To adapt to the advances of the era, the economic, technological, social and cultural competition continues growing rapidly between the world countries. The main way to adapt this competition is to improve the quality of human edification, in the other words to change education system. As one of the developing Asian countries in the world, Turkey wants to reach advanced development like other powerful countries in the world. So Turkey is one of the sample countries in the world that changes the education system in recent days. The aim of this research is to examine the opinions of school managers with respect to their views on the practical implications of the legal changes to the 4+4+4 new education system in Turkey. Qualitative methods were used for this phenomenon study and the participants were 34 school managers from several private and official institutions in Kirklareli city in Turkey. School managers were taken from utilizing eight semi-structured open-ended questions according to law which is about new education system to get their experiences. Data were collected in writing in fifty minutes and were given personal numbers. Data were analyzed via NVivo 10 and were created categories and themes. Findings were presented with tables and mind maps. The findings were coded into themes and presented with mind maps and tables. The results show that managers were attempting to implement the 4+4+4 new education system in Turkey accordance with the legal provisions. There are, however, some problems in doing so and the analysis of the issues they raised, has resulted in a number of recommendations.
<p>The aim of this research was to determine whether there is a difference between productivity and individuality skills of creativity of the students who hasn't changed their homeroom teacher with the same skills of the students who has changed their homeroom teacher. The population of the study consisted of the 5th grade students having primary education in Turkey in 2008-2009 Education Year. The sampling of the research was 85 students, 41 of whom are the students of A Primary School and 44 of whom are the students of B Primary School. In this research survey model was used and The Scale of "Productivity of Association" was used to collect data. The data collected was analized through SPSS 15.0 software using t-test and Pearson correlation. Results are discussed.</p><p> </p><p><strong>Özet</strong></p><p><strong></strong>Bu araştırmada, ilköğretim birinci kademede öğretmen değiştirmeyen ve değiştiren öğrencilerin yaratıcılık kapsamında verimlilik ve özgünlük becerileri arasındaki farklılık incelenmiştir. Araştırmanın evrenini, 2008-2009 eğitim-öğretim yılında, A ili ilköğretim 5. sınıf öğrencileri oluşturmaktadır. Araştırmanın örneklemini ise A İlköğretim Okulu 5-A sınıfı öğrencilerinden 41 öğrenci, B İlköğretim Okulu 5-E sınıfı öğrencilerinden 44 öğrenci olmak üzere toplam 85 öğrenci oluşturmaktadır. Bu araştırma tarama modeline göre düzenlenmiştir. Araştırmada veri toplama aracı olarak tek sözcükle "Çağrışım Verimliliği Ölçeği" kullanılmıştır. Elde edilen verilerin çözümlenmesinde SPSS 15.0 paket programı kullanılarak, veriler üzerinde t-testi ve Pearson korelasyon analizleri yapılmıştır. Sonuçlar tartışılmıştır. </p><!--[if gte mso 9]><xml> <o:OfficeDocumentSettings> <o:RelyOnVML/> <o:AllowPNG/> <o:TargetScreenSize>800x600</o:TargetScreenSize> </o:OfficeDocumentSettings> </xml><![endif]--><div style="mso-element: frame; mso-element-frame-hspace: 7.05pt; mso-element-wrap: around; mso-element-anchor-vertical: paragraph; mso-element-anchor-horizontal: margin; mso-element-left: center; mso-element-top: 20.7pt; mso-height-rule: exactly;"><table cellspacing="0" cellpadding="0" align="center"><tbody><tr><td style="padding-top: 0cm; padding-right: 7.05pt; padding-bottom: 0cm; padding-left: 7.05pt;" align="left" valign="top"><p class="MsoNormal" style="mso-element: frame; mso-element-frame-hspace: 7.05pt; mso-element-wrap: around; mso-element-anchor-vertical: paragraph; mso-element-anchor-horizontal: margin; mso-element-left: center; mso-element-top: 20.7pt; mso-height-rule: exactly;"><span style="color: black;" lang="EN-US">The aim of this research was to determine whether there is a difference between productivity and individuality skills of creativity<span style="mso-spacerun: yes;"> </span>of the students who hasn’t changed their homeroom teacher with the same skills of the students who has changed their homeroom teacher.</span><span lang="EN-US"> The population of the study consisted of the 5th grade students having primary education in Turkey in 2008-2009 Education Year. The sampling of the research<span style="mso-spacerun: yes;"> </span>was 85 students, 41 of whom are the students of<span style="mso-spacerun: yes;"> </span>A Primary School<span style="mso-spacerun: yes;"> </span>and 44 of whom are the students of<span style="mso-spacerun: yes;"> </span>B Primary School. In this research survey model was used<span style="mso-spacerun: yes;"> </span>and The Scale of “Productivity of Association” was used to collect data. The data collected was analized through<span style="mso-spacerun: yes;"> </span>SPSS 15.0 software using <em><span style="color: black; font-weight: normal; mso-bidi-font-weight: bold;">t-test</span></em><strong style="mso-bidi-font-weight: normal;"></strong><span style="color: black;">and<strong style="mso-bidi-font-weight: normal;"><span style="mso-spacerun: yes;"> </span></strong><em><span style="font-weight: normal; mso-bidi-font-weight: bold;">Pearson correlation. 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ABSTRACT:The research investigated the effect of computer assisted instruction (CAI) on elementary reading and writing achievement (ERWA). The sample consisted of 64 first graders (32 in the experimental group and 32 in the control group) in the 2006-2007 academic year. This quasi-experimental study had a posttest only control group design and was conducted during the first semester. The experimental group was taught by CAI and the control group was taught by traditional instruction. Data were gathered through 'Parent Questionnaire', 'Reading Concepts Scale', 'Achievement Test', 'Reading and Handwriting Observation Form' and analyzed by chi-square, frequency and t test through SPSS 12.0. The main findings of the study were as follows: (1) CAI affected first graders' handwriting, reading fluency and punctuation, (2) CAI didn't affect their writing and reading comprehension, (3) CAI affected ERWA of those who did not have any computer at home.Keywords: Computer assisted instruction, elementary reading and writing instruction, reading comprehension, handwriting, academic achievement. Extended AbstractPurpose and Significance: Regarding results obtained by different researchers and inadequate number of studies in Turkey, it is significance to investigate positive and negative effects of computer assisted instruction on elementary reading and writing achievement. Additionally, it is necessary to create a model which can contribute elementary reading and writing practices. For these reasons, this study investigated the impact of computer assisted instruction (CAI) on elementary reading and writing achievement (ERWA). So, questions addressed in this study were as follows: (1) Does CAI have significant effect on first graders' reading fluency, handwriting, punctuation, writing, reading comprehension, and ERWA? (2) Does CAI have significant effect on ERWA of first graders who have a computer at home and of who do not have any computer at home? Methods:The sample of the study consisted of two groups: the experimental group was composed of 32 first graders from 1-D and the control group comprised 32 first graders from 1-C in Kayisdagi Arifpasa Primary School, Kadikoy, Istanbul. This quasiexperimental study had a post-test only control group design and was conducted during the first semester. In the experimental group, courses were taught by CAI and courses in the control group were taught by traditional instruction. The 'Parent Questionnaire' was used to learn about reading, writing and computer skills before starting to attend the * This study is a part of the author's master's thesis entitled, "The Effect of Computer Assisted Instruction on Elementary Reading and Writing Achievement" and completed at Marmara University.
Öz: İlkokulda milli ve kültürel kavram ediminde Türkçe ders kitaplarındaki metinler oldukça öne çıkmaktadır. Bu kavramlara 2018 Türkçe dersi öğretim programında Milli Kültürümüz teması adı altında tavsiye edilen konu önerileri olarak yer verilmektedir. Yapılan bu araştırmanın amacı; ilkokul birinci ve ikinci sınıf düzeyinde, 2018-2019 eğitim-öğretim yılında kullanılan Türkçe ders kitaplarında milli ve kültürel kavramlara yer verilme durumunu belirlemektir. Çalışmada nitel yöntem kullanılmış olup, veriler doküman analizi ile toplanmış ve betimsel analiz tekniği ile çözümlenmiştir. Araştırma sonuçlarına göre; belli kavramların (örneğin Milli Mücadele ve Atatürk temasında Atatürk, bayrak kavramları), belli temalarda daha sık geçtiği; bazı kavramlarınsa incelenen ders kitaplarında yer verilen temalara yayıldığı, ilkokul birinci sınıf birinci dönem İlkokuma ve yazma ders kitabında diğer kitaplara göre daha sınırlı kavramların geçtiği belirlenmiştir. Ayrıca her iki sınıf düzeyinde incelenen kavramların, yazım türlerine ve temalara göre çok fazla dengeli dağılmadığı sonuçlarına ulaşılmıştır. Yapılan çalışma sonucundan hareketle; İlkokul birinci ve ikinci sınıf Türkçe ders kitaplarında milli ve kültürel kavramların dağılımın tekrardan gözden geçirilerek, metinlerde daha az yer verilen ya da hiç yer verilmeyen kavramların dengeli olarak dağıtılması, bazı kavramların bazı temalarda hiç yer almamasının önüne geçilmesi, milli ve kültürel kavramların aynı ya da farklı sınıf düzeylerinde farklı yayınevleri tarafından yayınlanmış ders kitaplarındaki durumunun incelenmesi önerilebilir.
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Exploring the effectiveness of facebook in the process of preparing portfolio, it will be significant to profit by teacher candidates' experiences on facebook and traditional environments. Therefore in this phenomenon study to fathom of the portfolio experiences on both environments is intended. In this regard the opinions of the volunteers who have continued portfolio studies every week, were taken from utilizing four semi-structured open-ended questions. In consequence they are in the pedagogical formation program, ten female and five male in both environments, in total thirty participants. Data were collected in writing in fifty minutes, analyzed via Nvivo 10, presented with mind maps. Participants think that facebook environment is compared to other social networks easy to reach, actual, the best known environment, gives opportunity to add various types of files, facilitates sharing independent of time and place and creating an archive, although they stated that the participants who use the environment for the first time in an instruction process, don't take responsibility and despite warnings. For traditional environment, they believe that develop a high level of consciousness of communication, sharing, task and responsibility. However they express the lack of opportunities to see sharings instantly and to make peer review between groups.
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