Despite state support for mass education in Turkey, there are many primary school children who do not attend school or who drop out before finishing school. This study is part of a project investigating the problem of school dropout in a district of Istanbul. Factors related to school, such as failure, non-acceptance by teachers and peers, poor attendance, and low levels of involvement, have been associated with increased likelihood of dropout. Modifying the instructional environment, strengthening school membership, and creating alternative schools have been suggested as means to prevent dropout. A questionnaire assessing attitudes toward school was administered to 480 students from 13 elementary schools for the purpose of identifying the characteristics of schools that lead to dropout. Factor analysis results indicated five factors of school-related attitudes, including attitudes toward learning; toward teachers; toward school and school facilities; and students' perceptions of parent-school relationships.
This study investigates the situation and practices of adult education in Turkey in terms of (a) participants, (b) providers, and (c) program areas. The data were derived from published statistical data and one-to-one interaction with adult education providers when such data are unavailable. Turkey has a long tradition of adult education with established institutes and program areas. The Ministry of National Education (MoNE) is the main responsible body and 32 institutions provide adult education on a regular basis. The findings generally revealed young adults (ages 23-44) benefited most from adult education, more than half of participants are male, and the percentages of low-literate and literate individuals and 5-year elementary school graduates participating in adult education were less than the respective percentages in the whole population.
Araştırmanın amacı 48-72 aylık çocukların sosyal problem çözme becerilerinin belirlenebilmesi için geçerli ve güvenilir bir ölçme aracının geliştirilmesidir. Karma araştırma modelinde tasarlanan araştırmanın iki çalışma grubu (Çalışma Grubu-I, 48-72 aylık 168 çocuğun anne-babası ve Çalışma Grubu-II, 48-72 aylık toplam 257 çocuk) mevcuttur. Araştırma kapsamında "Kişisel Bilgi Formu", "Sosyal Problem Çözme Becerileri Aile Görüşme Formu", "Sosyal Problem Çözme Becerileri Ölçeği", "Wally Sosyal Problem Çözme Testi" ve "Sosyal Yetkinlik ve Davranış Değerlendirme-30 Ölçeği" olmak üzere beş veri toplama aracı kullanılmıştır. Araştırma sonucunda geliştirilen Sosyal Problem Çözme Becerileri Ölçeği'nin geçerli ve güvenilir bir ölçme aracı olduğu belirlenmiştir.
To diagnose behavioral problems in preschool children, and to look for an appropriate solution, is vital to prevent the problem from becoming permanent and insoluble. Teachers, working in preschool education institutions, need some instruments to diagnose behavioral problems of their students in order to help them and their parents. In this study, a scale ‘Preschool Behavior Questionnaire’ (Behar, 1976), was adapted into Turkish as ‘Okul Oncesi Davranis Sorunlari Tarama Olcegi’. The scale, considered valid and reliable, was applied to 654 children in the age group of 3–6 by 56 preschool teachers. This scale consists of 30 items and 3 factors. According to the results, the most frequently encountered problem among the young children appears to be “aggressive” behavior, and these behavioral problems vary with gender, age and socio-economic environment. To look for a shared solution with the parents after evaluating preschool children through various methods and instruments was thought to be appropriate.
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