Factors Contributing to Secondary School Dropouts and the Dropouts’ Socioeconomic Profiles: Şanlıurfa Sample

The purpose of this study is to determine the factors that cause students drop out of school in secondary education.This is a descriptive survey study and the quantitative research method was employed. 2985 secondaryschool dropouts participated in the study and the data was collected through “Secondary School Dropout Questionnaire”.According to the findings, participants had to drop out because of financial problems, failure,absenteeism, enrolling to open education, family problems, disliking the school, having problems with teachersand administrators, studying for university entrance exam, health problems, marriage, the idea that attending theschool is unnecessary, migration, having to take care of parents in need, and disciplinary penalties. Based on thefindings, it is suggested that especially school administrators and teachers, all practitioners and decision-makersneed to give priority to school dropout problem. In addition, for student, teacher and administrators, curricularand extracurricular activities and programs to reduce school dropout should be prepared and put into practice

School Principal Support in Teacher Professional Development

Turkish education system has enacted a vision of 2023 which emphasizes that school principals create and organize professional learning activities based on the needs of students and teachers. This research aimed to evaluate this vision by determining the level of support provided by school principals in teachers' professional development. It was based on a cross-sectional survey design of the quantitative method. The data collected from the 4,729 teachers working in Sanliurfa province in Turkey were analyzed. The results suggested that the school principals supported the professional development of the teachers occasionally and only 25.5% of principals supported teachers' professional development sufficiently. School principals mostly followed relevant resources to support teachers' professional development and inform teachers about innovations related to education. In addition, school principals did not adequately perform activities that may support teacher professional development such as determining individual and group development programs, organizing a professional development monitoring form for teachers, organizing educational activities outside the seminar period, receiving enough help from the experts in the area, and giving enough individual reading and research tasks. The results also indicated that the principals of high school teachers supported their professional development more than the principals working in primary and secondary schools, the principals of the classroom teachers and the principals of male teachers supported the professional development of the teachers more than the principals of the female and branch teachers and teachers’ level of education did not create any difference in the perceptions of the teachers

Okul yöneticilerinin öğretmen mesleki gelişimine katkılarına ilişkin algıları

The aim of the study is to determine the contribution of school administrators working in Şanlıurfa to the professional development of teachers. The research was conducted according to the survey model. Data from 493 school administrators working in a primary school, secondary school and high schools during the 2017-2018 education period were collected with a form prepared on the internet. Descriptive statistics, t-test and variance analysis were used to analyze data. As a result of the research, it was determined that school administrators frequently contribute to the professional development of teachers. In Şanlıurfa, 63.50% of school administrators support teachers' professional development at frequent and always levels. It was determined that the most frequent activity of the school administrators was to review the relevant sources and to inform the teachers about educational innovations. The least frequent activity was to develop an example course to develop teachers. No difference was determined in perceptions of school administrators according to gender, duty, seniority, type of school, education and branch.Araştırma amacı, Şanlıurfa’da görev yapan okul yöneticilerinin öğretmenlerin mesleki gelişimlerine katkı düzeyini belirlemektir. Araştırma, tarama modeline göre yürütülmüştür. Veriler, ilkokul, ortaokul ve liselerde 2017- 2018 eğitim-öğretim döneminde görev yapan 493 okul yöneticisinden internet üzerinde hazırlanan bir form ile toplanmıştır. Verilerin analizinde betimleyici analizler, t-testi ve varyans analizi kullanılmıştır. Araştırmanın sonucunda okul yöneticilerinin, öğretmenlerin mesleki gelişimlerine sık sık katkıda bulundukları belirlenmiştir. Şanlıurfa ilinde okul yöneticilerinin %63.50’si yeterli olabilecek sık sık ve daima düzeylerinde öğretmenlerin mesleki gelişimlerini desteklemektedirler. Okul yöneticilerinin en sık yaptığı etkinliğin, ilgili kaynakları takip ederek öğretmenleri eğitim-öğretimle ilgili yeniliklerden haberdar etmek olduğu belirlenmiştir. En az yapılan etkinlik ise, öğretmenleri geliştirmek için örnek ders işlemektir. Okul yöneticilerinin algılarında cinsiyet, görev, kıdem, okul türü, öğrenim ve branş değişkenlerine göre farklılık bulunmadığı belirlenmiştir

The effect of psychological factors on Syrian refugees’ participation in lifelong education

The purpose of this research was to determine the effect of psychological factors on Syrian refugees’ participation in lifelong education. The ex post facto co-relational causal design was employed in this research. A questionnaire form consisted of four scales was used to collect data from 297 refugees participated in lifelong education. The structural equation modeling analysis revealed that psychological factors affect participation in lifelong education and learning approaches played the biggest role in this effect. It was claimed that learning approach is a strong predictor of participation in lifelong education. The effect of locus of control on participation in lifelong education was medium while the effects of self-efficacy and self-worth were weak. Recommendations to education providers, decision-makers and researchers to align both formal and lifelong education curricula with the results were given

Okul Etkililiğini Belirlemede Kullanılan Katma-Değerli Değerlendirme Yaklaşımının Uygulanması

The aim of this study was to introduce the value-added assessment model, one of the approaches used in school and teacher evaluation, and to demonstrate its implementation on a real data set. In the study, success ratings for the schools were assessed through the value-added assessment model using TEOG (transition from primary to secondary education) exam scores of 539 secondary schools in Şanlıurfa province of Turkey. The school ratings based on the exam averages were also included. The differences were found between the ratings based on the value-added scores obtained in the study and the traditional ones depending only on the exam averages. It was concluded that it was not accurate to evaluate the school success solely by a specific exam average, and the value-added assessment approach, revealing how much the schools were differentiated from one exam to another, was decided to offer more objective results. The present study, serving as a model for the use of value-added assessment approach in Turkey, offers suggestions to assist school and teacher evaluation to be planned in the future.Çalışmanın amacı okul ve öğretmen değerlendirmesinde kullanılan yaklaşımlardan biri olan katma-değerli değerlendirme modelinin tanıtılması ve gerçek bir veri üzerinden uygulamasının gösterilmesidir. Bu çalışmada Şanlıurfa ilindeki 539 okula ait TEOG sınav puanları kullanılarak katma-değerli değerlendirme modeli vasıtasıyla okullar arasında başarı sıralaması yapılmıştır. Bunun yanında sadece ortalamalara bakılarak yapılan okul sıralamaları da sunulmuştur. Çalışmada elde edilen katma-değer puanlarına dayalı sıralamalar ile sadece ortalamalara dayalı yapılan geleneksel sıralamalar arasında farklılıklar olduğu tespit edilmiştir. Sadece bir sınav üzerinden okul ortalamalarına bakarak okulların başarısının değerlendirilmesinin doğru olmadığı okulların bir sınavdan diğerine ne kadar değişim gösterdiğini yansıtan katma-değerli değerlendirme yaklaşımının daha objektif sonuçlar sunduğu görülmüştür. Katma-değerli değerlendirme yaklaşımının Türkiye’de kullanımına örnek teşkil eden bu çalışma ileride yapılması planlanan okul ve öğretmen değerlendirmelerine yardımcı olacak önerilerde bulunmaktadır

SAFETY ISSUES OF HIGH SCHOOL EDUCATION CAMPUSES IN PERSPECTIVE WITH ADMINISTRATORS AND TEACHERS: A SIVEREK EXAMPLE

Exposure to an unsafe environment jeopardizes teacher effectiveness, student learning and physical well-being. The aim of this study is to reveal the unique safety issues of two high school education campuses in Siverek, a district of Sanliurfa [Turkiye], in perspective with administrators and teachers. Under qualitative methods, researchers conducted semi-structured interviews with 12 administrators and 12 teachers. Each interview was later transcribed into MAXQDA software for coding. Content analysis was used on the data in order to determine common phrases and general themes. Findings showed that there were off-campus and on-campus issues which threatened overall safety. Among the off-campus issues, the participants had recurring concerns about the campuses’ vulnerability to external threats, transportation difficulties and infrastructure deficit, while among the on-campus issues, they focused on the uncontrollability of the campuses and the bullying and violent behaviors exhibited. Participants also made suggestions for safer campuses which included taking concrete steps towards a better landscape design and campus management. Lastly, the findings were discussed regarding their consistency with prior literature. Although this study highlights the insights to be gained about campus safety, the literature on this subject is very limited and needs more contribution

FATİH Projesi ile Eğitimde Bilişim Teknolojilerinin Kullanımı: Ne Kadar Yol Alındı?

Araştırmanın amacı FATİH Projesi aracılığıyla eğitimde bilişim teknolojilerinin kullanımında gelinen noktayı proje koordinatörlerinin görüşlerine dayalı olarak belirlemektir. Araştırmanın çalışma grubunu 2016-2017 eğitim-öğretim döneminde Şanlıurfa ilinde görev yapan 10 proje koordinatörü oluşturmaktadır. Araştırmada veriler görüşme tekniğiyle elde edilmiştir. Alanyazın ve uzman görüşlerine göre hazırlanan 10 açık uçlu sorunun yer aldığı bir görüşme formu kullanılmıştır. Proje kapsamında okulların akıllı tahta, çok fonksiyonlu yazıcı-fotokopi makinesi, tablet ve internet ile donatıldığı fakat öğretmenlere yeterli eğitimlerin verilemediği belirlenmiştir. Projenin öğretmenin soru çözümleri için harcadığı zamanı azalttığı, soyut kavramları somutlaştırmada kolaylık sağladığı, öğrencilerin derse ilgisini arttırdığı katılımcılar tarafından ifade edilmiştir. Akıllı tahta ve tabletlerdeki uygulamaların daha da geliştirilmesi gerektiği, öğretmenlerin akıllı tahta kullanmak istemedikleri, tabletlerin öğretmenler tarafından amacına uygun olarak kullanılmadığı, içerik ve materyal konusundaki eksiklerden dolayı birçok öğretmenin şikayetçi olduğu, içeriklerin geliştirilmesi, çoğaltılması ve yenilenmesi gerektiği belirtilmiştir

The Attitudes of Teachers towards Multicultural Education

The purpose of this study is to determine the teachers' attitudes toward multicultural education. This is a survey study and the participants of the study were 248 teachers who are teaching Turkish to the Syrian immigrants in Sanliurfa. The data for this study was collected through a 5-point Likert scale called "Teachers' Multicultural Attitude Scale". According to findings, it is determined that teachers have positive attitudes towards multicultural education. Their attitudes do not differ in a statistically significant way according to their gender, mother tongue, and professional seniority. Literature teachers were found to have more positive attitudes than class teachers. Based on the findings, it can be suggested that more research is needed on how to develop, alter teaching methods and programs according to multicultural education and why teachers of certain subjects have a more positive attitude towards multicultural education. Also, studies that investigate if teachers’ attitudes towards multicultural education affect students’ academic achievement, social adaptation processes and so on may provide useful information. The participation of teachers in cultural exchange programs, formal education, courses may be useful to raise their awareness and competency on multicultural education

THE PROBLEMS THAT PRE-SCHOOL TEACHERS' ENCOUNTER

The purpose of this study is to identify problems such as administration, program and parental issues that pre-school teachers encounter. The other purpose is to investigate whether the teacher perceptions on problems that pre-school teachers encounter differ statistically significantly depending on the presence of a helper in the class, school building type and the economic status of the neighborhood in which the school located. This is a survey study, and the Problems of Pre-School Teachers Scale was developed as the data collection tool of the study. The population of this study is composed of 329 teachers who work in the center of Şanlıurfa, Turkey during 2012-2013 fall semesters. The study is conducted with the participation of 220 teachers selected via simple random sampling method. The exploratory and confirmatory factor analyses, t test and one-way analysis of variance methods were used. The findings indicate that there are significant differences in the perceptions of pre-school teachers related to administration, program and parents. These were discussed along with literature support and recommendations to school administrators were generated

TEACHERS’ OPINIONS REGARDING THE EFFECTIVE STRATEGIES FOR MANAGING DISRUPTIVE BEHAVIORS IN A CLASSROOM: A QUALITATIVE STUDY / SINIFTA İSTENMEYEN ÖĞRENCİ DAVRANIŞLARINI YÖNETMEDE ÖĞRETMENLERİN ETKİLİ OLDUĞUNU DÜŞÜNDÜKLERİ STRATEJİLER: BİR NİTEL ÇALIŞMA

The aim of this study is to determine the effective strategies for managing disruptive behaviors in a classroom-based on the opinions of teachers. In the present study, the qualitative case study methodology was used. The study was conducted with the participation of 19 female, 16 male teachers working at 7 different types of high schools (Anatolian High School, Science High School, Religious High School, etc.) located in Şanlıurfa province, Karaköprü district. The participants were selected through the maximum variation sampling technique. The data of the study was collected from a total of 35 volunteer teachers; 5 from each high school, with different seniority (3-22 years) and different subjects (vocational and academic subjects). The data for this study was collected using a semi-structured interview and analyzed by content analysis. According to the opinions of the participants; two main themes were formed as a. preventive strategies (rule-setting, building a good student-teacher relationship, instructional interactions) and b. behavior control strategies (direct or indirect intervention, punishment, after the class talk, referral). Bu çalışmanın amacı öğretmen görüşlerine göre sınıf içinde istenmeyen öğrenci davranışlarını yönetmede etkili olduğu düşünülen sınıf yönetim stratejilerini belirlemektir. Araştırma nitel araştırma yöntemlerinden durum çalışması desenine göre tasarlanmıştır. Çalışma 2018-2019 eğitim öğretim yılında Şanlıurfa ili Karaköprü ilçesindeki 7 farklı türlerdeki (Anadolu lisesi, Fen lisesi, İmam Hatip lisesi vb.) devlet liselerinde görev yapan 19 kadın, 16 erkek toplam 35 öğretmenin katılımı ile gerçekleştirilmiştir. Örneklem maksimum çeşitlilik örnekle yöntemiyle belirlenmiş, her bir lise türünden meslek veya kültür dersine giren, mesleki kıdemleri 3-22 yıl arasında değişen 5 er öğretmenin gönüllü katılımı ile çalışmanın verileri toplanmıştır. Araştırmanın verileri araştırmacılar tarafından geliştirilen ve açık uçlu iki sorudan oluşan yarı yapılandırılmış görüşme formu ile toplanmıştır. Veriler, içerik analiziyle çözümlenmiştir. Görüşmelerden elde edilen verilerin analizine bağlı olarak, öğretmenlerin sınıf içi istenmeyen öğrenci davranışını yönetmek için önleyici (kural koyma, iyi ilişki kurmak, yönlendirici/eğitici iletişim) ve davranış kontrol stratejilerine (dolaylı ve doğrudan müdahale, cezalandırma, ders sonrası öğrenci ile konuşma ve diğer profesyonellere yönlendirme) başvurdukları belirlenmiştir. Article visualizations