieman A.; Abu-Tineh, Abdullah M. Abstract: The purpose of this study is to determine and compare the importance and the various levels of satisfaction related to undergraduate students at public and private universities in Jordan. The study sample consists of 304 students distributed over two groups: public university (n = 120) and private university (n = 184). Means, standard deviations and three-way analysis of variance (MANOVA) are used to compare students’ perception to the levels of importance and satisfaction, and the mean difference between the two levels in two different institutions. All significant MANOVAs were followed by one-way ANOVA to determine which group differs significantly from the others. Results of the study reveal that students at public and private universities consider the importance of the Satisfaction Scales to be ‘somewhat important’. Students at public universities consider the satisfaction to be ‘neutral’, while students at private universities consider it to be ‘somewhat dissatisfied’. In general, students at public and private universities believe the performance gap levels to be high. 2007-01-01T00:00:00Z