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Ders Kitaplarında Özgünlük Sorunu ve Nedenleri: Tarih Ders Kitapları Örnegi

İbrahim Hakkı ÖZTÜRK

Manuscript Views: 260  |  Manuscript Download: 210

Abstract

Bu çalısmada bir ders için, farklı yazar ve yayınevleri tarafından hazırlanan ders kitaplarının ne ölçüde birbirlerinden farklılastıkları ve özgün nitelik tasıdıkları sorusu ele alınmaktadır. Özgünlük ders kitaplarında farklı ve yenilikçi yöntem ve yaklasımlara yer verilmesini, kitapların içeriginin belirli ölçülerde birbirlerinden farklılasmasını ifade etmektedir. Çalısma kapsamında 1997-2006 arasında yayınlanan, Tarih 1 ve Tarih 2 derslerine ait toplam on adet ders kitabı içerik analizi yöntemiyle incelenmistir. Arastırmanın bulgularına göre, bu dönemde uygulanan kitap çesitliligi politikasına ragmen, özgün ve yenilikçi ders kitaplarının gelistirilmesine yönelik olumlu bir gelismenin oldugu söylenemez. İncelenen dönemde kullanımda olan, farklı yazar ve yayınevleri tarafından hazırlanan ders kitaplarının hem içerik, hem de yöntem açısından birbirlerine asırı düzeyde benzedikleri gözlenmektedir. Arastırma sonuçları bu durumun sebeplerine de ısık tutmaktadır. Ders kitabı inceleme ve onaylama konusunda, Milli Egitim Bakanlıgı’na hâkim olan asırı kontrolcü yaklasım ve uygulamaların bu durumun ortaya çıkmasında en önemli etkenlerden birisi oldugu görülmektedir.

Keywords: Tarih Ögretimi, Ders Kitapları, Ders Kitapları Onay Sistemi

References

2

Yönetim Kuram ve Yaklaşımları Eğitiminin İlköğretim Okulu Öğretmenlerinin Sınıf Yönetimi Paradigmalarına Etkileri

Hasan Demirtaş

Manuscript Views: 201  |  Manuscript Download: 161

Abstract

Bu arastırma, ilkögretim okulu ögretmenlerinin sınıf yönetimine iliskin tutum ve davranıslarının yönetim kuram ve yaklasımlarından hangilerine daha yakın oldugunu, ögretmenlerin sınıf yönetimine iliskin eylemlerini yönlendiren ve bu eylemlerin niteligini belirleyen paradigmaları belirlemeyi ve degistirmeyi amaçlayan bir çalısmadır. Arastırma deneysel bir çalısmadır. Arastırmada ön test-son test kontrol gruplu desen kullanılmıstır. Arastırma sonucunda elde edilen bulgulardan hareketle ilkögretim okulu ögretmenlerinin, sınıf yönetiminde sergiledikleri tutum ve davranıslarının yakın oldugu kuram ve yaklasımların ilk sırasında Klasik Kuram, nformasyon Kuramı, Z Kuramı ile Toplumsal Açık Sistem Kuramı, ikinci sırasında Toplam Kalite Yönetimi, Amaçlara Göre Yönetim ve nsan Kaynakları Yönetimi, üçüncü sırasında ise Postmodern Yaklasım ile Kaos Kuramı yer almaktadır. Bundan hareketle çalısma kapsamındaki ögretmenlerin, yönetim kuram ve yaklasımları egitiminin basında tek bir paradigmaya sahip olmadıkları, çalısma kapsamına alınan paradigmaların hepsinden yararlandıkları ancak Postmodernist Yaklasım ile Kaos Kuramına mesafeli durdukları söylenebilir. Ayrıca yönetim kuram ve yaklasımları egitiminin bitiminde ve iki aylık izleme dönemi sonrasında, deney grubundaki ögretmenlerin kuramsal yönelimlerinde alt boyutlardan Klasik Kuram ve Postmodern Yaklasım boyutlarında anlamlı degismeler görülmüstür. Yukarıda özetlenen bulgulardan yola çıkılarak, ögretmenlerin sınıf yönetimi paradigmalarının degistirilebilecegi söylenebilir.

Keywords: Sınıf Yönetimi, Yönetim Kuram ve Yaklasımları Egitimi, Paradigma

References

3

Changing Society, Changing Humanity: Freirian Goals of Education

Cristobal Madero

Manuscript Views: 202  |  Manuscript Download: 135

Abstract

In this paper, the author demonstrates how education is presented by Freire as the key both for changing society and leading people toward true humanity. The author’s interest is not to further develop the method that Freire elaborated in the sixties and seventies, but, rather, to show the degree to which his theory is coherent with his vision of what it means to become truly human through social change. Specifically, this article explores whether or not education is the key element to build true humanity through social change. The author first explains how dialogue is a necessary starting point to understand the connection between education and change in the two aforementioned levels. The author presents how Freire considers the way myths in unequal societies play a damaging role due to their crystallization of unfair social structures. Consciousness and conscientization are the key tools to overcome these myths. This awareness at the same time is the essential component of an education for liberation. Finally, the author presents some obstacles to this new kind of liberation. 

Keywords: Freire, consciousness, conscientization, dialogue, critical pedagogy, liberation

References

4

Finding Clarity in Teaching: One Teacher’s Struggle

Sam Roberson

Manuscript Views: 208  |  Manuscript Download: 130

Abstract

Teaching and learning are interdependent terms, and the work of the teacher is to ensure that students learn. Teachers need to be clear on what they mean by learning. Learning is often judged by what students accumulate in content or is based on a student’s mastery of content as revealed by grades. However, for the author, there is more to learning—specifically, the behaviors of the learner. The author proposes a Rubric for Learning Behavior to augment the concept of learning with a concept of the engagement of the learner. In doing so, the author clarified his own struggle to make sense of the relationship between teaching and learning.

Keywords: Teaching, Rubric for Learning Behavior, teacher struggle, Dewey

References

5

What does the literatüre teli us about Children with Mathematical Difficulties and Teachers’ Attitudes or Instruction Practices?

Esin Acar

Manuscript Views: 162  |  Manuscript Download: 115

Abstract

Understanding of what is children’s deficiency about learning mathematics and their negative feelings about themselves in math classrooms may enable us an essential knowledge for comprehending the failure mathematics in elementary school classrooms. This article presents the studies about the children with learning difficulties in mathematics and the relationship between cognitive development and mathematical disability. Also, some studies are about teachers’ tasks and behaviors in elementary school mathematics classroom and the teacher’s existing or expected role on teaching to children with low-level learning capacity. The review includes an overview of relevant basic researches and theories through clear implications for pedagogy, a discussion of relevant practical research, an examination of some general issues and concerns having important implications in the area.

Keywords: -

References

6

A Review on the Series of the Culture and Education Study of the Ethnic

NI Shengli

Manuscript Views: 126  |  Manuscript Download: 101

Abstract

Book Review

Keywords: -

References

7

Eleştirel Aklın Işığında Postmodernizm, Temel Dayanakları ve Eğitim Felsefesi

Hasan AYDIN

Manuscript Views: 136  |  Manuscript Download: 101

Abstract

Son yıllarda, felsefeciler, ilgilerinin önemli bir bölümünü, 1960’lı yıllarda dogmus entelektüel bir hareket olan postmodernizme yönlendirmislerdir. Sanat, felsefe, feminizm, elestiri, dilbilim, antropoloji, psikanaliz, psikoloji, sosyoloji, teoloji gibi pek çok alanda köklere sahip olan anılan hareketin temel savı, nesnel ve saltık dogrulugun yadsınması düsüncesinde odaklanır; çünkü postmodernizm, dogrulugu toplumsal ve dilsel yapılarla iliskili hale getirmektedir. Bu haliyle, postmodernizm özde genis bir alanı içine alan düsünsel harekettir, zira, kendi aralarında görüs birligi olmayan, farklı ilgi alanlarına sahip pek çok yazarın düsüncelerini kapsamaktadır. Bu makale, postmodernizmin dayandıgı kimi temel dayanakları saptayarak tartısma konusu yapmak ve egitim bilimi ve egitim felsefesi üzerindeki kimi olası etkilerine dikkat çekmek üzerinedir.

Keywords: Postmodernizm, eğitimbilim, eğitim felsefesi, postmodernist ilkeler, eğitim

References

8

School on Cloud: Transforming Education

Kostis C. Koutsopoulos & Panos Papoutsis

Manuscript Views: 253  |  Manuscript Download: 97

Abstract

Nowadays for an appropriate way to deal with teaching and learning there is an axiomatic need to accept an integrated-holistic approach both in terms of the way we regard education and of how we practice it. This leads to a two-prong position: First, that education constitutes a dialectic entity and second that approaches to education presently in use are now absolute. That is, education has recently undergone a paradigm shift from a Student Centred Learning approach, which in its own way have replaced the traditional Teacher Centred Instructing approach, towards an integrating holistic approach, bringing education into the new Net Centred Knowing paradigm which is based on cloud computing and represents the goal and objectives of the School on the Cloud project presented in this paper. 

Keywords: School on the Cloud, Paradigm, Integration, Cloud computing.

References

  • Ala-Mutka, K., Redecker C., Punie, Y., Ferrari, A., Cachia, R., Centeno, C., (2010). The Future of Learning: European Teachers’ Visions, Report on a foresight consultation, European Commission / Institute for Prospective Technological studies. Retrieved 4 March 2015, from http://onlinelibrary.wiley.com/doi/10.1111/j.1365-2729.2009.00337.x/abstract
  • Anderson, E., S. (2003). The School District Role in Educational Change: A Review of the Literature, ICEC Working Paper#1 Retrieved 4 March 2015, from http://fcis.oise.utoronto.ca/~icec/workpaper2.pdf
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  • Donert, K. (2013). Lifelong learning Programme Application Form, KA3_MN_EL_SoC. Brussels: European Commission.
  • Donert, K., Bonanou, H. (eds.) (2014). Education on the Cloud 2014: State of the Art. Retrieved 4 March 2015, from http://www.schoolonthecloud.eu
  • European Commission / NMC. (2014). The New Media Consortium Horizon Report Europe: 2014 Schools Edition. Retrieved 4 March 2015 from http://www.beyondcurrenthorizons.org.uk/scenarios
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  • Nicholson, J. (2009). Cloud Computing’s Top Issues for Higher Education. University Business Solution for Higher Education Management. Retrieved 4 March 2015, http://www.universitybusiness.com/viewarticle.aspx?articleid=1342&p=4#0
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  • Sultan, N. 2010. Cloud computing for education: A new dawn? International Journal of Information Management: 30,109–116. Retrieved 4 March 2015, http://www.sciencedirect.com/science/article/pii/S0268401209001170
  • Thomas, P. Y. (2009). Cloud Computing: A potential paradigm for practicing the scholarship of teaching and learning. Retrieved 4 March 2015, http://www.ais.up.ac.za/digi/docs/thomas_paper.pdf.
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9

Educational Policies of the Political Parties in Turkey

Erdal Toprakci & Aysun Akcay Gungor

Manuscript Views: 133  |  Manuscript Download: 93

Abstract

The aim of this research is to analyze the party programs of 15 political parties which have participated in the general election of 2011 on the basis of their educational policies. Document analyzing technique from qualitative research designs is used at this study. Data sources of the study consist of education programs of parties which have participated in the general election of 2011. Content analysis is used for data analysis.

Keywords: Educational policy, political party program, educational administration, educational supervision, educational planning and education economy

References

10

The Technology Leadership Competencies of Elementary and Secondary School Directors

Alper Yorulmaz & Süleyman Can

Manuscript Views: 197  |  Manuscript Download: 91

Abstract

The aim of this study was to investigate the elementary and secondary school directors’ technology leadership competencies in relation to some demographic features such as age, length of service and the state of whether taking in-service technology training. The universe of the current study employing descriptive survey model was comprised of 129 school directors working at 76 elementary and secondary schools in Menteşe district of the city of Muğla in 2013- 2014 academic year. The sampling of the study consisted of 74 randomly selected school directors. As the data collection instrument, “The Scale of Educational Directors’ Technology Leadership Competencies” developed by Banoğlu (2012) was used. This scale has five dimensions that are visionary leadership, digital age learning culture, perfectionism in professional practice, digital citizenship and systematic development. Within the context of the current study, the correlations between the directors’ technology leadership competencies and gender, age, length of service and the state of whether taking in-service technology training were analyzed through t-test and One Way ANOVA. The findings of the analyses revealed that the dimension viewed to be the most important by the directors is systematic development. Moreover, a significant correlation was found between age and perfectionism in professional practice and between the state of whether taking in-service technology training and technology leadership, visionary leadership and digital citizenship. 

Keywords: Technology, Leadership, Director, Elementary Education, Secondary Education.

References

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