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    Achieving Gender Parity in Primary School Education in Turkey via the Campaign called Haydi Kizlar Okula (Girls, Let's Go to School)
    (Turkish Education Assoc, 2013) Gumus, Sedat; Gumus, Emine
    Achieving gender parity in primary education is one of the most complex educational issues with which many developing countries, including Turkey, struggle. In 2007 alone, Turkey had approximately 640,000 children of primary school age who were out of school, and around 60% of those were girls (UNESCO, 2010). For this study, Haydi Kizlar Okula, which was one of the biggest and the most effective education campaigns implemented in Turkey, is analyzed to present a systematic evaluation of Turkey's current efforts to increase gender parity in access to education via this campaign. The results of our analysis show that although Turkey is making strides toward closing the gender gap in primary school participation, it is important to extend this effort without losing momentum, especially in the areas where gender disparity in access to education is the highest. Hence, campaigns devoted to female education through collaboration between the Turkish government and national or international foundations in the last decade should continue with some necessary changes and modifications.
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    Instructional Leadership in Turkish Primary Schools: An Analysis of Teachers' Perceptions and Current Policy
    (Sage Publications Ltd, 2013) Gumus, Sedat; Akcaoglu, Mete
    School leadership, one of the most important aspects of school improvement, has not received much attention from either policymakers or researchers in Turkey despite many countries embrace creating and developing effective leaders as one of the important first steps to improve their education. This research looked at the instructional leadership skills of Turkish principals from the teacher's perspective measured through a survey collected from primary school teachers in five different cities in Turkey, first, to describe the current situation and, second, to find out if teachers' experience and gender affect their views. The results show that Turkish principals practice their instructional leadership roles only occasionally and teachers' gender significantly affects their perception.
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    Policy, practice, and reality: exploring a nation-wide technology implementation in Turkish schools
    (Routledge Journals, Taylor & Francis Ltd, 2015) Akcaoglu, Mete; Gumus, Sedat; Bellibas, Mehmet Sukru; Boyer, D. Matthew
    Technology has already become an indispensable part of our lives, and nations around the world see schools as the main agents to prepare their youth for a technology-filled future, and invest important amounts of funding to provide hardware to schools, students and teachers. The Turkish Ministry of National Education is in the midst of the FATH project, a nation-wide attempt to provide each classroom with an interactive whiteboard and each student with a tablet computer. In this paper, the authors present interview data from teachers at first-year FATH pilot schools who are using these technologies to understand how this national attempt is being translated into practice, and identify what is working and what areas need further attunement. Results show that teachers were especially content with being able to make their lessons visually more appealing for their students. They were, however, not satisfied with the in-service training provided, especially in understanding ways to effectively integrate the technologies into their teaching, and the limitations put upon Internet access from the tablets. The impacts of these tools on their teaching practices were very minimal.