Eğitim Bilimleri Doktora Tezleri / PhD Dissertations

Permanent URI for this collectionhttps://hdl.handle.net/11452/21

Yasal Uyarı ⚠️ Araştırmacılar, tezlerin tamamı veya bir bölümünü yazarın izni olmadan ticari veya mali kazanç amaçlı kullanamaz, yayınlayamaz, dağıtamaz ve kopyalayamaz. BUU Akademik Açık Erişim Web Sayfasını kullanan araştırmacılar, tezlerden bilimsel etik ve atıf kuralları çerçevesinde yararlanırlar.

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    Chiropractic & therapeutic exercises and massage efficiency for the lumbar disc herniation in Yemen
    (Bursa Uludağ Üniversitesi, 2023-06-20) Alwasel, Amer Ahmed Ali; Tutkun, Erkut; Eğitim Bilimleri Enstitüsü; Beden Eğitimi ve Spor Ana Bilim Dalı; 0000-0002-3853-5460
    This study aimed to investigate the Chiropractic & Therapeutic Exercises and Massage Efficiency for Lumbar Disc Herniation Injuries in Yemen. In this thesis, the researcher utilized an experimental program on 40 patients with lumbar disc herniation of the spine. Thirty patients were chosen as participants or experimental groups, while 10 were selected as control groups. The proposed program was employed by the researcher, who has been working in this field with various professionals for years. Since the researcher discovered a considerable number of such cases of this type of pain, he devised a proposed program and presented it to certain specialists. Some points were modified and then applied to the experimental sample for 12 weeks, while the control sample was arranged in the hospital's regular program for 12 weeks. It was noticed that the two groups were relatively consistent in the program, with six sessions each week for a total of 72 sessions. The experimental group treatment had three components: first, chiropractic spinal straightening and adjustment to treat the slipped discs. Second, massage was employed to restore activity and blood circulation to the organs impacted by disc pressure. Finally, therapeutic activities were applied to strengthen the muscles, ligaments, and tissues around the herniated disc, particularly the back and abdomen. In the control group, the researcher applied the program simultaneously through the hospital's standard program of experts, where they used massage, spinal traction, ultrasound, tennis, and Infrared. Various variables were assessed before and after the two groups underwent the two programs, using the same conditions and instruments, as follows: Variable pain level, with the experimental group showed 71.029 % improvement and the control group showed 18.760 % improvement, variable range of motion for the front spine, with the experimental group improving at a rate of 60.65 %and the control group improving at a rate of 5.23 %, variable range of motion for the back spine, the experimental group improved at a rate of 62.73 %, while the control group improved at arate of 7.455 %, in terms of the experimental group's variable range of motion of the spine on the right side, the percentage of improvement was 41.64 %, whereas the rate of improvement for the control group was 2.45 %, variable range of motion of the spine on the left side, with the experimental group improving at a rate of 41.16 % and the control group improving at a rate of 4.56 %, the percentage of improvement in variable back muscular strength for the experimental group was 71.029 %, whereas the rate of improvement for the control group was 16 %. In this thesis, the researcher used an SP-based program via the arithmetic mean, standard deviation, skew coefficient, percentage improvement rate, and Wilcoxon test.
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    Examining a self-regulated continuing professional development model
    (Bursa Uludağ Üniversitesi, 2024-09-30) Yavuz, Ahmet Cihat; Genç, Zübeyde Sinem; Eğitim Bilimleri Enstitüsü; İngiliz Dili Eğitimi Ana Bilim Dalı; 0000-0002-3246-952X
    It is undeniable that teachers are consistently required to adjust and adapt their teaching in line with emerging demands stemming from personal, professional, institutional, national, or international needs. Although there is no existing one-size-fits-all in-service teacher education model, drawing on teachers’ self-regulated skills could effectively tackle the issue on a broader scale. This doctoral thesis developed and investigated a Self-Regulated Continuing Professional Development (SRCPD) model from which educational institutions can benefit by empowering their teaching practitioners, engaging them in a more autonomous and self-sustaining learning environment. The model is twofold, whereby (1) teachers were trained in self-regulated learning, and (2) they implemented a self-regulated learning model. The model is underpinned by several former models and theories, namely, andragogy (Knowles, 1975), reflective thinking (Schön, 1983), complex dynamics system theory (Larsen-Freeman, 1997), self-regulated learning model (Zimmerman, 1998), social-cognitive theory (Bandura, 1999), and teacher identity (Beauchamp & Thomas, 2009). Data from this explorative qualitative case study were collected from reflective journals, think-aloud protocols, semi-structured, stimulated-recall, unstructured interviews, observations, and document analysis with the participation of three conveniently selected EFL instructors from a state university’s school of foreign languages. Implications for institutions and teachers were also presented and discussed following data analysis.