Scopus İndeksli Yayınlar Koleksiyonu
Permanent URI for this collectionhttps://hdl.handle.net/20.500.12573/395
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Article Citation - WoS: 21Citation - Scopus: 29Rapport, Motivation, Participation, and Perceptions of Learning in U.S. and Turkish Student Classrooms: A Replication and Cultural Comparison(Routledge Journals, Taylor & Francis Ltd, 2016-08-08) Frisby, Brandi N.; Slone, Amanda R.; Bengu, ElifBuilding on previous rapport research, Hofstede's dimensions of culture, and calls for culture-centered instructional research, this study examined instructor-student rapport in U.S. and Turkish college classrooms. U. S. participants (N = 143) and Turkish participants (N = 185) completed measures of rapport, state motivation, participation, and perceptions of learning. Results revealed no differences in state motivation and perceptions of learning, but U. S. students reported significantly more rapport with their instructors while Turkish students reported significantly more participation in the classroom. Rapport significantly predicted state motivation, participation, and perceptions of learning in both samples, but accounted for different levels of variance in the student outcomes.Article Citation - WoS: 5Citation - Scopus: 16Raising Awareness of Sustainable Development Goals in Higher Education Institutions(Turkish Educational Admin Research & Development Assoc, 2024) Suklun, Harika; Bengu, ElifHigher education institutions play a crucial role in advancing sustainable development goals. They bear the responsibility of informing and encouraging all stakeholders, including faculty members, students, and industry partners, to collaborate towards achieving these goals. While many universities are integrating Sustainable Development Goals into their operations and educational programs, there is an increasing need to establish collaborative platforms with private sectors and nongovernmental organizations to further champion this agenda. Educating the future workforce is a key responsibility of these institutions, and they should actively raise students' awareness of these goals, enabling them to develop competencies related to sustainability. This study aims to explore how higher education institutions can effectively raise awareness of sustainable development goals. In addition, the research contributes to the literature by presenting a curriculum designed in a Turkish higher education institution to foster awareness of sustainable development goals. The findings hold the potential to significantly enrich existing literature on awarenessraising practices and the promotion of sustainability strategies, extending beyond higher education institutions to organizations at large.