SUMMARY Purpose and Significance:The main objective of this research is to determine the competency of primary school teachers in alternative assessment and evaluation. In order to achieve this main objective following research questions were investigated:1. Which alternative assessment techniques are used by primary school teachers? 2. In which capacity do primary school teachers implement performance indicators of alternative assessment in their classrooms? 3. How do primary school teachers implement the performance indicators for the competency area of monitoring and evaluating students learning and development? 4. What are primary school teachers' self efficacy beliefs about their competency of alternative assessment and evaluation? Methods: This research was designed as a qualitative case study. In case studies, researchers examine a particular cluster in the universe in depth in order to establish relations within itself and the environment and to reacha judgment about these clusters of (Karasar, 2005). Research was carried out with nine primary school teachers working in three different schools at 2011-2012 academic year in Maltepe and Sultanbeyli district of Istanbul province. Participants were determined by criterion sampling which is among purposive sampling methods.In this study, qualitative data collection techniques were utilized. Qualitative data were collected with classroom observation and semi-structured teacher interview form developed by researchers. Teachers were determined among primary school teachers who had high, medium and low level of knowledge about alternative assessment and evaluation. Knowledge levels were determined by an achievement test. After semi-structered interviews, participants' assessment and evaluation practices were also observed in their classrooms. Data from the observation forms was analyzed with a computer software and the findings were obtained by calculating percentage and the frequency of observations. Results were presented in a table. Teachers who were interviewed and observed were coded as Ö1, Ö2 and data were tabulated in this way.Results: During the observation periods in their classrooms nine primary school teachers applied total of 34 alternative assessment and evaluation techniques. On average, each teacher employed less than * This study was originated from Mehmet ÖZENÇ's Doctorial Dissertation which was supervised by Assoc. Dr. Mustafa ÇAKIR. 1 Ph.D. Governorship of Niğde EU Office: mozenc38@hotmail.com 2 Assoc. Dr. Marmara University Education Faculty: mustafacakir@marmara.edu.tr ABSTRACT. Primary school teachers' competencies and self-efficacy beliefs of alternative assessment techniques were investigated and conditions in which they utilize such techniques in the classroom were explored within the framework of performance indicators set by the Ministry of National Education (MEB). Nine participants from three different schools in İstanbul participated in this qualitative case study. Purposeful sampling method was used in determining the participants. ...
This study explored the relationship between 4th-grade students' functional literacy levels and their problem-solving skills and the effect level of students' functional literacy experiences on their problem-solving ability. Employing the quantitative research approach, relational survey design, one of the general survey designs, was used in the study. The study universe was 4th-grade students attending public elementary schools in the central districts of Gaziantep. The study was conducted on a sample of 744 4th grade students who were selected by a simple random sampling method. In the study, data were collected with scales related to two different variables, functional literacy and problemsolving. Necessary approvals for the study were taken before the implementation. SPSS 15.0 package program was utilized to analyze the data. Frequency and percentage were performed to determine the demographic information of participating students; arithmetic mean, standard deviation and standard error were performed to determine the functional literacy levels and perception levels of problem-solving skills; Pearson product-moment correlation coefficient to determine the relationship between functional literacy and its sub-dimensions, and perceptions of problem-solving skills; and finally, multiple regression analysis calculations were made to determine the predictive power of functional literacy and its sub-dimensions on perceptions of problemsolving skills. According to the study results, students' functional literacy levels were at a medium level and their problem-solving skills were at a partially high level. Also, there was a positive significant relationship between the students' functional literacy levels and their problem-solving skills. Furthermore, it was determined that functional literacy and its subdimensions significantly predicted students' problem-solving skills. The study results were discussed within the framework of the related literature.
This study examines the effects of activities developed with WEB 2.0 tools based on the 5E learning cycle model on the multiplication achievement of 4th graders. Nonequivalent control group pretest-posttest quasi-experimental design was employed in the study. Two of the three groups that were equivalent in terms of achievement were assigned as experimental group and one as control group. While multiplication activities developed with WEB 2.0 tools based on 5E learning cycle model were used in the math classes of the experiment 1 group, multiplication activities developed with WEB 2.0 tools were used in the math classes of the Experiment 2 group. The control group math class was taught according to the 4th grade math textbook approved by the Ministry of National Education. The study lasted 14 hours (three weeks). A semi-structured interview form was used to determine student views on WEB 2.0 tools. According to the study results, there was no significant difference between the pretest achievement scores of the experiment 1, experiment 2 and control group students. A significant difference was determined between the pretest and posttest scores of experiment 1, experiment 2 and control group students in favor of the posttest. A significant difference was found between the posttest achievement scores between the groups. This difference was in favor of the experiment 1 group between experiment 1 and control group and in favor of the Experiment 2 group between experiment 2 and control group. There was no significant difference between the experiment 1 and experiment 2 groups.
Bu araştırmada, Türkiye'de örgün eğitim kapsamında öğrenim gören Suriyeli göçmen öğrencilerin eğitiminde karşılaşılan sorunlara odaklanan araştırmaların çeşitli özellikleri açısından eğilimlerinin ortaya koyulması amaçlanmıştır. Nitel araştırma metodolojisine göre tasarlanan araştırmada doküman incelemesi yöntemi kullanılmıştır. Araştırmada, 2016-2021 yılları arasında yayımlanan ve Suriyeli göçmen öğrencilerin eğitiminde karşılaşılan sorunlara odaklanan 114 makale ve 55 lisansüstü tez incelenmiştir. İlgili araştırmaların belirlenmesinde Suriyeli, göçmen, mülteci, sığınmacı, yabancı öğrenci ve geçici koruma kavramları kullanılmıştır. Taramalar çevrimiçi veri tabanlarında gerçekleştirilmiştir. Araştırmanın verileri araştırmacılar tarafından hazırlanan doküman analiz formu aracılığıyla toplanmıştır. Araştırma kapsamına alınan çalışmaların analizinde betimsel içerik analizi kullanılmıştır. Analiz sonuçları tablolar ve kelime bulutları kullanılarak sunulmuştur. Araştırma sonuçlarına göre, bu konuda ilk çalışmalar 2016 yılında yapılmış ve sonraki yıllarda artarak devam etmiştir. Yapılan çalışmalar yüksek oranda Türkçe yayınlanmış olup, çoğunlukla durum çalışması ve fenomenoloji desenlerinde tasarlanmıştır. "Suriyeli öğrencilerin eğitim-öğretim sürecinde karşılaştığı sorunlar" en fazla çalışılan konudur. "Göç, Suriyeli öğrenciler ve eğitim" kavramları incelenen araştırmalarda en fazla kullanılan anahtar kelimelerdir. Çoğunlukla ilkokul ve ortaokul kademelerinde yapılan araştırmaların çalışma grubunu önemli ölçüde öğretmenler oluşturmuştur. Öte yandan incelenen araştırmalarda veriler çoğunlukla yarı yapılandırılmış görüşme formu ile toplanmış ve içerik analizine tabi tutulmuştur. İncelenen makalelerin en çok TR Dizinde taranan dergilerde yayımlandığı belirlenmiştir. Lisansüstü tezlerin ise en çok eğitim yönetimi ve sınıf eğitimi bilim dallarında gerçekleştirildiği belirlenmiştir. Araştırmada ulaşılan sonuçlar ilgili alanyazında yer alan araştırma sonuçları ile tartışılmış ve önerilerde bulunulmuştur.Anahtar Kelimeler: Suriyeli göçmen öğrenci, eğitim sorunları, göçmen eğitimi, araştırma eğilimleri, betimsel içerik analizi.
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