COMPETENCES FOR ALL: RECOGNIZING AND DEVELOPING COMPETENCES OF YOUNG PEOPLE WITH FEWER OPPORTUNITIES

This qualitative study clarifies opinion of 32 European volunteer youth leaders on concepts of competence, fewer opportunities and enlargement strategies on competence of fewer opportunities. Leaders underline main competencies as follows: tongue, languages, mathematical, digital, learning, social, entrepreneurship, cultural. Key competences are those which all individuals need for personal fulfillment and development, active citizenship, social inclusion and employment (Figel, 2007). The key competences are all considered equally important, because each of them can contribute to a successful life in a knowledge society. According to leader, fewer opportunities mean; obstacles can prevent such young people from having access to education, to mobility, to participation. All leaders agree with the non-formal education which is base for development of competence of fewer opportunities. Non-formal education may be one of them, especially – but not solely – for young people with fewer opportunities (Strenner, 2006). Leaders have lack of knowledge on dimension of non-formal learning for fewer opportunities. Future studies should be conduct on approved techniques and strategies of development of competence of fewer opportunities young people. Especially experimental researchers are very important. European youth volunteer organizations such as SALTO should widen programs all around the Europe. Today’s world reality makes volunteer non-formal education obligatory.  Article visualizations

How Do Children Develop Morally? Last Centuries ’ Profound Theories and a Proposal for Moral Development with in Community Interaction.

From Freud to today most of writers especially educational researchers think a lot how moral development of any person preschool to post doctoral students develop or give chance to open personal sense to become morale. This study argues a new theoretical approach for how moral development occurs and starts.This study is simplified and shortened from of Usakli, H. in 2010. Recurrent issue in the moral development of children and the need for a new approach. Occasional Papers in Education and Lifelong Learning: An International Journal 4 1-2 97-109

Effects of From Theater (Drama Technique) On Adolescence’ Johari Awareness Window

Effectiveness of Forum Theater model which is one of drama technique on Johari Awareness window of adolescence examined in the following study. Designed as an experimental the study was done with elementary education students in Sinop. Experimental group which is consisting of 34 students and control group which is consist of 32 students attending Sail Club in Sinop. The experimental group attended six weeks one and half hours each session. The group process was examined and forum theatre forming on approach to inner group relations as an alternative was introduced. Volunteer, educated and experienced five fourth class university students had drama courses played scenario being created by them and depending on real life stories with drama technique the Forum Theater model to the students in the participated as group leader in six sessions. At the end of the collecting data, the students pointed out that personal problem solving model in which they can discuss the problems about self disclose, making new friends, against to bulling and family relations the forum theater is very valuable and useful technique. There is significant difference between experimental group and control group in Johari awareness window points. Students claimed that that forum theatre was active and the subjects were effective for the students as it provided the participation of the students in all age and that there were no students dealing with these subjects. As a result of it was found out that the model depending on interpersonal conflicts solution, finding common solution models were more effective. In this period apart from the in adequate model understanding, group atmosphere in which the students can express themselves easily and alternative methods being more democratic, constructive and solution oriented must be tried by professions such as teachers, counselors and social workers

Characteristics of English Teachers when Training Global Multi Cultural Students (Sinop Sample)

Language teaching, particularly English language teaching was discussed in this study. That is why it is integral to the globalization. The study demonstrates that problems addressed from the aspects of administration, educational program and psychology can indeed be generalized to all. This study is conducted according to qualitative research methods. 60 English teachers explained their ideas on qualifications and teaching standards. As a conclusion, it was emphasized that English learning is a life style rather than simply being a preparation for passing examination. It is recommended for researchers to study on possible problems of multicultural education and their way of solutions

Reflective Teaching in Teaching Social Skills: Utopia or Necessity?

Social skills can be defined as the skills to be gained to the students at the beginning of the academic year, like engaging in, self introducing, and asking questions. Those skills can be gained by the teachers. Reflective teaching is very significant for teachers. Teachers pay attention to everything in the classroom during their instruction. They think of the objectives and the targets to be advanced, do objective observations, and then diversify the methods with respect to the classroom atmosphere. Reflective teaching is among the most popular practices studied recently. In this study, the value of reflective teaching for both the guidance practitioner (psychological counselor) and the teachers (secondary education teachers) is reported. Reflective teaching requires a lasting self-observation and self-evaluation in order to figure out both own and students’ behaviors and responses. In this study, the effect of an application of reflective teaching in group counseling on teaching social skills is investigated. The teacher arranged a group counseling meeting with other teachers in order to give orientation to first grade secondary students. In the study, the researcher clarifies the importance of reflective teaching for teacher development. Instead of listening the teacher responses like “They do not know”, “They are disregardful”, “They haven’t learned” or the whimpers like “These are all utopia, here come and do yourself”, it is better to explain them the reflective teaching as a counseling action. Although the reflective teaching is not common in our country, the professionals of this area found abroad, especially in United Kingdom and United States, can be invited to our country. In order to have a maximum efficacy, teachers should improve themselves for systematically researching the education context

Lifelong Learning Programs of Education Faculty in Sinop: Evaluation of Participants’ Problems and Worries

In this paper Lifelong Learning Program of Education Faculty in Sinop was evaluated in terms of interrelations between LLP and cultural shock. The barriers of LLP in Education Faculty in Sinop can be examined in two main parts: difficulties of finding suitable partner and students’ difficulty in deciding whether to apply or not. These two main parts are also divided into two parts. Plot and interview were used as qualitative data gathering methods. As a result, it was found out that not only finding bilateral contract and arranging international meetings occupy a lot of time and they require full time working hours but also there are different kinds of problems and worries in terms of the students who attempt to participate in LLP of Education faculty in Sinop. Loosing luggage, stolen money and valuable things and academic problems seem to be surface problems. But in addition for these events, other events such as suicide, quick decision to return and depression due to missing date mate, family and friends are the main factors that make the students who are eager to apply for Erasmus student mobility programs change their minds

The Effect the group guidance based on drama on elementary school 5th grades students` friendship relations, assertiveness level and self-esteem

Bu çalısmada, drama temelli grup rehberliginin ilkögretim V. sınıf ögrencilerinin arkadaslık iliskilerine, atılganlıklarına ve benlik saygılarına olan etkisi incelenmistir. Deneysel olarak desenlenen bu çalısmada deney, plasebo ve kontrol olarak üç grup belirlenmistir. Öntest, sontest ve izleme testi seklinde üç ölçüm yapılmıstır. Bu çalısmada kullanılan ölçme araçları su sekildedir: a) Ögrencilerin arkadaslık iliskilerindeki sosyometrik statü ve arkadas seçimindeki degisimi ölçmek için sosyometri testi kullanılmıstır. b) Ögrencilerin atılganlık düzeylerini ölçmek için Deluty (1979) tarafından, A.B.D.’de gelistirilen (Children Action Tendency Scale) ölçme aracı kullanılmıstır. Bu ölçme aracı, arastırmacı tarafından “Çocuklarda Davranıs Egilimi Ölçegi” adıyla Türkçe’ye uyarlanmıstır. c) Ögrencilerin benlik saygısı düzeylerini ölçmek için Coopersmith (1967) tarafından gelistirilen ve Türkçe uyarlaması Onur (1981) ve Güçray (1993)’ın çalısmalarıyla yapılan Coopersmith Benlik Saygısı Ölçegi kullanılmıstır. Bu çalısmanın örneklemini, 2004–2005 ögretim yılı zmir li Buca lçesi Ege hracatçıları Birligi lkögretim Okulundaki besinci sınıf subeleri arasından okul idaresinin önerisiyle bir sube deney, bir sube plasebo ve bir sube kontrol grubu olusturmaktadır. Deney grubunda bulunan ögrenciler haftada iki kez on altı oturumluk atılganlık, arkadaslık ve benlik saygısı temalarında yapılandırılan drama temelli grup rehberligi programına katılmıslardır. Ayrıca deney grubu ögrencileriyle bu oturumların basında ve sonunda iki ders yapılmıstır. Plasebo grubunda bulunan ögrencilerle haftada bir kez toplam sekiz hafta bir araya gelinmistir. Rol oynama, dogaçlama gibi drama tekniklerine dayanmayan ders çalısma becerileriyle ve ilkögretim ikinci kademedeki derslerle ilgili bilgilendirme amaçlı sohbet niteliginde kısa süreli oturumlar gerçeklestirilmistir. Kontrol grubunda bulunan ögrencilere ise ölçümlerin uygulanması dısında herhangi bir müdahalede bulunulmamıstır. Verilerin analizinde a) yapılan uygulamaların etkililigini test etmek için, öntestlerin analize dahil edilmesiyle tek faktörlü kovaryans analizi (ANCOVA) ve b) verilen uygulamanın kalıcılıgını test etmek için arkadaslık iliskilerinin ölçülmesinde tek faktör üzerinden varyans analizi (ANOVA), atılganlık ve benlik saygısının sontest ve izleme testlerinin analizinde ise tekrarlanmıs ölçümler için tek faktör üzerinden varyans analizi (ANOVA) uygulanmıstır. Çalısmanın bulguları, drama temelli grup rehberligi programının ilkögretim V. sınıf ögrencilerinin arkadaslık iliskilerini degistirerek ve atılganlıklarını artırarak etkiledigi ve bu etkinin kalıcı oldugu ancak benlik saygılarını artırmada herhangi bir etkisinin olmadıgını ortaya koymaktadır. Ögrencilerin arkadaslık iliskilerindeki degisim sosyometri testinde sınıfın tek yapıdan yaygın yapıya dönüsmesiyle olusmustur. Ögrencilerin atılganlık düzeylerinin artması ise saldırgan ve çekingen davranıslarının azalmasıyla olusmustur. Çalısmanın bulguları eklerde sunulan tablo ve grafiklerle paralellik göstermektedir. Bu çalısmanın sonunda su öneriler ortaya konulmustur: lkögretim okullarında özellikle üst sınıflarda bazı ögrencilerin; a) arkadaslık iliskileri bakımından düsük sosyometrik statüye sahip olabilecekleri; b) sosyal iliskilerindeki çatısma durumlarında saldırgan ve çekingen davranıslarda bulunma egilimleri olabilecegi; c) benlik saygılarını yükseltmek için yeterli beceriye sahip olamadıkları egitimciler tarafından göz önünde bulundurulmalıdır. Drama temelli grup rehberligi programı hem ilkögretim seçmeli drama derslerinin hem de rehberlik faaliyetlerinin birlikte verilebilmesine ortam olusturur.In this study, the effects of group guidance based on drama on elementary school 5th grades students’ friendship relation, assertiveness and self esteem levels were investigated. This study was designed as experimentally. Three groups were determined as experimental, placebo and control. Three measurements which are pre-test, post-test and follow up test were used. Test instruments used in the study as follows: a) In order to measure the change in students’ sosciometric status and choice of friend in their friendship relation, sociometry test was used. b) In order to measure students’ assertiveness levels, test instrument (Children Action Tendency Scale) which was prepared by Deluty (1979) in U.S.A. was used. The adaptation of the instrument to the Turkish sample is done with the name “Çocuklada Davranıs Egilimi Ölçegi” by the researcher. c) In order to measure student’s self esteem level, Coopersmith Self Esteem Inventory which are prepared by Coopersmith (1967) and adapted to Turkish with Onur (1981)’s and Güçray (1993)’s studies was used. The sample of the study was determined from 2004-2005 education year zmir Buca provinces Ege hracatçıları Birligi lkögretim Okulu. Among 5th grades one for experiment, one for placebo and one for control group were selected with the schools principle suggestion. Students in the experimental group joint to the program of group guidance based on drama which was structured in the theme of assertiveness, friendship and self esteem. This program was occurred totally sixteen sessions twice a week. In addition to these sessions, two lessons were lectured with experiment group students at the beginning and end of the sessions. Students in placebo group were gathered totally eight weeks once a week. Aiming for short time conversations non-based dramatic techniques such as role playing or innovations and includes only about study skills and middle schools’ lessons eight meetings were arranged with the placebo group. No intervention was made to students in control group apart from administration of tests. In the analyses of data; a) In order to test the effectiveness of practice done, one factor covariance analysis (ANCOVA) was used with the joining of pre-test to analysis. b) In order to test lasting effects of practice, one factor analysis (ANOVA) was used for test of friendship relationship, one factor analysis (ANOVA) was used for repeated measure in assertiveness and self esteems’ post-test and follow up test analysis. The findings of the study have found out that the group guidance program based on drama has effect on elementary 5th grades students’ friendship relationship and gives rise to their assertiveness, but there is no effect on increasing students’ self esteem. The change in students’ friendship relationship was occurred thanks to classroom’s single structured turning to separate structure in sociometry test. The increase in the students’ assertiveness levels was occurred by the reduction of students’ aggressive and submissive behaviors. The findings of the study are parallel to tables and graphs which are presented at appendices. At the end of the study, followings suggestions were found out: Educators should take these into consideration; a) Some students who are especially high grades in elementary school can have low sociometric status in terms of friendship relations, b) Some students who are especially high grades in elementary school can have tendency in having aggressive and submissive behaviors conflicts in their social relations.c) Some students who are especially high grades in elementary school can’t have enough skills to increase their social relations. Group guidance program based on drama creates situation for carrying out elementary elective drama course and guidance activities together.1- 1- Drama 2- Grup rehberligi 2- Group guidance 3- Arkadaslık 3- Friendship 4- Atılganlık 4- Assertiveness 5- Benlik saygısı 5- Self estee

Saldırgan, Atılgan ve Çekingen Davranma Yolları

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