Antalya ve Gaziantep İllerindeki Çeşitli Okulların Teftiş Kayıtları Üzerinde Bir İnceleme (1940-1954)

Geçmiş yaşantılar, günümüze ışık tutması ve günümüzü anlayıp yorumlamak bakımından önemlidir. Bu çalışma belgelere dayalı nitel bir doküman analizidir. Çalışmanın amacı 1940- 1954 yılları arasında Bakanlık müfettişlerinin denetim raporları ve Bakanlığın bu raporlara dayalı yazışmalarının olduğu dokümanları içeriklerine göre inceleyerek o döneme ait denetim ve yönetim süreçlerine ilişkin ipuçlarını araştırmaktır. Dokümanlar MEB Teftiş Kurulu Başkanlığından alınmıştır. Alınan 15 adet belge bu yıllarda Antalya ve Gaziantep illerindeki çeşitli okullarda yapılan denetim raporları ve yazışmaları kapsamaktadır. Elde edilen denetim raporları içeriklerine göre kodlanarak analiz edilmiştir. Belgeler denetim, yönetim, eğitim-öğretim ve değişim temaları ve bu temalar altında farklı kategoriler ile açıklanmıştır. Yıllara bakıldığında denetim raporlarının yazımı, formu, uzunluğunda bir değişimin olduğu görülmüştür. Belgelerde yönetim ve eğitim-öğretimle ilgili olumlu ve olumsuz yönlerin vurgulandığı görülmüştür.

School Principals\u27 Learnings From Covid-19 Pandemic

Covid-19 pandemic, which broke out in the late 2019 and we are still facing today, has made an enormous impact throughout the world and directly caused an extraordinary disruption of many systems globally including educational ones and affected the lives lots of students and families all over the world. Different kinds of measures were abruptly taken in order to ensure that students, teachers and school principals continued their educational processes safely and also to lessen the crisis situation and chaos. One of these measures was country-wide school closures and along with Turkey, most of the countries chose to close schools and make a quick transition to remote learning. During those weeks, several policy responses aimed at making sure that students attended online classes regularly and that they felt well. In the meantime, diverse stakeholders of educational systems (students, teachers, educational leaders etc.) have learned some lessons from this terrifying pandemic. The purpose of this study is to emphasize the learnings that Turkish school principals experienced during that school closure period in Turkey. Within the scope of maximum diversity sampling, one of the purposeful sampling methods, a sampling frame was established and 105 school principals working in primary, secondary and high schools in different provinces participated in the study. In the study, in which qualitative online survey method was used, a Google drive form with open-ended questions was exploited. Based on the findings obtained in the study, main themes have been created. These are personal, organizational and educational learnings

Değişim Eğilimleri Ölçeğinin Öğretmenler İçin Uyarlanması

Eğitim alanındaki yeniliklere paralel olarak öğretmenlerden sıklıkla kullandıkları yöntemleri değiştirmeleri beklenmektedir. Ancak değişim sancılı bir süreçtir. Öğretmenlerin değişime yönelik eğilimlerini belirleyebilecek ölçme araçları geliştirmek ya da uyarlamak öğretmenlerin değişimiyle ilgili yapılacak olan çalışmalara katkı getirebilir. Bu nedenle bu araştırmayla okul yöneticilerine yönelik geliştirilmiş olan Değişim Eğilimleri Ölçeğinin (DEÖ) psikometrik niteliklerinin öğretmenler için incelenmesi amaçlanmıştır. Analizler çalışmaya gönüllü olarak katılan 850 öğretmen üzerinden gerçekleştirilmiştir. DEÖ'nin dört faktörlü yapısı birinci ve ikinci düzey Doğrulayıcı Faktör Analiziyle (DFA) incelenmiştirIt is frequently expected from teachers to change their instructional techniques in line with the innovations in education. However, change is a painful process. Developing or adapting a scale to measure teachers' tendencies toward change may contribute to possible future studies about teacher change. Therefore, this study is aimed to investigate the psychometric characteristics of school administrators' Change Tendencies Scale (CTS) for teachers. The analyses were conducted through the data obtained from 850 teachers who had participated in the study voluntarily. The four-factor structure of CTS was examined by first and second level Confirmatory Factor Analysis (CFA

Misuse of ICTs among Turkish children and youth: A study on newspaper reports

This study investigated the misuse of Information and Communication Technologies (ICTs) among children and youth. The data source was newspaper reports obtained from three Turkish daily newspapers, between January 2006 and December 2012. In that seven years period, a total of 66 ICT misuse incidents were reported in the selected newspapers. Document analysis was performed on the newspaper reports. Themes and codes were entered as variables to manage the data quantitatively. Results revealed that ICT misuse was most commonly conducted through cell phones, social networking sites, instant messaging and web pages. Young people’s involvement of ICT misuse had three forms; from young perpetrator/s to the young victim/s, from young perpetrator/s to adult victim/s and from adult perpetrator/s to young victim/s. ICTs were commonly misused for sexual abuse, insulting or taking revenge. While perpetrators were mostly males whose ages ranged between 14 and 52, a great majority of ICT misuse victims were females, with an age range from 8 to 46. Negative psychological and physiological impacts were reported by the victims

The Context

Integrating Information and Communication Technologies (ICT) into a centralized education system such as Turkey’s depends on its successful design and application, which is an expensive and complex process. The aim of this study was to identify the issues related to integrating computer technologies into a centralized education system. Data were collected from seventeen school principals, fifteen computer coordinators, and one hundred and fifty one elementary education supervisors. The sources of data included semi-structured interviews and a survey. By using content analysis, the following ICT implementation issues were identified: infrastructure, personnel, curriculum, administration, and supervision. By improving these areas, IT classrooms will be more effective