Cooperation and Importance of School and Family on Values Education

Yaşaroğlu, Cihat

doi:10.26417/ejms.v1i2.p66-71

Cited by 12 publications

(14 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Bireyleri bir arada tutabilecek değerlere sahip olan toplumlar varlığını devam ettirme konusunda bir adım öndedirler. Değerler, eğitim sisteminin ayrılmaz bir parçasını oluşturur ve genellikle eğitim kurumlarında kazanılır (Berkant, Efendioğlu ve Sürmeli, 2014;Yaşaroğlu, 2016). Bu eğitim kurumlarının başında da hiç şüphesiz okullar gelir.…”

Section: Introductionunclassified

Coğrafya Dersi Öğretim Programında Değerler / Values in Geography Teaching Curriculum

Değirmenci¹

2018

TAKSAD

View full text Add to dashboard Cite

AbstractThe aim of this research is to examine Geography curriculum in terms of values, which is renewed in 2017. For this purpose, which values take place in the program, the relation between values and learning outcomes, distribution of values to class levels and learning areas are examined. Document analysis as a qualitative research method is used in current research. As a result, it is found out that ten (10) different values are included in the Geography curriculum. It is noticed that values are included each grades’ teaching materials in the curriculum. Additionally, it is found that numbers of the learning outcomes related to the values are intensified in 10th and 11th grades, those numbers were at a lower level in the 9th grade. When the distribution of value numbers due to learning areas is examined, "natural systems" subject has the highest one, "global environment: regions and countries" learning subject has the lowest number in terms of value distribution. As a result, it is decided the renewed program aims to raise awareness on values. Suggestions have been provided based on these results. Öz Bu araştırmanın amacı, 2017 yılında yenilenen coğrafya dersi öğretim programını değerler açısından incelemektir. Bu amaç doğrultusunda programda hangi değerlere yer verildiği, değerlerin kazanımlarla ilişkisi, değerlerin sınıf düzeylerine ve öğrenme alanlarına göre dağılımı incelenmiştir. Araştırmada nitel araştırma yaklaşımlarından biri olan doküman incelemesi kullanılmıştır. Araştırma sonucunda, coğrafya dersi öğretim programında 10 farklı değer ifadesine yer verildiği tespit edilmiştir. Programda değerlere her sınıf düzeyinde yer verildiği görülmüş. 10. ve 11. sınıflarda değerlere ilişkin kazanım sayılarının yoğunluk kazandığı, 9. sınıfta ise bu yoğunluğun daha düşük düzeyde olduğu belirlenmiştir. Değer sayılarının öğrenme alanlarına göre dağılımı incelendiğinde ise “doğal sistemler” alanının ön plana çıktığı, “küresel ortam, bölgeler ve ülkeler” alanında ise bu sayının en düşük düzeyde olduğu tespit edilmiştir. Sonuç olarak yenilenen programın değerler açısından bir farkındalık oluşturmayı amaçladığı görüşüne varılmış ve bu farkındalığı artırmak için ulaşılan sonuçlara bağlı olarak bazı önerilerde bulunulmuştur.

show abstract

Section: Introductionunclassified

Coğrafya Dersi Öğretim Programında Değerler / Values in Geography Teaching Curriculum

Değirmenci¹

2018

TAKSAD

View full text Add to dashboard Cite

show abstract

“…However, it only involves the school as the scope for character education implementation. Community-based character education, on the other hand, allows for a cooperation between the schools and other external parties, including parents, institutions, communities, and school committee, to support and promote character education implementation [3,7,8,11,13,14]. Developing and improving subordinates' loyalty and participation is not an easy task.…”

Section: Findings and Discussionmentioning

confidence: 99%

“…The design for character education policies depends greatly on school community's participation as an important strategy to achieve the organizational or institutional goals. However, not all members of school community understand the primary objectives of their participation [1] An effective character education must be supported by all character education bases; which include the classrooms, the schools, and the community [1,[3][4][5]. Each base of character education has its own roles and functions.…”

Section: Introductionmentioning

confidence: 99%

Participation in Character Education

Komariah¹,

Kurniady²,

Purwanto³

et al. 2020

Proceedings of the 3rd International Conference on Research of Educational Administration and Management (ICREAM 2019)

View full text Add to dashboard Cite

Participative leadership is an effort in the part of school principals to encourage and facilitate other parties' participation in important decision making. Character education implementation requires active participation from various parties. However, the lack of school community's participation in character education has resulted in a low achievement of character education goals. This study is conducted through surveys on Elementary School Principals in Indonesia. The data is collected through questionnaires. The findings show that teachers and school principals are the main component that must be fully involved in implementing character education (in classroom-based, school-based, and community-based character education). The findings also show the extent of leadership effectiveness that principals must have. In conclusion, a participative leadership model that will optimize the participation of all members of school community is needed.

show abstract

“…The importance of social relations, ethnic, cultural and racial issues at school is studied in detail in the work of Garbarino (2017). Developing a better education for children, we need to emphasize the importance of coordinated actions between families and schools in the choice of educational values (Yaşaroğlu, 2016) and in the formation of children's socio-cultural experience (Gonçalves & Batista, 2016). Modern school-family links have a strong impact on the evolution of the methods of working with a family in the programs for teachers (Coughlin & Dotger, 2016) on improvement of the state family policy (Borisova & Plotkin, 2018), on achievement a closer collaboration between the school, the family and the community (Grant & Ray, 2018).…”

Section: Introductionmentioning

confidence: 99%

Development Of The Children’s Socio-Cultural Experience As A Problem Of Modern Education

Wagner¹,

Usoltseva²,

Savotina³

et al. 2019

The European Proceedings of Social and Behavioural Sciences

View full text Add to dashboard Cite

The social and digital reality determines the development of the children's social-cultural experience. It is essential for educational institutions to establish educational content that developing personal communication skills, effective nurture methods, interaction technologies between school and family. The article refers to the problem of the nurture of students on the literature lessons, emphasizes the need to introduce traditional values to students and to develop their moral sphere. The acquisition of the sociocultural experience depends on the teacher's readiness to talk with a child about the questions of his/her concern, to discuss literary works in the modern conditions and to strengthen the students' interest to literature. In the article, the level of schoolchildren's socio-cultural development and their ideas about significant values are shown and the conclusions about the development of new nurture methods are made. We emphasize the specifics of the development of children's socio-cultural experience as the goal and the result of studying religious cultures. This is conditioned by cultural characteristics and needs of families, the circle of a child's communication, the local socio-cultural environment and the opportunity of studying religious cultures at school. The article presents quantitative data on the characteristics of parental experience (raising one or two children) which is significant to the child's socio-cultural development, such as the attitudes towards the difficulties in the upbringing of children and towards digitalization of the child's life. We discuss the strategies for helping teachers to create trustful relations with the parents considering their parental experience.

show abstract

Cooperation and Importance of School and Family on Values Education

Cited by 12 publications

References 6 publications

Coğrafya Dersi Öğretim Programında Değerler / Values in Geography Teaching Curriculum

Coğrafya Dersi Öğretim Programında Değerler / Values in Geography Teaching Curriculum

Participation in Character Education

Development Of The Children’s Socio-Cultural Experience As A Problem Of Modern Education

Contact Info

Product

Resources

About