Impacto dos movimentos migratórios no processo de escolarização na Turquia: Pareceres dos supervisores

This study attempted to examine the impact of interregional and urban–rural population movements on schools located in areas subjected to high in-migration and out-migration flows in Turkey based on data collected from primary school supervisors (N=150). A cross-sectional survey design was utilized to examine the most pressing problems confronted  in those schools, and possible actions that could be taken by various stakeholders were sought. Overall data suggest that those schools  serve mostly disadvantaged populations with poor households. Among the main challenges revealed are lack of adequate school resources and poor facilities, problems caused due to ineffective and untimely implementation of the program, high personnel turnover and recruitment of largely inexperienced and relatively less qualified educational staff, and lower levels of parental involvement in children’s schooling. Accordingly, proposed recommendations focused on measures to eliminate capacity and resource constraints, improve hiring practices, and secure adequate supervision and support for educational staff, meet academic and socio-emotional needs of students and facilitate parental involvement in the education of children. En este estudio se trató de examinar el impacto de los movimientos de población interregionales y urbano-rurales en las escuelas ubicadas en zonas sometidas a altos flujos de inmigración y emigración en Turquía, sobre la base de datos recogidos de los supervisores de escuelas primarias (número= 150). Se utilizó un diseño de encuesta transversal para examinar los problemas más apremiantes a los que se enfrentan esas escuelas y las posibles medidas que podrían adoptar los distintos grupos de interés. Los datos globales sugieren que esas escuelas prestan servicios, en su mayoría, a poblaciones desfavorecidas de familias pobres. Entre los principales retos revelados se encuentra la falta de suficientes recursos escolares e instalaciones deficientes, problemas causados debido a la aplicación ineficaz e inoportuna del programa, a la alta rotación de personal y a la contratación de personal docente en gran medida sin experiencia y relativamente menos cualificados, así como niveles más bajos de participación de los padres en la escolarización de sus hijos. En consecuencia, las recomendaciones propuestas se centraron en medidas para eliminar las limitaciones de capacidad y recursos, mejorar las prácticas de contratación y asegurar la supervisión y apoyo adecuados para el personal educativo, satisfacer las necesidades académicas y socio-emocionales de los estudiantes y facilitar la implicación de los padres en la educación de los niños.Este estudo procurou analisar o impacto dos movimentos migratórios interregionais e urbano-rurais em escolas localizadas em zonas sujeitas a elevados fluxos imigratórios e emigratórios na Turquia, com base em dados compilados por supervisores do ensino primário (N= 150). Este estudo foi elaborado com base num inquérito transversal, que visou analisar os problemas mais prementes com que essas escolas se defrontam e estabelecer as ações passíveis de serem empreendidas pelos diversos intervenientes. Os dados globais indicam que as escolas servem principalmente populações desfavorecidas, provenientes de agregados familiares pobres. De entre os principais desafios evidenciados, figura a inexistência de recursos escolares adequados, instalações precárias, problemas decorrentes de uma aplicação ineficaz e extemporânea do programa, elevada rotatividade do pessoal, recrutamento de docentes maioritariamente inexperientes e pouco qualificados e níveis muito baixos de envolvimento dos pais na educação escolar das crianças. Por conseguinte, as recomendações propostas centram-se na implementação de medidas que eliminem os condicionalismos de capacidade e de recursos, melhorem  as práticas de recrutamento e seleção do pessoal, assegurem supervisão e apoio adequados ao corpo docente, respondam às necessidades escolares e sócio emocionais dos alunos e promovam o envolvimento parental na educação dos filhos

Cinsiyetlendirilmiş Yurttaşlık: Yurttaşlık Dersi Öğretim Programının Toplumsal Cinsiyet Açısından Post-Yapısalcı ve Eleştirel Bir Analizi

This study aims to analyze primary school students’ experiences from a gender-based perspective throughout the primary school curriculum taking the curriculum as a phenomenological construct and an apparatus to reproduce orthodoxies in a diverse context in the Southern region of Turkey. Via utilizing a multi-phase embedded case study, this research included the qualitative data that obtained from 4th grade textbooks and 11 schools, including site visits, classroom observations, and semi-structured interviews with 27 teachers, 10 managers, and 10 counselors. Thick data were subjected to inductive qualitative analysis and triangulated for trustworthiness. Findings revealed the gendered character of citizenship and the reproduction of gender roles through formal education, in which boys had more space to act flexible and free compared to girls. Findings also manifested the intersections of class, ethnicity, and nationality with gender, leading to girls’ diverse experiences from different socio-economic and cultural backgrounds. In addition, the existence of resistance was also apparent in a few participants’ discourses through which education could be defined as a ‘praxis’ rather than ‘reproduction.’Bu çalışma ilkokul eğitim programını, fenomenolojik bir yapı ve ana akım yaklaşımı farklı bir bağlamda yeniden üretmenin bir aracı olarak ele alarak, Türkiye’nin Güney illerinden birindeki ilkokul öğrencilerinin deneyimlerini toplumsal cinsiyet temelli bir bakış açısıyla analiz etmeyi amaçlamaktadır. Araştırma deseni olarak çok aşamalı gömülü durum çalışması kullanılan bu araştırma, saha ziyareti ve sınıf içi gözlem notlarını, ve 27 öğretmen, 10 yönetici ve 10 psikolojik danışman ile yapılan yarı yapılandırılmış görüşmeleri içeren 11 okuldan elde edilen nitel verileri, ve 4. sınıf ders kitapları analizini kapsamaktadır. Veriler tümevarımsal nitel analize tabi tutulmuş ve inandırıcılığı (trustworthiness) sağlamak için üçgenlenmiştir. Bulgular, yurttaşlığın cinsiyetlendirilmiş karakterinin ve toplumsal cinsiyet rollerinin örgün eğitim yoluyla yeniden üretildiğini ve bu bağlamda araştırmanın yürütüldüğü okullarda erkek çocukların kızlara göre daha esnek ve özgür hareket edebildiklerini ortaya koymuştur. Bulgular aynı zamanda sınıf, etnisite ve milliyetin toplumsal cinsiyetle kesiştiğini, çeşitli sosyoekonomik ve kültürel çevrelerden gelen kız çocuklarının deneyimlerinin farklılaştığını göstermiştir. Bunun yanı sıra, eğitimin ‘yeniden üretim’ değil ‘praksis’ olarak tanımlanabileceğini ifade eden birkaç katılımcının anlatımında direnişin varlığı göze çarpmıştır

İlköğretim Okulu Öğretmen Adaylarının Ahlak ve Ahlak Eğitimi Algıları ve Tanımları

The purpose of this study was to understand how elementary school teacher candidates define morality and moral education, (ii) evaluate their pre-service education in terms of their preparation for the role of supporting moral development of their prospective students, and (iii) envision their role in students’ moral development. Data were collected by using a survey questionnaire which required content analysis. The findings showed that teacher candidates (N=84) defined morality around universal values such as honesty, respectfulness and social rules. According to teacher candidates, raising a moral person was initially the responsibility of families, teachers’ role was complementary. The negative effect of media and social surrounding were criticized by the participants. Teacher candidates had concerns related to how to address moral development in their professional lives and thought that Classroom Management and Development and Learning courses were important for addressing moral issues through casesBu çalışmanın amacı, öğretmen adaylarının ahlak ve ahlak eğitimini nasıl tanımladıklarını belirlemek, hizmet öncesi eğitimlerini öğretmenlik hayatlarında ahlak eğitimine değinmek için ne derece yeterli gördüklerini değerlendirmek ve öğrencilerin ahlak gelişimlerine nasıl katkı sağlamayı planladıklarını belirlemektir. Bu tarama çalışmasına, 84 öğretmen adayı gönüllü olarak katılmıştır. Tarama yöntemi kullanılarak veriler toplanmış ve içerik analizi yapılmıştır. Katılımcılar ahlakı, dürüstlük, saygılı olma ve sosyal kurallar gibi başlıklar altında evrensel değerlere atıfta bulunarak açıklamışlardır. Ahlak eğitiminde öncelikli sorumluluğun ailelere ait olduğunu vurgulayan katılımcılar, öğretmenlerin rolünün ancak ailede verilen eğitimin destekleyicisi olabilmek olduğunu belirtmişlerdir. Sosyal çevre ve medyanın olumsuz etkisini eleştiren katılımcılar, Sınıf Yönetimi ve Gelişim ve Öğrenme derslerinde kullanılacak örnek olay çalışmalarının, ahlak eğitimine değinmek için etkili bir yol olacağını belirtmişlerdir

Evaluation of resistance of Turkish bread wheat (Triticum aestivum) varieties to recently emerged Puccinia striiformis f. sp. tritici races

Using genetic diversity has made significant contribution to stripe rust resistance to improve wheat production. However, rapid evolution of the Puccinia striiformis f. sp. tritici (Pst), and emergence of virulent races can negatively affect the wheat genotypes with race-specific resistance gene(s). In this study, reactions of 130 bread wheat varieties, released from 1931 to 2014, were evaluated to recently emerged Pst races in Turkey, PSTr-6 and PSTr-23, at seedling and adult-plant stages. 65.4% and 67.7% of wheat varieties showed susceptible reaction to PSTr-6 and PSTr-23 at seedling stage, respectively. Moreover, coefficient of infection (CI) values generated by infection type (IT) and disease severity (DS) data demonstrated that PSTr-23 (59.78) was more virulent than PSTr-6 (57.93) at adult-plant stage. In addition to these, the presence of important yellow rust (Yr) genes in these varieties was investigated at molecular level. It was determined that the frequencies of three Yr genes, Yr5, Yr10 and Yr15, among these varieties were 1.5, 6.2 and 3.8%, respectively. However, none of them had Yr36 and only one variety had Yr5+Yr10 combination with frequency of 0.7%. In conclusion, most varieties have not these Yr genes and possess a moderately resistance/susceptible reaction to both races in general. © 2022 Elsevier Lt

Digitizing Borderless Higher Education Landscapes through Curriculum Policy Change to Educate Global Citizens

Advancements in science and technology are mobilizing higher education landscapes into borderless settings. Such changes also urge higher education settings to adopt transformative learning opportunities into their curriculum policy. Universities are accountable for helping youth build on their 21st Century competences by highlighting societal issues at global levels such as climate change, refugee crises or big human movements due to poverty, politics, conflicts, wars, or natural disasters. Youth need to build on knowledge, skills, and competences to recognize that any crises in one location can have an immediate impact on neighboring countries primarily and the whole world and challenge their potential to act as global citizens in their deeds and decisions as future change agents for a peaceful future. In this paper, we highlight the need to invest in global citizenship capabilities that will enable higher education students to go beyond their academic settings and network with international students via digital tools. In this paper, higher education students are regarded as future change agents who are willing to develop accountability toward the entire globe by investing in their socio-ecological, socio-critical and socio-emotional capabilities

Evaluation of the Current School-Parent Association Policy in Two Public Primary Schools

The purpose of this study was to explore how current School Parent Association (PTA) operates based on stakeholder perceptions through an embedded case study. Units of analysis were two public primary schools’ PTA program in a district of Ankara. The data were obtained by semi-structured interviews with teachers, parents, the school administrators. Inductive content analysis yielded four main themes; 1) school profiles; 2) accountability; 3) functions of PTAs; and 4) issues and suggestions. Findings indicate that the PTA was effective in improving the quality of curricular and extra-curricular activities, especially, in the provision of financial inputs to operate those activities. Critical implementation gaps were present between the stakeholders’ expectations and the current PTA operation. The study suggests implementation of school-specific micro policies through PTA support systems .Keywords:  Parent School Association, Educational Policy, Primary School Administration, Case Stud

Foreign Language Teacher Education: The Polish Case

Foreign Language Teacher Training Colleges (FLTTC) were established in Poland as an answer to the need for drastic changes in education in 1992. By the year 2001, FLTTC had managed to graduate the number of teachers the market demanded, yet the quality of these programs was questioned. This paper presents an in-depth understanding of the impact of FLTTC on teacher candidates' learning and development, as described by the participants, and the challenges that FLTTC faced during its early development process. A two-way mixed method was used to better understand the purpose, process, successes, and challenges faced by this alternative teacher education program. The data reveal that the teacher candidates mainly applied to FLTTCs to learn a foreign language, and they used their degrees as a springboard to obtain better-paid jobs. Although the teacher candidates had a positive perception of their teaching skills, building true college-school partnerships was necessary for the development and learning of teacher candidates

Challenges for schools in communities with internal migration flows: evidence from Turkey

Turkey is a country that has experienced and continues to experience a dramatic degree of both rural-to-urban and inter-regional internal migration. Migrants tend to settle in gecekondu areas in either established inner-city neighborhoods or in newer squatter settlements built on undeveloped land bordering rural areas on the urban periphery. Schools in these areas are invariably impacted by this extensive and unplanned internal migration. This study aimed to examine the challenges facing schools located in migrant communities in Turkey. The findings show that such schools are likely to be resource-poor, overcrowded urban facilities that face challenges related to poor school quality, low academic achievement of students, intercultural issues related to the diverse student population and a lack of parental awareness regarding education and child development. Students were also reported to suffer from malnutrition and a lack of adequate physiological and emotional support. Furthermore, teachers attributed the physiological, psycho-social and academic shortcomings of children mainly to their poor language skills, the low socio-economic status of families and household poverty