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dc.contributor.authorKeklik, İbrahim
dc.date.accessioned2020-02-13T12:12:50Z
dc.date.available2020-02-13T12:12:50Z
dc.date.issued2011
dc.identifier.issn1877-0428
dc.identifier.urihttps://doi.org/10.1016/j.sbspro.2011.02.048
dc.identifier.urihttp://hdl.handle.net/11655/22069
dc.description.abstractThe purpose of this study was to examine the developmental psychology sections of the most commonly used educational psychology textbooks with respect to; their use of politically correct language, epistemological styles, breath/depth of content, scope and utilization of up to date information. Content analysis was used to examine the textbooks. Results showed that the existing textbooks significantly lacked concern about non-discriminative/politically correct language; they were places in dualism; content typically introduced basic concepts and classic developmental theories. Findings, limitations of the study and implications for future studies and teachers education were discussed. (C) 2009 Published by Elsevier Ltd. Selection and/or peer-review under responsibility of Dr. Zafer Bekirogullari of Y.B.tr_TR
dc.language.isoentr_TR
dc.publisherElsevier Science Bvtr_TR
dc.relation.isversionof10.1016/j.sbspro.2011.02.048tr_TR
dc.rightsinfo:eu-repo/semantics/openAccesstr_TR
dc.subjectEducation& educational researchtr_TR
dc.subjectPsychologytr_TR
dc.subject.lcshEğitimtr_TR
dc.titleA Content Analysis of Developmental Psychology Sections of Educational Psychology Textbooks Used For Teachers' Education in Turkeytr_TR
dc.typeinfo:eu-repo/semantics/conferenceObjecttr_TR
dc.typeinfo:eu-repo/semantics/publishedVersion
dc.relation.journalInternational Conference On Education And Educational Psychology 2010tr_TR
dc.contributor.departmentRehberlik ve Psikolojik Danışmanlıktr_TR
dc.identifier.volume12tr_TR
dc.identifier.startpage393tr_TR
dc.identifier.endpage398tr_TR
dc.indexingWoStr_TR
dc.indexingScopustr_TR
dc.fundingYoktr_TR


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