Bazı Değişkenler Açısından İlkokul Ve Ortaokul Öğretmenlerinin 4+4+4 Eğitim Sistemine İlişkin Görüşl

Epçaçan, Cevdet

doi:10.7827/turkishstudies.7754

Cited by 8 publications

(11 citation statements)

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“…Some participants also offered solutions to the felt problems. As mentioned in different studies and the present study, for instance, Ari [35] and Epcacan [40], modifications in certain aspects of the change were regarded as critical to the success of the change. As implementers can closely observe the real problems of the reform, feedback from implementers may be the catalyst for the system's success, and it can be useful to develop specific strategies addressing the reform goals [41].…”

Section: Conclusion and Discussionsupporting

confidence: 50%

A Preliminary Assessment of the Change Recipients' Perceptions of the "4+4+4 Reform Initiative": Has Anything Changed?

Summak¹

2016

Universal Journal of Educational Research

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The purpose of the present study was to assess change recipients' perceptions of 4+4+4 reform initiative put in effect in Turkish education system and to explore if anything has changed within the one-year interval. This research is a qualitative longitudinal case study conducted in 2013 and 2014 in a large city in Southeastern Turkey. Pragmatist paradigm has been the guiding research philosophy. The study group consisted of 106 teachers, 64 school administrators, and 4 educational supervisors. The study group was chosen via purposive sampling technique. Data were gathered through structured interview protocol consisting of four open-ended questions. Findings indicated that the favorable and unfavorable aspects of the reform regarded as positive were mostly remained unchanged in the one-year interval. Some of the problems remained the same. Finally, it was revealed that the participants' expectations about the future of the system varied in terms of potential effects of the reform initiative. Based on the findings, suggestions for the implementers and policy makers were offered.

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Section: Conclusion and Discussionsupporting

confidence: 50%

A Preliminary Assessment of the Change Recipients' Perceptions of the "4+4+4 Reform Initiative": Has Anything Changed?

Summak¹

2016

Universal Journal of Educational Research

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“…With this study, it was concluded that the curriculum of the 5th grade was heavier for students, there were too many units, and; students had difficulty in doing the activities. Similarly, Demir, Dogan and Pinar (2013), Epçaçan (2014) and Demir (2014) stated that the 5th grade curriculum was heavy for students and not suitable for them.…”

Section: Discussionmentioning

confidence: 99%

Teacher and Parent Views on The Instruction of 5th Grade Students by Branch Teachers in The 4+4+4 Education System

Yildizhan¹

2015

EUROPEAN J ED RES

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The objective of this study is to examine the teacher and parent views on the instruction of 5th grade students by branch teachers. This study is designed according to the phenomenology design and uses qualitative data. In order to collect data, openended questions were asked to 18 teachers and 16 parents of 5th grade students on the subject, and the responses were analyzed. According to the results of the study, for parents, the disadvantageous aspects of instruction of 5th grade students by branch teachers are that the students could not express themselves in the new class, there is no one knowing and monitoring them closely in the new class and students have difficulty in doing the performance homework. On the other hand, advantageous aspects for students according to parents are that branch teachers give instruction as they have command on the subject and students take multiple teachers as models. The study found the disadvantageous aspects for teachers as having difficulty in completing the curriculum, following homework and maintaining classroom discipline..

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“…Bu bağlamda 30 Mart 2012 tarihinde kabul edilen 6287 Sayılı İlköğretim ve Eğitim Yasası ile birlikte zorunlu eğitim 12 yıla çıkartılmıştır. Bu sistem ile öğrenciler ilköğretim dönemini 4+4 (ilkokul ve ortaokul) ve lise dönemini 4 yıl olarak tamamlamaktadır (Erçaçan, 2014;Karadeniz, 2013;Memişoğlu ve İsmetoğlu, 2013). Eğitim sistemindeki bu değişim beden eğitimi ve spor (BES 1 ) derslerinin de işleniş biçimlerinde ve müfredat içerisindeki konumlarında farklılaşmaya sebebiyet vermiştir.…”

Section: Introductionunclassified

The Role of Word-of-Mouth Communication and Role Models in Course Selection Decisions of Students

Eskiler

Küçükibiş

2019

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Bazı Değişkenler Açısından İlkokul Ve Ortaokul Öğretmenlerinin 4+4+4 Eğitim Sistemine İlişkin Görüşl

Cited by 8 publications

References 0 publications

A Preliminary Assessment of the Change Recipients' Perceptions of the "4+4+4 Reform Initiative": Has Anything Changed?

A Preliminary Assessment of the Change Recipients' Perceptions of the "4+4+4 Reform Initiative": Has Anything Changed?

Teacher and Parent Views on The Instruction of 5th Grade Students by Branch Teachers in The 4+4+4 Education System

The Role of Word-of-Mouth Communication and Role Models in Course Selection Decisions of Students

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