Eğitim Planlaması

This study, comparing the academic achievement levels of the students
with different primary school entrance age, is in survey model. 60 students, at the second grade of a primary school centrally located
in Tokat province in the year the study was conducted and were 60-66
and 73-84 months old when entered the primary school, were selected
with the random sampling technique. Data was obtained through the
tests in Turkish, Mathematics, and Social Studies subjects applied by
the researcher, and from the second year end-of-first term grades. The
averages of test scores and end-of-first term grades were analyzed using
t-test. In the analysis, while there was a significant difference at
a level of .01 between test scores and first term average grade points
according to the school entrance age, no difference was found in terms
of gender. It was concluded from the analysis that the children who
started school when 73-84 months old were more successful than those
60-66 months old. Therefore, it could be suggested that the children
should be directed to pre-school education at 60-66 months age range,
and more research on the achievement of children started school at the
age of five is needed to be conducted.

Although the teacher needs of primary and secondary schools in Turkey were met mainly from the graduates of higher education institutions that train teachers under the Ministry of National Education until 1982, university graduates who took teaching formation courses were also utilized, especially in meeting the need for secondary education branch teachers. The practice of assigning graduates from faculties other than education faculties as branch teachers to secondary education institutions after pedagogical formation training continues today. The document analysis method was used in this research, which aims to reveal the changes in the programs in the historical process by comparatively examining the pedagogical formation programs that have been implemented since 1979. As a result of the research, starting from the first standard pedagogical formation program prepared by the Ministry of National Education in 1979, programs were tried to be developed until 1997; It has been understood that the three-semester pedagogical formation program at the non-thesis master's level, prepared in 1997, has been organized in such a way as to enable the training of qualified branch teachers in terms of features such as courses aimed at gaining field-specific teaching knowledge and skills, practical lesson hours and the place allocated for school practices. However, starting from 2006 until 2021, it has been understood that the pedagogical formation programs have been weakened in terms of the number of courses, the total amount of course hours, the amount of applied course hours, the amount of courses aimed at gaining field-specific knowledge and skills, and the time allocated to teaching practice.

Öğretmenlik ve eğitim yöneticiliğinin niteliklerinin şekillenmesinde üretim ilişkileri ve uluslararası politikalarının etkisi belirleyicidir.
Bu söyleşi nirvana sosyal bilimler sitesinde 21.09.2021 de yayınlanmıştır. http://www.nirvanasosyal.com/h-1224-prof-dr-ruhi-sarpkaya-ile-ogretmenlik-egitim-yoneticiligi-ve-egitim-politikalari-uzerine-soylesi.html

İnsanın yaşadığı toplum içinde değeri olan, yetenek, tutum ve davranış biçimlerini geliştirdiği süreçlerin tümü olan eğitim, aileyle başlayıp okul eliyle devam etmektedir. Okul ile başlayan eğitim-öğretim faaliyetlerinin en önemli amacı bir ülkenin geleceği olan çocukları iyi insan ve iyi vatandaşlar olarak yetiştirmektir. Çağımızdaki hızlı kentleşme ve nüfus artışı dikkate alındığında eğitim ve öğretim faaliyetlerinin bu misyonu sağlıklı bir şekilde gerçekleştirebilmesi okul alanlarının ferah ve güvenlikli alanlarda oluşturulması zaruriyetini ortaya koymaktadır. Bu çalışmada; okul alanlarının planlanması süreci olan imar planlarının yapım ve üretim aşamalarında dikkate alınması gereken kriterler araştırılmıştır. Konuyla ilgili olarak, dünyanın çeşitli ülkelerinde yapılan çalışmalar ile ülkemizdeki mevzuatlar araştırılarak okul yer seçim sürecinde karşılaşılan problemlerin çözümüne ve sağlıklı bir kentleşmede en uygun okul yeri neresi olmalı sorusuna cevap verilmeye çalışılmıştır. Çalışma sonucunda Türkiye'de en uygun okul yer seçiminin yapılabilmesi için yeni mevzuatın oluşturulması ve bir karar destek sistemi olan CBS sistemlerinin entegresinin sağlanması gerekliliği ortaya çıkmıştır. Abstract Education, which is all the processes that have developed the skills, attitudes and behaviors that are worthwhile in the society in which the person lives, begins with the family and continues with the school. Beginning with the school, the most important goal of the educational activities is to educate the children who are the future of the country as good people and good citizens. Considering the rapid urbanization and population growth in our age, the fact that education and training activities can carry out this mission in a healthy manner reveals the necessity of creating school areas in spacious and safe areas. In this study; The criteria that should be taken into account in the construction and production stages of the development plans which are the planning processes of the school areas have been investigated. Regarding the subject, studies were conducted in various countries of the world and the legislation in our country was searched to try to solve the problems encountered in the school selection process and to answer the question of where the best school place should be in a healthy urbanization. As a result of the study, it has become clear that the establishment of new legislation and the integration of GIS systems, a decision support system, have been required in order to make the most suitable school place selection in Turkey.