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Eğitim Bilimleri Bölümü Koleksiyonu

Permanent URI for this collectionhttps://hdl.handle.net/20.500.12514/69

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    Citation - WoS: 4
    Citation - Scopus: 6
    Attitudes promoting coping with death anxiety among parents of children with disabilities
    (Taylor and Francis Online, 2021) Sakız, Halis; Sakız, Halis; Bayram Değer, Vasfiye; Department of Educational Sciences / Eğitim Bilimleri Bölümü; Department of Nursing / Hemşirelik Bölümü
    We investigated death anxiety among parents of children with disabilities and its associations with coping attitudes and psycho-demographic factors. Surveys were administered to 382 parents of children who possess a severe disability and data were analyzed via descriptive and inferential statistics. Findings revealed that parents experienced high levels of death anxiety; the level of death anxiety changed according to some psycho-demographic factors, such as external support, type of disability, and death-related beliefs; and death anxiety was significantly explained by demographic variables, death-related thoughts, and experiences, and adaptive and maladaptive coping attitudes.
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    Citation - WoS: 3
    Citation - Scopus: 3
    Developing and Validating the Attitudes Towards Inclusive Education Scale (AIES) Around Contemporary Paradigms of Inclusion
    (Springer, 2023) Sakız, Halis; Ergün, Naif; Göksu, İdris; Department of Educational Sciences / Eğitim Bilimleri Bölümü; Department of Psychology / Psikoloji Bölümü
    A few educational models have evolved fast as inclusive education (IE), which has expanded from being a special education technique focused on integration to a comprehensive model that encompasses the education of all students. However, there is a lack of measurement tools that align with the evolving conceptualizations of IE, provide insights into its implementation in the field, and capture the perspectives of school staff. Therefore, the primary objective of this study was twofold: firstly, to develop the Attitudes towards Inclusive Education Scale (AIES) to assess the attitudes of school staff, including teachers, managers, and school counselors, towards IE; and secondly, to examine the relationships between staff attitudes, demographic factors (age, gender), work experience, educational level engaged with and prior training in IE. The AIES comprised 43 items and three distinct dimensions, demonstrating a valid factor structure and satisfactory internal consistency. The findings revealed that school staff's attitudes significantly varied based on gender and prior training in IE. This study makes a valuable contribution to the field by developing a robust and up-to-date attitude scale to assess attitudes towards IE.
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    Citation - WoS: 4
    Citation - Scopus: 5
    Pedagogical Components in the Inclusion of Students With Mathematical Learning Difficulties in Mathematics Classes
    (Routledge, 2025) Ahmed Alnaim, F.; Sakız, Halis; Sakız, H.; Department of Educational Sciences / Eğitim Bilimleri Bölümü
    This study examined the pedagogical components involved in the inclusion of students with mathematical learning difficulties (SMLD) in primary schools in Saudi Arabia as perceived by teachers and educational supervisors. A qualitative method was used to gather information from 22 mathematics teachers and six educational supervisors about their opinions, practices, and experiences. Data were collected through semi-structured interviews, focus group discussions, and documents, and then analyzed using thematic analysis. The findings revealed three levels of pedagogical components that impact inclusion: systemic and structural components (such as readiness for inclusion and educational programs), teacher-related components (such as mastery of instructional practices and teacher preparedness), and student-related components (such as learned helplessness and learning tendencies). These findings stress the importance of considering the learning environment and developing effective strategies to support the inclusion of SMLD. © 2023 Informa UK Limited, trading as Taylor & Francis Group.