Bu araştırmada Avrupa Birliği Erasmus+ Karma Okul Eğitimi programı kapsamında yürütülen "Strategies for Talented and Gifted Pupils' Teachers" başlıklı proje kapsamında kapsayıcı okul öncesi eğitim ortamlarında öğretmenlerin üstün yetenekli/zekâlı ve tipik gelişim gösteren çocukların bireysel yetenek, ilgi ve becerilerini belirlemek ve geliştirmek, motivasyonlarını arttırmak üzere yaptıkları çalışmaların incelenmesi amaçlanmıştır. Araştırmanın çalışma grubu Türkiye, Almanya, Çekya ve İtalya'dan toplam 200 öğretmenden oluşmaktadır. Çalışma nitel araştırma deseninde tasarlanmıştır. Araştırmanın verileri araştırmacılar tarafından geliştirilen anket formunun üçüncü bölümünden elde edilmiştir. Araştırma sonucunda bütün ülkelerdeki öğretmenlerin daha çok çocukların bilişsel gelişimleri ve akademik becerilerini dikkate aldıkları belirlenmiştir.
Giftedness/talentedness is one of the areas that is not fully defined yet, and its meaning and scope are highly debated in parallel with the concept of intelligence. Discussions about how giftedness/talentedness can be conceptualized, identified, supported and predicted are still ongoing. The concept of giftedness/talentedness and the initial studies on the education of talented and gifted pupils seem to extend to Plato. In this study, firstly the definitions of leading names in the field about giftedness were examined and then field-specific terms were tried to be described. Many documents especially The Constitution of Turkish Republic, laws, decree laws, by laws, circulars and the Convention on the Rights of the Child have been examined in relation to the topic. In terms of the practices in the field of education, the Ottoman Empire period was briefly reviewed and information about the practices in Turkey was given. As a result, despite all the work mentioned, it has been found that there are various problems in the education of gifted and talented children and in supporting their skills. In order to solve the problems experienced by talented and gifted children in Turkey, it is necessary to develop a government policy regarding the education of talented and gifted children.
The aim is to develop a scale to demonstrate the instructional approaches that teachers apply in inclusive preschool classrooms, where typically developed and talented/gifted children are educated together. A total of 156 teachers working in inclusive preschools in Ankara formed the study group. The scale consists of 22 five-point, Likert-type items. Both exploratory and confirmatory factor analyses were performed. As a result of the exploratory factor analysis, a structure consisting of three factors and 18 items was obtained. The first factor termed as ‘Differentiation’ consists of seven items, while the second factor, ‘Detection and Development of Potential’ consists of eight items, and the third factor of the scale, ‘Motivation’ consists of three items. The scale accounts for 44.61% of the total variance. As a result of the confirmatory factor analysis, it determined that the scale was in good agreement with the model in general. The Cronbach alpha internal consistency coefficient of the scale is defined as .88 and the reliability of the subscales is determined between .76 and .83. In addition, the correlation coefficients of the items in each factor are higher than .30. In general, it is found that the three-factor structure of the scale is valid and reliable.
The aim of this study is to determine the opinions of preschool teachers about the types of evaluation questions (descriptive questions, affective questions, questions on objectives, and questions associated with daily life) preferred by teachers during the preparation and application phases of teaching activities. Also, to determine whether or not there is any relation between the frequency of use of evaluation questions within education programs and training about the evaluation of young children. The sample of the study consisted of 323 preschool teachers. Data was gathered through the screening model. A questionnaire was used as the data collection tool and Chi-Square Test χ2 was employed in the data analysis. It was determined that preschool teachers prefer "descriptive questions" and "questions on objectives" more than "affective questions" and "questions associated with daily life." Teachers declared that they mostly preferred "questions on objectives" to enhance children's skills and to perform end-of-day assessments as well. Additionally, there was no significant difference found between the frequency of teachers' use of "questions associated with daily life" and having training/seminars on the evaluation of young children.
The aim of this research is to develop a scale that determines the participation level of families within inclusive preschool and primary school education environments, in which talented and gifted children receive education alongside typically developing children. In this context, the study group of the research was comprised of 1,007 families who had children studying within various preschool education institutions and primary schools that provide inclusive education in the Ankara province, Turkey. The scale explains 42.58% of total variance. Cronbach's alpha internal consistency coefficient was calculated to determine the reliability of the scale, and the value of .89 was obtained. Also, item-test correlations of the items were calculated, with all results showing values above .30. Consequently, it was determined that the scale, which comprises 11 items in a single-factor structure, is reliable.
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