University of Nevada, Reno The Educational Effectiveness of Gülen-inspired Schools: The Case of Nigeria A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Curriculum, Teaching, and Learning by HASAN AYDIN Dr. Stephen Lafer/Dissertation Advisor May, 2011 © by Hasan Aydin 2011 All Rights Reserved THE GRADUATE SCHOOL We recommend that the dissertation prepared under our supervision by HASAN AYDIN entitled The Educational Effectiveness of Gülen-inspired Schools: The Case of Nigeria be accepted in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Stephen K. Lafer, Ph.D., Advisor Jennifer Mahon, Ph.D., Committee Member Michael Robinson, Ph.D., Committee Member Susan Chandler, Ph.D., Committee Member Murat Yuksel, Ph.D., Graduate School Representative Marsha H. Read, Ph.D., Associate Dean, Graduate School May, 2011 i Abstract This qualitative case study examined the perceptions of the efficacy of the Gülen educational initiative and provides an analysis of the educational viability of ―Gülen- inspired‖ schools in Nigeria using interviews of members of four groups of stakeholders in the Nigerian Turkish International Colleges (NTIC). This study employed a qualitative methodology with case study approach in which twenty-two individuals participated, among them three administrators, seven Nigerian/Turkish teachers, eight students, and four‘ parents. Interviews were conducted on a one-to-one basis and in small focus groups to elicit the lived experience of people involved with the schools. The interview questions concerned the effectiveness of Gülen-inspired schools in Nigeria and their role positive educational change in this country. Data collection consisted beyond the interviews was collected through classroom observations, field notes, and engagement with school provided documents. After collection, data was coded using computer software to determine dominant themes occurring in the data. The categorized data was then analyzed to draw generalization regarding stakeholders‘ perceptions that were then considered in light of conclusions drawn from observations and field-notes. Through content analyses, the researcher derived a sense of the elements of education that characterize NTIC schools and other schools founded on principles found in the philosophy of education supported by the Gülen Movement (Hizmet Movement). An overview of NTIC schools, drawn primarily from interviews with the General Director of NTIC schools, is offered and this is followed by discussion of the four major themes found in the data and the six sub-themes in found in the major themes. ii The study finds that Gülenian education, as it is being implemented in Nigeria, according to the reflections of those involved with the institutions, does work to expose students to people of different geographical areas of Nigeria, people who often are of different ethnic, religious, and socioeconomic backgrounds. School organization and activities allow students to experience those different themselves in a safe setting resulting in their learning to appreciate one another. The study concludes that NTIC schools are successful in promoting academic achievement in an environment that also teaches sound values and acceptance of others through curriculum, schools organization, and the quality of the people who work in the schools, people who are diligent, hardworking, giving, and dedicated to improving quality of life in Nigeria through education. Students, it appears, through adult examples of exemplary behavior grow to appreciate those who serve out of love and sense of humanity causing many students to consider career paths that involve service to country. iii Dedication This work is dedicated to my parents, Sebiha and Abdulbaki, and also to my wife Pinar, and my son Mustafa Ihsan. Without their love, patient, understanding, and support over the years I would not have been able to devote so much time and effort to my education. I appreciate with all my heart their support and prayers for my successful completion of this enormous project. iv Acknowledgments The writing of this dissertation has been one of the most significant academic challenges I have ever had to face. I could not have completed this project without the aid of an extraordinary group of individuals who were patent while providing encouragement, support, and guidance. First and foremost I want to acknowledge my advisor and chair, Dr. Lafer, also known to me as superman, who has been a good leader in my quest to complete this dissertation. I would like to express my deepest gratitude to him, for his guidance and his positive attitude. He created an excellent environment in which to do the research and the writing. His wisdom, knowledge and honesty, and his commitment to the highest standards inspired and motived me. I was fortunate to have the opportunity to travel to Nigeria with Dr. Lafer to collect my dissertation data and his presence was incredibly inspirational to me. I appreciate his mentoring me during this amazing trip. Thank you Dr. Lafer. You were a tough teacher and a good friend during my doctoral journey. Dr. Lafer, along with his wife Ana, and their two daughters, Liz and Josie, helped with navigation throughout the entire process. It would be impossible for a learner not to sense the love of learning and commitment to the process they exhibit. Whether I was in the throes of writing or waiting for inspiration, I knew I had people in my corner cheering for me and doing all they could to encourage me to complete this work. I am also very grateful to my dissertation committee members for their guidance and support throughout my doctoral program. Thanks Dr. Mahon and Dr. Chandler for v leading me to the best resources on qualitative case study design and sharing your in depth knowledge on constructivist teaching and learning. They were wonderful supporters of qualitative design. They both helped me in the beginning to break free from numbers and embrace the richness of qualitative research. Their insightful comments made me look deeper into the meaning of the interviews, observations, field notes to find hints that connected and supported the interpretation of findings. Also their patience was phenomenal and pushed me to think deeply about what I had written. They both pushed me to be a better writer and researcher while providing the support I needed to plod ahead and complete the journey. I am extremely thankful to Dr. Robinson for his valuable and timely feedback at every stage of this research. He has provided wonderful support throughout my graduate studies, not only as committee member, but also as a chair of the Department of Curriculum, Teaching, and Learning. His passion, insight and commitment to my research and me helped to shape the study and my own growth as a researcher. I will forever credit you with introducing me to the wonderful field of action research. I am also grateful to for Dr. Yuksel for being an extraordinary committee member for both M.A. and Ph.D. degrees who showed me the road and helped to get me started on the path to these degrees. His enthusiasm, encouragement, and faith in me throughout have been extremely helpful. He was always available for my questions and he was positive and gave generously of his time and vast knowledge. He always knew where to look for the answers to obstacles while leading me to the right source, theory, and perspective. vi I am also very grateful to my colleagues and friends at the UNR for their guidance and support. First of all, thank you Dr. D‘Andrea for leading me to the best resources on qualitative study design and sharing your in depth knowledge on constructivist teaching and learning. I also would like to express my appreciation for Dr. Cheney for accepting me into the doctoral program. Her sense of humor and her wit provided the type understanding that I value. Thank you also to those special doctoral students who always showed me their support and their willingness to engage in collaboration, especially, Heather Crawford, Stephanie Murphy, Zaddy Firmin Gnahore, Sudi Balimuttajjo, Charles Assuah, Mokter Hossain, and Kazi Shahidullah. During my data collection, they transcribed my data, helped me when I analyzed my data, edited my chapters and made sure this document was satisfactory in form and content. Thank for you wonderful sense of humor as well as your skills your willingness to apply those editing pens. They provided the required foundation, the intellectual stimulation to feed my curiosity, and the challenge to develop the critical thinking necessary to complete this study. I thank them for their many contributions and their excellence. I also want to special thanks to my dearest friends, Christopher Koch, Hakan Kardes, Tarik Hasan Karaoglu, Mehmet Kameroglu, Ismail Ozdemir, Batyr Odeyev, Mehmet Hadi Gunes, Kemal Aksoy, Huseyin Yildirim, Ahmet Dincer, and Mehmet Fatih Yilmaz. You all are encouraged me, challenged me and helped me more than I can say and I am so glad to have you as friends. Also, my academic journey and this dissertation would not have been possible without the support and love of my dearest friends, vii Kamuran and Nuran Kaya. Without their generous financial and emotional support, I wouldn‘t have been able to fully concentrate on my academic work. I am tremendously grateful to my research participants who willingly shared their experiences with me, devoted their time, expertise, and knowledge to making this valuable contribution to take part in this study. My special thanks to the General Director, Hasan Huseyin Aygun, Zafer Elen, Tamer Copurluoglu, Emin Godek, and Mrs. Suleyman Kasim Jariyat. Last but not least, I would like to thank to the all principals, teachers, staff, students, and parents of Nigerian-Turkish International Colleges (NTICs) who took time out of their busy days to accommodate my needs and also for the opportunity to conduct my research study at your schools site.