000			02881nam a2200349 i 4500
001			68945
005			20251020164813.0
008			190327s2018 tu a b 001 0 tur d
020			_a9789751635877 _q(hardback)
020			_a975163587X _q(hardback)
035			_a(OCoLC)on1086003408
040			_aIXA _beng _cIXA _dOCLCF _dNjP _dBAUN _erda
041	0		_atur
049			_aBAUN_MERKEZ
050		4	_aLB1607.53.T9 _bS24 2018
100	1		_aAltınova Şahin, Ayşegül, _d1977- _eaut _9127374
245	1	0	_aOsmanlı Devleti'nde rüşdiye mektepleri / _cAyşegül Altınova Şahin.
264		1	_aAnkara : _bTürk Tarih Kurumu Yayınları, _c2018.
300			_axiv, 455 pages : _billustrations (some color) ; _c24 cm.
336			_atext _btxt _2rdacontent
337			_aunmediated _bn _2rdamedia
338			_avolume _bnc _2rdacarrier
490	1		_aTürk Tarih Kurumu yayınları. IV/A-2-2.4 dizi ; _vsayı: 16
500			_aAt head of title: Atatürk Kültür, Dil ve Tarih Yüksek Kurumu.
504			_aIncludes bibliographical references (pages [391]-417) and index.
520			_aThe reform activities of the Ottoman Empire in the nineteenth century were also seen in the field of education. As a result of Mahmud's attempt to establish new schools, secondary schools were opened. In this context, firstly, daha Mekteb-i Maârif-i Adliye eb and Mekteb-i Ulûm-ı Edebiyatiye were opened in order to train qualified teachers, and then the schools were opened. During the reign of Abdülhamid II, the secondary school, which is seen in almost every corner of the country during the constitutional monarchy period, can be considered one of the most common and important educational institutions of the Ottoman modernization history. Developments in education structure of girls and boys secondary schools, secondary school buildings, syllabuses, textbooks, course tools and materials, applications related to students, practices related to teachers, penalties and rewards, practices related to the acceptance of schools, supervision and supervision of schools, the issues have been tried to be evaluated in the light of archive sources. Again in this work, Darülmuallimîn and Darülmuallimât, one of the institutions that educate teachers in the school for secondary schools, were given place and the historical development of these two institutions were tried to be discussed in parallel with the rudiments. Thus, it was evaluated by considering the schools in terms of both students and teachers, and it was tried to be positioned at the right place in the historical ground.
650		0	_aHigh schools _xHistory _y19th century. _zTurkey _9127375
650		0	_aEducation, Secondary _xHistory _y19th century. _zTurkey _9127376
710	2		_aTürk Tarih Kurumu. _eisb _913253
830		0	_aTürk Tarih Kurumu yayınları. _nIV/A-2-2.4. dizi ; _vsayı: 16. _9108290
942			_2lcc _cKT
999			_c103515 _d103515