It was aimed to determine the opinions of school administrators on the implementation of School-Based Budgeting (SBB) and the contributions of SBB to school development in this study. The qualitative methods were used in this descriptive study. The study group consisted of 29 primary and secondary school administrators. After data of the study were obtained through semi structured interviews and focus group interviews. School administrators' opinions on authority and responsibilities of school management within SBB, usage of Ministry of National Education Information Systems fund monitoring module, setting school budget, contributions of SBB to school development and recommendations for improvement of SBB were analyzed through content analysis. The results of this study revealed that SBB implementation can serve for developing schools multidimensionally as a school development tool. It was also concluded that SBB should be structured in accordance with social, economic and cultural conditions of school and school environment. Based on the findings of the study, it is suggested that SBB can be performed differently depending on different needs of each school in an attempt to use it as a school development tool completely.
This study was aimed to determine the social integration perceptions of undergraduate students and to examine them in terms of certain variables. It was a descriptive study with survey methodology. The data were obtained using the Social Integration Scale. The study group consisted of 545 undergraduate students during the fall semester of 2016-2017 academic year. The research sample was determined using probability-based sampling techniques. SPSS 20.0 software package was used in data analysis. Mann Whitney U and Kruskal Wallis H-Tests were conducted to research data. According to the research results, it was revealed that undergraduate students had higher social integration perceptions in general. The research findings indicated that undergraduate students’ perceptions of integration with the social environment differ significantly according to their departments, ages and income; their local integration perceptions according to the geographical region they reside and the occupation of mother; their educational integration perceptions according to their departments, ages and income; their normative-moral integration perceptions according to their departments and the educational degrees of parents.
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