The aim of this study is to determine the views of class teachers, working in multi-age classes, on the implementation of multi-age classes. The study group, working in schools with multi-age classes in the provinces of Antalya and Burdur in the academic year 2012-2013, is consisted of four classroom teachers. Teachers' opinions were obtained face-to-face and by using semistructured interview form. Phenomenological design, one of the qualitative research patterns, was used. Descriptive analysis method was used to analyze the data obtained from the interviews. According to the findings, teacher stated that time is the biggest problem, there are lots of individual differences among students and that the difficulty of being a teacher in multi-age classes. They also expressed that they have had no problems largely in equipments and technologically. In addition, teachers indicated that pre-service and in-service training is not sufficent, the degrees of access to the gains of the couses are not enough, and they find individual differences very difficult. However, teachers also have stated that there are some advantages in the multi-age classes applications
ABSTRACT. In this study, an assessment of access to education in Turkey is done by considering gender, region, economic status, and literacy rates as variables. In the study, statistical data of gender, number of students in different regions and illiterate population rate, provinces with the highest-lowest school enrollment rate, education expenditure rate according to the family's income level are used. Data is obtained from Turkish Statistical Institute [TUIK]. According to the results, while in different educational levels total girls' and boys' enrollment rates are increasing day by day, enrollment rate is decreasing in the higher level of education. In all educational levels, the district with the highest number of students per school is İstanbul. The number of students per school in Northeastern Anatolia, Eastern Black Sea and in the Western Marmara regions is lower than the average of Turkey. In primary school, Çankırı, Tokat and Gümüşhane are the cities with the lowest enrollment rate; Zonguldak, Artvin and Samsun are the cities with the highest enrollment rate. It is assured that education expenditure in Turkey for the year 2012 is more unequally distributed than education expenditure in 2011.
Activities and locations inhabited create distinctions between rural and urban living. Today some cases start to deconstruct these distinctions. The case study of Küçük Armutlu, which this paper will delve into, is located in the heart of Istanbul with strong ties to urban daily life. This paper will investigate how a recent agricultural regeneration project, Community Garden, within the urban context acts as a tool to maintain a sustainable community with a rural character.An unofficial civic organization called "People's Engineers and Architects" had initiated a dynamic sustainable project called Community Garden Project. This project aims to fulfill the low-income resident's vital vegetation needs. However, this is not the sole intention of the garden. It stands out as a place of struggle and solidarity for a sustainable community where the neighbourhood is under the threat of urban transformation attempts by the government.The issue is investigated through observations and in depth interviews with the habitants of Küçük Armutlu, people taking part in the garden project and members of People's Engineers and Architects group as well as People's Committee.
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