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The pandemic caused by the COVID-19 virus has resulted in inevitable radical changes across almost all areas of daily life, with the pandemic having revealed perhaps the greatest crisis humanity has faced in modern history. This study aims to provide thematic and methodological recommendations for future sustainable research programs through a bibliometric analysis of publications focused on management, leadership, and administration related to COVID-19. The data for the study were obtained from the Web of Science Core Collection (WoSCC) bibliographic database and then analyzed according to thematic content analysis and bibliometric methodology. The study’s units of analysis include countries, journals, keywords, research models, sample/study group, and time to publication. VOSviewer software and visualization maps were used to report the findings obtained from the analyzed data. When the study’s results are evaluated regarding the number of related publications and total citations, it can be revealed that Anglo-American-, Chinese-, and European-centered dominance continues in COVID-19-related studies. The vast majority of publications on this subject area are concentrated in the field of health. In addition, the study’s findings revealed that the examined articles were generally published in journals considered as prestigious, have high impact factors, are published in the English language, and with articles published in a short time after a much-reduced editorial/review and publishing process. Unlike previous bibliometric reviews, this research comprehensively analyzed the management-, leadership-, and administration-oriented publications related to COVID-19 with a holistic approach, providing essential findings and recommendations for future sustainable thematic research opportunities.
Turgut Karakose; Ramazan Yirci; Stamatios Papadakis; Tuncay Yavuz Ozdemir; Murat Demirkol; Hakan Polat. Science Mapping of the Global Knowledge Base on Management, Leadership, and Administration Related to COVID-19 for Promoting the Sustainability of Scientific Research. Sustainability 2021, 13, 9631 .
AMA StyleTurgut Karakose, Ramazan Yirci, Stamatios Papadakis, Tuncay Yavuz Ozdemir, Murat Demirkol, Hakan Polat. Science Mapping of the Global Knowledge Base on Management, Leadership, and Administration Related to COVID-19 for Promoting the Sustainability of Scientific Research. Sustainability. 2021; 13 (17):9631.
Chicago/Turabian StyleTurgut Karakose; Ramazan Yirci; Stamatios Papadakis; Tuncay Yavuz Ozdemir; Murat Demirkol; Hakan Polat. 2021. "Science Mapping of the Global Knowledge Base on Management, Leadership, and Administration Related to COVID-19 for Promoting the Sustainability of Scientific Research." Sustainability 13, no. 17: 9631.
The effect of the flipped classroom model on students’ academic achievement, academic satisfaction, and general belongingness was investigated using an experimental design. Purposive sampling was used to select 94 undergraduate students as participants. The participants were divided into three groups: one experimental group with the flipped classroom model and two control groups with the traditional classroom and distance education models. The groups attended the same course content sessions that are suitable for their classroom model over eight weeks. For analysis, descriptive statistics, dependent groups t-tests, Wilcoxon signed-rank test, ANCOVA, and ANOVA tests were performed. Students’ academic achievement, academic satisfaction, and general belongingness levels significantly increased in the flipped classroom compared with the other classroom models. Suggestions for future research and limitations of the study are provided.
Hakan Polat; Songül Karabatak. Effect of flipped classroom model on academic achievement, academic satisfaction and general belongingness. Learning Environments Research 2021, 1 -24.
AMA StyleHakan Polat, Songül Karabatak. Effect of flipped classroom model on academic achievement, academic satisfaction and general belongingness. Learning Environments Research. 2021; ():1-24.
Chicago/Turabian StyleHakan Polat; Songül Karabatak. 2021. "Effect of flipped classroom model on academic achievement, academic satisfaction and general belongingness." Learning Environments Research , no. : 1-24.
This study aimed to determine the effects of the traditional classroom model, distance education model and flipped classroom model designed according to ARCS (attention, relevance, confidence and satisfaction) motivation strategies on motivation and academic achievement levels. For this purpose, the study was conducted by using an experimental pretest-posttest control group design. Purposive sampling was used to determine the participants. Frequency, percentage, mean, dependent groups t-test and ANOVA test were utilized for data analysis. The results indicated that the academic achievement levels of the students in the flipped classroom model using ARCS motivation strategies were significantly higher than those of the students in the distance education classroom model and the traditional classroom model. In addition, the training process did not lead to a significant change in the motivation of the students in the traditional classroom model and distance education classroom model, but did lead to a significant change in the motivation of the students in the flipped classroom model. In response to the results of the study, various suggestions were made.
Songül Karabatak; Hakan Polat. The effects of the flipped classroom model designed according to the ARCS motivation strategies on the students’ motivation and academic achievement levels. Education and Information Technologies 2019, 25, 1475 -1495.
AMA StyleSongül Karabatak, Hakan Polat. The effects of the flipped classroom model designed according to the ARCS motivation strategies on the students’ motivation and academic achievement levels. Education and Information Technologies. 2019; 25 (3):1475-1495.
Chicago/Turabian StyleSongül Karabatak; Hakan Polat. 2019. "The effects of the flipped classroom model designed according to the ARCS motivation strategies on the students’ motivation and academic achievement levels." Education and Information Technologies 25, no. 3: 1475-1495.
Bu çalışmada okullarda etik kodlarıngerekliliği konusunda okul yöneticilerinin görüşleri belirlenmeyeçalışılmıştır. Araştırmanın çalışma grubunu Fırat Üniversitesi Eğitim BilimleriEnstitüsü Eğitim Yönetimi Teftişi Planlaması Anabilim dalında yüksek lisansyapan 39 okul yöneticisi oluşturmaktadır. Araştırmada nitel araştırmayöntemlerinden olgubilim deseni kullanılmıştır. Verileri elde etmek için hazırlananiki adet açık uçlu soru görüşleri alınmak üzere okul yöneticilerinesorulmuştur. Elde edilen verilerin analizinde nitel araştırmaları çözümlemedekullanılan içerik analiz yöntemi uygulanmış ve ifadelerin benzerliğine göregruplandırmalar yapılarak temalar oluşturulmuştur. Her bir temada dikkat çekenöğretmen görüşlerine doğrudan alıntılarla yer verilmiştir. Araştırma sonunda okulyöneticilerinin görüşlerinden elde edilen sonuçlara göre; okullarda etikkodların, etik davranış ve değerlerin benimsenmesi, etik okul kültürününoluşturulması, okulların başarısı için hedeflere ulaşılması, yönlendirmelerinve karar vermenin etik kurallar çerçevesinde yapılması, etik okul iklimininoluşması, görüş birliğinin ve örgütsel iletişimin sağlanması açısından gerekliolduğu sonucuna ulaşılmıştır.
Mukadder Boydak Özan; Hakan Polat; Seda Gündüzalp; Zübeyde Yaraş. ETİK KODLARA İLİŞKİN OKUL YÖNETİCİLERİNİN GÖRÜŞLERİ VE ETİK KOD ÖNERİLERİ. Fırat Üniversitesi Sosyal Bilimler Dergisi 2017, 27, 43 -52.
AMA StyleMukadder Boydak Özan, Hakan Polat, Seda Gündüzalp, Zübeyde Yaraş. ETİK KODLARA İLİŞKİN OKUL YÖNETİCİLERİNİN GÖRÜŞLERİ VE ETİK KOD ÖNERİLERİ. Fırat Üniversitesi Sosyal Bilimler Dergisi. 2017; 27 (1):43-52.
Chicago/Turabian StyleMukadder Boydak Özan; Hakan Polat; Seda Gündüzalp; Zübeyde Yaraş. 2017. "ETİK KODLARA İLİŞKİN OKUL YÖNETİCİLERİNİN GÖRÜŞLERİ VE ETİK KOD ÖNERİLERİ." Fırat Üniversitesi Sosyal Bilimler Dergisi 27, no. 1: 43-52.
Mukadder Boydak Özan; Hakan Polat; Seda Gündüzalp; Zübeyde Yaraş. Okul Yöneticilerinin Dershane Dönüşümüne İlişkin Görüşleri. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi 2015, 15, 1 .
AMA StyleMukadder Boydak Özan, Hakan Polat, Seda Gündüzalp, Zübeyde Yaraş. Okul Yöneticilerinin Dershane Dönüşümüne İlişkin Görüşleri. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi. 2015; 15 (2):1.
Chicago/Turabian StyleMukadder Boydak Özan; Hakan Polat; Seda Gündüzalp; Zübeyde Yaraş. 2015. "Okul Yöneticilerinin Dershane Dönüşümüne İlişkin Görüşleri." Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi 15, no. 2: 1.