- Curriculum and Instruction, Curriculum Development, Educational Technology, Mathematics Education, Instructional Technology, Teacher Education, and 44 moreEducational Sciences, Curriculum Development and Evaluation, Educational Research, Teacher Reflection, Learning Technologies, Teaching Methods, IWB- Interactive WhiteBoard, Methodology (Education), Early Childhood Special Education, Likert Scales, Early Childhood Care and Education, Rural Schools, ölçek Geliştirme, Blended And Mobile Learning, Learning environments, Teachers Beliefs, Teachers' professional development, Computer and Instructional Technology, Eğitim Bilimleri, NVivo, Home Schooling, Smartphones, Interactive Whiteboard Teaching, Qualitative Research Methods, Education, Intelligence Testing, Homeschooling, Home Education, Teacher Training, Qualitative methodology, Parental Involvement in Education, Mixed Methods, Critical Thinking Skills, Parental Involvement in Their Children's Education, Mobile Phones, Learning and Teaching, Student Centered Learning, Meta-Analysis and Systematic Review, In-service teacher training, In service Teacher Education, Social Networking, IMPACT OF SOCIAL NETWORKING SITES, Hidden Curriculum, and Facebook Studiesedit
- Süleyman Nihat Şadedit
Research Interests:
ÖZET Günümüz eğitim anlayışının öğretme-öğrenme süreçlerine uyarlamaya çalıştığı çağdaş yaklaşımlar (yapılandırmacılık, eleştirel düşünme, problem çözme vb.), öğretmenlerin çok yönlü niteliklerinin bir parçası olarak, eğitim ortamlarında... more
ÖZET Günümüz eğitim anlayışının öğretme-öğrenme süreçlerine uyarlamaya çalıştığı çağdaş yaklaşımlar (yapılandırmacılık, eleştirel düşünme, problem çözme vb.), öğretmenlerin çok yönlü niteliklerinin bir parçası olarak, eğitim ortamlarında bilgisayar kullanabilmesini ve eğitim öğretim etkinliklerinde bilgisayardan faydalanmasını zorunlu hale getirmiştir. Öğretmenlerin öz-yeterlik düzeyinin yüksek olması, kullandığı ve eğitim sürecine dâhil etmeye çalıştığı bilgisayardan alacağı verimi doğrudan etkilediği için bu çalışmada, sınıf öğretmenlerinin bilgisayar ve internet kullanımı öz-yeterlik algılarını belirlemek ve öğretmenlerin farkındalık düzeyini artırmak önemli görülmektedir. Bu noktadan hareketle çalışmada, sınıf öğretmenlerinin bilgisayar ve internet kullanımına ilişkin öz-yeterlik algılarını bazı değişkenler açısından incelemek amaçlanmıştır. Araştırmanın çalışma grubunu, Malatya, Şanlıurfa ve Kahramanmaraş il merkezindeki ilkokullarda görev yapan öğretmenler arasından, basit seçkisiz örnekleme yoluyla belirlenen 165 sınıf öğretmeni oluşturmaktadır.Genel tarama modeli kapsamında ilişkisel tarama modelinin kullanıldığı bu araştırmada veri toplama aracı olarak Şad& Demir (2015) tarafından geliştirilen 16 maddeden oluşan ölçek 165 sınıf öğretmenine uygulanmıştır. Araştırma sonucunda, öğretmenlerin bilgisayar ve internet kullanımına ilişkin öz-yeterlik algılarının uzmanlık gerektiren bazı beceriler dışında, genel olarak yüksek olduğu; öğretmenlerin bilgisayar ve internet kullanımı ile ilgili bir hizmet içi eğitim alıp almama durumlarına göre, bilgisayar ve internet kullanımı öz-yeterlik algıları arasında anlamlı bir fark olmadığı; öğretmenlerin mesleki kıdemlerine ve mezun oldukları yükseköğretim Bu makale Crosscheck sistemi tarafından taranmış ve bu sistem sonuçlarına göre orijinal bir makale olduğu tespit edilmiştir.
Research Interests:
The purpose of this study is to evaluate the integration status of students who have been attending classes with same age peers after catchup education program in a primary school opened in Gaziantep according to views of stakeholders who... more
The purpose of this study is to evaluate the integration status of
students who have been attending classes with same age peers after catchup education program in a primary school opened in Gaziantep according to views of stakeholders who are their teachers, classmates and themselves. By the way, the effectiveness of catch-up education program is evaluated. The
data was gathered via participatory observation and interviews. The data gathered from interviews with stakeholders were analyzed with technique of content analysis in qualitative method. The answers to open-ended questions were analyzed separately for the stakeholders. Then, by combining the results of the analysis, the stakeholders' opinions about integration of the students were determined. The interviews and participant observation indicated that the students have integration problems with their school, teacher, classroom and their classmates in their new peer aged classrooms after the catch-up education program. The main purpose of the catch-up education program is to adapt the students with their school, teachers, classroom and classmates but the study results show that the catchup education program did not fully serve its purpose. Many activities have been done is to ensure students’ adaptation to their school during catch-up education program but after this program, no adaptation activities have been done in their new peer aged classrooms.
students who have been attending classes with same age peers after catchup education program in a primary school opened in Gaziantep according to views of stakeholders who are their teachers, classmates and themselves. By the way, the effectiveness of catch-up education program is evaluated. The
data was gathered via participatory observation and interviews. The data gathered from interviews with stakeholders were analyzed with technique of content analysis in qualitative method. The answers to open-ended questions were analyzed separately for the stakeholders. Then, by combining the results of the analysis, the stakeholders' opinions about integration of the students were determined. The interviews and participant observation indicated that the students have integration problems with their school, teacher, classroom and their classmates in their new peer aged classrooms after the catch-up education program. The main purpose of the catch-up education program is to adapt the students with their school, teachers, classroom and classmates but the study results show that the catchup education program did not fully serve its purpose. Many activities have been done is to ensure students’ adaptation to their school during catch-up education program but after this program, no adaptation activities have been done in their new peer aged classrooms.