Geçici koruma kapsamındaki Suriyeli çocukların Trabzon devlet okullarındaki durumu

2017 ◽  
Vol 4 (2) ◽  
pp. 119-152 ◽  
Author(s):  
Mine Gözübüyük Tamer
Keyword(s):  
Civil War ◽  
Policy Development ◽  
Primary Schools ◽  
School Principals ◽  
School Administrators ◽  
School Age ◽  
National Education ◽  
Temporary Protection ◽  
Teachers And Students ◽  
War And Conflict

2011 yılı Mart ayından bu yana devam eden Suriye’deki iç savaş ve çatışma ortamı, milyonlarca Suriye vatandaşının komşu ülkelerine sığınmasına yol açmıştır. 2017 yılı itibariyle Türkiye’de geçici koruma kapsamına alınan Suriyelilerin sayısı üç milyonu aşmış durumdadır. Böylesi yoğun bir kitlesel göç içerisinde okul çağındaki çocuklar, geçici koruma kapsamına alınan Suriyeli nüfusun neredeyse üçte birini oluşturmaktadır. Suriye’deki iç savaşın uzaması ve akabinde Türkiye’ye göç eden insanların kalma sürelerinin artmasına paralel şekilde bu çocukların eğitim sistemine dâhil edilmesi gerekmektedir. Bu çalışma, okul çağında olan geçici koruma kapsamındaki Suriyeli çocukları odağına alarak onların eğitim sürecinde karşılaştıkları sorunları, beklenti ve taleplerini ortaya koymayı amaçlamaktadır. Ayrıca, çocukların devam ettikleri okullarda okul müdürleri ve öğretmenlerin deneyimleri de araştırmaya dâhil edilmiştir. Araştırma Mart-Nisan 2016 tarihleri arasında Trabzon İl Milli Eğitim Müdürlüğüne bağlı altı ilköğretim okulunda (ilk ve ortaokulda), öğrenim gören Suriyeli öğrenciler ile bu okullarda görev yapan okul müdürleri ve öğretmenlerle sınırlıdır. Konunun amacına uygun bir şekilde konuya müdahil olan okul yöneticileri, öğretmenler ve öğrencileri anlamaya yönelik saha araştırmasında verilerin toplanması sırasında derinlemesine görüşme tekniği kullanılmıştır. Özellikle öğrencilerle hem bireysel hem de odak grup görüşmeleri yapılmıştır. Bu sayede, geçici koruma kapsamındaki çocukların haklarını gözeten politika üretilmesi kapsamında, etkin bir eğitim programının hazırlanması ve uygulanması, eğitim materyallerinin hazırlanması ve geliştirilmesi, düzenli ve doğrudan bir izleme faaliyetinin yapılması, eğitim süreçlerine erişim için farkındalık sağlanması, gerektiğinde eğitimcilerin ihtiyaç duydukları alandaki yeterliliklerinin güçlendirilmesi ve desteklenmesi hedeflenmiştir.ABSTRACT IN ENGLISHThe civil war and conflict environment in Syria, which has continued since March 2011, has led to the refuge of millions of Syrian citizens in their neighboring countries. As of 2017, the number of Syrians who have been taken into temporary protection coverage in Turkey has exceeded 3 million. In such a massive immigration, children in school age constitute almost one third of the population. In line with the prolongation of the civil war in Syria and the subsequent residence of those who migrate to Turkey, it is necessary to be included in the education system of these children. This study aims to take the Syrian children who are in temporary shelter in the school age and focus their problems, expectations and demands on their education process. In addition, the experiences of school principals and teachers were also included in the study of the children they attend. The research is limited to the Syrian students studying in the six primary schools (primary and secondary) affiliated to the Trabzon Provincial Directorate of National Education between March-April 2016 and the school principals and teachers working in these schools. An in-depth interview technique was used during the gathering of the data in the field survey to determine the school administrators, teachers and students involved in the subject. Particularly, students were interviewed both individually and in focus. In this context, within the scope of policy development for the rights of temporary protection children, preparation and implementation of an effective training program, preparation and development of training materials, regular and direct monitoring activities, awareness of access to training processes.

Evaluation of class passing conditions of the failed students from the viewpoints of Education Ministry Officials, school administrators, teachers and parents

2018 ◽  
Vol 4 (9) ◽  
pp. 46-55
Author(s):  
Umit Kalkan ◽  
Ahmet Koc ◽  
Mehmet Karadag
Keyword(s):  
School Administrators ◽  
Qualitative Interviews ◽  
Social Promotion ◽  
Ministry Of Education ◽  
National Education ◽  
School Based ◽  
The Social ◽  
Education School ◽  
Teachers And Students ◽  
Teachers And Parents

This survey aims to evaluate the social promotion of class-repeating students, applied with the changes in regulations made by the TRNC Ministry of National Education, for promotion to a higher grade from the viewpoints of Ministry of Education and school administrators, parents, teachers and students. For this survey, the semi-structured qualitative interviews were used. A total of 100 participants were interviewed, including school administrators, teachers and students in a high school. Based on the findings, we concluded that social promotion of the failed students to a higher grade is a defective practice. Also, it is hard in Cyprus to try to fulfill learning deficiencies in the higher grade. Lastly, the ongoing practice of social promotion enforced in recent years was favoured, because the authorities aimed at preventing possible overcrowding in lower grades rather than meeting the requirements of contemporary educational system. Thus, this educational policy in concern has numerous disadvantages. Keywords: class passing, Ministry of Education, school administrators, teachers, parent.

scholarly journals Penanganan Dekadensi Moral melalui Penerapan Karakter Cinta Damai dan Nasionalisme

2021 ◽  
Vol 14 (1) ◽  
pp. 1-9
Author(s):  
Vera Yuli Erviana
Keyword(s):  
Qualitative Research ◽  
Elementary School ◽  
School Culture ◽  
Character Education ◽  
School Principals ◽  
Islamic Education ◽  
Classroom Teachers ◽  
School Age ◽  
Elementary School Age ◽  
Teachers And Students

Rusaknya moral bangsa dapat diamati dari memudarnya perilaku peserta didik yang dicermati dari cara berperilaku, bertutur kata yang kurang sopan dan tidak beretika. Penelitian ini bertujuan untuk mendeskripsikan penanganan dekadensi moral melalui penerapan pendidikan karakter cinta damai dan nasionalisme di SD Muhammadiyah Karangtengah. Penelitian ini termasuk jenis penelitian kualitatif deskriptif. Subjek dalam penelitian adalah kepala sekolah, guru kelas, guru PJOK, guru PAI, serta peserta didik. Pengumpulan data dilakukan dengan teknik pengamatan, wawancara, dan dokumentasi. Hasil analisis mengindikasikan bahwa dalam mengurangi kemrosotan moral peserta didik di usia sekolah dasar, pihak sekolah menanamkan pendidikan karakter cinta damai dan nasionalisme melalui pembiasaan, integrasi dalam pembelajaran, serta melalui budaya sekolah. Dalam penerapan pendidikan karakter tidak hanya usaha dari pihak sekolah saja, namun juga diperlukan adanya kerjasama antar semua elemen, mulai dari elemen pendidikan, keluarga, maupun lingkungan masyarakat. Hal itu merupakan langkah-langkah dalam mengurangi bahkan mencegah perilaku-perilaku kemrosotan moral yang terjadi di usia sekolah dasar. Handling Moral Decadence Through the Application of Peace Love Characters and NationalismThe damage to the nation's morals can be observed from the waning behavior of students who are observed from how to behave, speak impolite and unethical words. This study aims to describe the handling of moral decadence through the application of peace-loving character education and nationalism in Muhammadiyah Elementary School, Karangtengah. This research is descriptive qualitative research. The subjects in this study were school principals, classroom teachers, PJOK teachers, Islamic education teachers, and students. The data was collected by means of observation, interview, and documentation techniques. The results of the analysis indicate that in reducing the moral decline in elementary school age, schools instill peace-loving character education and nationalism through habituation, integration in learning, and through school culture. In implementing character education, it is not only an effort from the school, but also requires cooperation between all elements, starting from the elements of education, family, and the community. This is a step in reducing and even preventing moral degeneration behavior that occurs at elementary school age.

scholarly journals Investigation of the Work Motivation Levels of Primary School Teachers

2018 ◽  
Vol 6 (3) ◽  
pp. 184
Author(s):  
Hatice Kadioğlu Ateş ◽  
Perihan Yilmaz
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Work Motivation ◽  
School Administrators ◽  
School Teachers ◽  
Primary School Teachers ◽  
National Education ◽  
Motivation Scale ◽  
High Level ◽  
Level Of Motivation

This study was conducted to examine the work motivation levels of primary school teachers working in primary school institutions located in Istanbul province, Kucukcekmece district. The descriptive survey model was used in this study. The population of the study consists of primary school teachers and primary school administrators working in state primary school institutions that are affiliated to the Ministry of National Education in Kucukcekmece district. The sample of the study consisted of 343 primary school teachers and 28 primary school administrators that were selected using the disproportionate element sampling method from 14 state primary schools among the primary school institutions located in Kucukcekmece district. The “Work Motivation Scale” was used in order to collect data in the study. The Cronbach’s alpha reliability coefficient of the work motivation scale was calculated as 0.897 in this study. SPSS 20.0 package software was used in the study. The average of the scores obtained by primary school teachers from the work motivation scale is = 41.84, and the standard deviation is 10.32. The scores that can be obtained from the scale are between 18 and 90. Accordingly, scores between 18 and 42 were interpreted as the low level of motivation, scores between 43 and 66 were interpreted as the intermediate level of motivation, and scores between 67 and 90 were interpreted as the high level of motivation. In general, it can be said that the work motivation of primary school teachers is low. The average work motivation scores do not vary by gender, age and marital status.

scholarly journals The Importance of Knowledge about the Preschool Curriculum in Terms of Preschool Administrators’ Instructional Leadership Practices

2017 ◽  
Vol 7 (3) ◽  
pp. 48
Author(s):  
Sevilay ŞAHİN ◽  
Gülşen SEZER
Keyword(s):  
Instructional Leadership ◽  
Primary Schools ◽  
Leadership Practices ◽  
Leadership Behaviors ◽  
School Administrators ◽  
Sampling Technique ◽  
Preschool Curriculum ◽  
National Education ◽  
Adequate Knowledge ◽  
Preschool Administrators

The purpose of the present study was to unearth the importance of school administrators’ knowledge about thepreschool curriculum in terms of displaying instructional leadership behaviors in the kindergartens and primary schools with preschool classes. The study group in the research consisted of 20 preschool teachers and 10 preschool administrators working in the schools tied to the Ministry of National Education in Kilis province, chosen via the purposeful sampling technique. Interviews were conducted with the participants to collect the data. The data were then content-analyzed. The results revealed that primary school administrators did not have adequate knowledge about the preschool curriculum and could not display instructional leadership behaviors; however, preschool administrators had, comparatively, adequate knowledge about the curriculum and were more successful in terms of displaying instructional leadership behaviors. Drawing on this point, it may be suggested that knowledge about the preschool curriculum is of utmost importance in preschool administrators’ instructional leadership practices.

scholarly journals They’re Throwing Mud at Us. At Least Now They Have a Reason: Work, Control and Values in Teachers’ Work

2021 ◽  
Vol 20 (1) ◽  
pp. 9-20
Author(s):  
Pawel Krzyworzeka ◽  
Amanda Krzyworzeka
Keyword(s):  
School Administrators ◽  
Management Control ◽  
Online Discussions ◽  
The Other ◽  
Control Mechanisms ◽  
National Education ◽  
Existing Problems ◽  
Teachers And Students ◽  
Coronavirus Infection ◽  
The One

This research aims to understand how teachers perceive control mechanisms embedded in the educational system in Poland. In the article, we analyse teachers and school administrators’ online discussions evoked by the decision of Polish Ministry of National Education to close schools in March 2020 in order to protect teachers and students from coronavirus infection. We show that management control mechanisms are crucial in understanding teachers and school administrators’ behaviour. On the one hand, direct forms of control frustrate and demotivate teachers. On the other hand, a combination of diverse forms of control makes teachers comply and continue working despite the growing will to rebel against the system. We argue that the COVID pandemic exposed previously existing problems; therefore, the article’s findings are also applicable beyond the pandemic context.

scholarly journals Increasing Inclusion or Furthering Fragmentation? How the Global Strategy to Include Refugees in National Education Systems Has Been Implemented in Lebanon.

Refuge ◽  
2020 ◽  
Vol 36 (2) ◽  
pp. 9-19
Author(s):  
Jo Kelcey ◽  
Samira Chatila
Keyword(s):  
School Principals ◽  
Global Strategy ◽  
Quality Education ◽  
School Age ◽  
Syrian Refugees ◽  
Education Systems ◽  
Refugee Students ◽  
National Education ◽  
State Education ◽  
National Education Systems

The UNHCR strategy to include refugee students in host state education systems is intended to promote refugees’ access to quality education. However, numbers of out-of-school refugees far exceed the global average. To understand these persistent barriers, we examine how Lebanese teachers and school principals understand and enact inclusion for school-age Syrian refugees. We find that inclusion has been pursued in ways that reproduce education inequities in Lebanon. Our findings underscore the importance of account- ing for the internal complexities that shape the implementation and appropriation of policies within refugee host states and the ways in which these complexities interact with aid structures.

scholarly journals Cooperation with local administrations of primary school principals in solving economic problems of schoolOkulun ekonomik sorunlarının çözümünde ilkokul müdürlerinin yerel yönetimler ile işbirliği

2017 ◽  
Vol 14 (4) ◽  
pp. 4041
Author(s):  
Ece Özdoğan Özbal
Keyword(s):  
Primary School ◽  
Local Governments ◽  
Primary Schools ◽  
School Principals ◽  
Survey Design ◽  
Descriptive Analysis ◽  
Study Group ◽  
National Education ◽  
Economic Problems ◽  
Primary School Principals

In this research, it is aimed to find out whether being in cooperation with local administrations of the primary schools affects the solution of economic problems of the school, and if so, what kind of contribution it has. Survey design model was used in the research. Interview technique from qualitative research methods, was used in the collection of data. Determination of the study group of research, easily accessible sampling method of purpose sampling model is used. The study group subject to the research is determined as the primary school principals who can give information in a willing manner to understand the study problem and limited to 20 primary school principals, serve in different socio-economic regions within the province of Ankara, where the researcher could easily access it. Local governments within the scope of the research have been limited to municipalities, because the schools in the survey are schools located in the central districts and removal of the Ankara Special Provincial Administration through Law No:6360. The collection of data was carried out “Interview Form for the Primary School Administrators on Cooperation with Local Governments” created by the researcher. Descriptive analysis was performed in the analysis of data.As a result of the research, it is concluded that the primary schools are in cooperation with the local administrations; however this cooperation is not completely helpful in solving economic problems of the school. In addition, either local administrations or other institutions that the schools cooperate with can only support the schools in certain expenditure items. This situation can only help to solve the limited problem, or not at all. It has been determined that all of the school principals want to cooperate with the Provincial and District National Education Directorate in solving the economic problems of the school and that the school principals also want to cooperate with the Ministry of National Education, the parents and the local administrations. In this context, it may be suggested to increase cooperation with the Provincial and District Directorates of National Education, to give schools a budget, and to increase the cooperation of schools with local administrations can be suggested to solve their own economic problems.Extended English abstract is in the end of Full Text PDF (TURKISH) file. ÖzetBu araştırmada ilkokulların yerel yönetimlerle işbirliği içerisinde olmalarının okulun ekonomik sorunlarının çözümüne katkılarının olup olmadığı, katkıları oluyor ise ne tür katkılarının olduğunun çözümlenmesi amaçlanmıştır. Araştırmanın modeli tarama modelidir.  Verilerin toplanmasında nitel araştırma yöntemlerinden görüşme tekniği kullanılmıştır. Araştırmanın çalışma grubunun oluşturulmasında, amaçlı örnekleme yöntemlerinden kolay ulaşılabilir örnekleme yöntemi kullanılmıştır. Çalışma grubu çalışma probleminin anlaşılmasına yönelik istekli olarak bilgiler verebilecek olan ve araştırmacının kolay ulaşabileceği Ankara ili içerisindeki farklı sosyo ekonomik bölgelerde görev yapan 20 ilkokul müdürü ile sınırlandırılmıştır. Araştırmada Ankara il merkezinde bulunan ilkokul müdürleri ile görüşülmesi ve 6360 sayılı yasa ile Ankara İl Özel İdaresi’nin kaldırılmış olması nedeniyle araştırma kapsamında yerel yönetimler olarak belediyeler ifade edilmiştir. Verilerin toplanması, araştırmacı tarafından oluşturulan “Yerel Yönetimler ile İşbirliği Konusunda İlkokul Müdürü Görüşme Formu” aracılığı ile gerçekleştirilmiştir. Verilerin çözümlenmesinde betimsel analiz yapılmıştır.Bu araştırmada, ilkokulların belediyeler ile işbirliği içerisinde olduğu ancak bu işbirliğinin okulun ekonomik sorunlarını çözmeye tam olarak yardımcı olmadığı sonucuna ulaşılmıştır. Ayrıca okulların işbirliği yaptığı gerek belediyeler gerekse diğer kurumlar okullara yalnızca belirli gider kalemlerinde destek olabildiğinden yapılan destekler sınırlı çözümler sağlamakta ya da hiç çözüm olamamaktadır. Araştırmada okul müdürlerinin tamamının okulun ekonomik sorunlarının çözümünde İl ve İlçe Milli Eğitim Müdürlüğü ile işbirliği yapmak istedikleri, bunun yanı sıra Milli Eğitim Bakanlığı, veliler ve yerel yönetimlerle de işbirliği yapmayı istedikleri belirlenmiştir. Bu kapsamda okulların ekonomik sorunlarının çözümünde öncelikli olarak İl ve İlçe Milli Eğitim Müdürlükleri ile işbirliğini artıracak, okullara bir bütçe verilmesini sağlayacak, okulların yerel yönetimler ile işbirliğini artıracak yasal düzenlemeler yapılması önerilebilir.

scholarly journals Teachers’ Perception for Integrating Educational Robots and Use as Teaching Assistants in Thai Primary Schools

2021 ◽  
Vol 4 ◽  
pp. 127-140
Author(s):  
Kajornpong Poolsawad ◽  
Noawanit Songkram ◽  
Krerk Piromsopa ◽  
Nutthakorn Songkram
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Teaching Method ◽  
Factor Model ◽  
School Administrators ◽  
Teachers And Students ◽  
Educational Robot ◽  
Six Dimensions ◽  
Education Robots ◽  
Educational Robots

This study focused on teachers’ perception for integrating educational robots into learning and the feedback of teachers and students who used an education robot prototype as a part of learning. Data were collected from 510 primary school teachers who were used in a confirmatory analysis of factor model. Confirmatory Factor Analysis (CFA) indicated a good fit with a six-factor model in the observed data, which could be presented through six dimensions of robotic education quality, including social interaction, cognitive function, teaching method, learner characteristics, main features, and content. The prototype-testing phase was carried out using 5th grade students at a primary school in Thailand. The robot was tested for 10 hours, which included 20 students participating in the focus group. The research results showed that integrating the six dimensions of robotic education into the educational robot prototype resulted in a strong positive improvement in the focus groups learners’ behavior and supported the instructors during the learning process. In contrast, some teachers lacked experience and confidence with robots integrated with LMS, which caused challenging obstacles in teaching. The results were achieved when integrating the six-factor model into education robots to improve student learning. Future researchers should expand their studies to look into the opportunities and challenges that teachers and school administrators face in the classroom. Doi: 10.28991/esj-2021-SP1-09 Full Text: PDF

scholarly journals School Principals’ Views on Administration Work, Their “Frequent Turnover” and Its Effects on Their Work

2017 ◽  
Author(s):  
Aydin Balyer
Keyword(s):  
Educational Administration ◽  
Sampling Method ◽  
School Principals ◽  
School Administrators ◽  
Analysis Method ◽  
Leadership Qualities ◽  
National Education ◽  
Qualitative Research Design ◽  
Content Analysis Method

School administrators’ “frequent turnover” has been discussed intensively in the Turkish Educational System recently. Currently, principals are selected for 4 years after an interview conducted by a committee of directors of national education. After that period, they either go back to their classes or are chosen for another 4 years for the last time. This frequent turnover can be disruptive for schools. This study was conducted to determine school principals’ views on administration work and this frequent turnover. The study employed a qualitative research design. The participants were 20 principals chosen with maximum sampling method. The data were analyzed with content analysis method. Results revealed that most principals consider administration work as a professional and career profession which requires expertise, leadership qualities and education in educational administration. They also evaluate the selection system as problematic and limiting their work period with 4 years prevents them from realizing long-term projects. Finally, they think that the system works with political considerations clearly.

scholarly journals A Case Study on the Problems of Teacher Training System Based on the Opinions of Faculty Members, School Administrators, Teachers, and Unionists in North Cyprus

2018 ◽  
Vol 8 (3) ◽  
pp. 127 ◽  
Author(s):  
Gulsun Baskan ◽  
Nedime Ayda
Keyword(s):  
Teacher Training ◽  
Teacher Candidates ◽  
Primary Schools ◽  
School Administrators ◽  
Training System ◽  
Faculty Members ◽  
Research Approach ◽  
National Education ◽  
The North ◽  
North Cyprus

The aim of this study is to establish the problems in training teachers who will be working at primary schools in the North Cyprus based on the opinions of faculty members, school administrators, teachers, and unionists. Using the qualitative research approach, open-ended, semi-structured questions developed by the authors were directed to the participants in order to establish the “teacher training problems” and to obtain data. The study group of the research was made up of six primary school teachers of the Ministry of National Education of North Cyprus, six school principals, six unionists from the administrative board of the Cyprus Turkish Teachers Union, and six faculty members from universities in the North Cyprus, which makes up a total of 24 people. The data obtained were analyzed using the inductive content analysis technique. The research revealed problems such as the inadequacy of application lessons in the teacher training system in the North Cyprus, the existence of selecting teacher candidates without a control or criteria, inadequacy of the pedagogical formation education, existence of teacher candidates entitled to get into permanent teaching positions after working as temporary teachers for 36 months, problems of supervision during the years of candidacy, appointing teachers for political interests, a teacher training process becoming a business for profit, inadequacy of faculty members in developing themselves, and in-service trainings not being implemented in a planned manner. In conclusion, recommendations were developed for educational faculties and the Ministry of National Education towards solving the problems of the system.

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