The Analysis Of The Support And Training Courses Based On The Views Of The Social Sciences Teachers İn The Context Of The TEOG

Canpolat, Uğur; Köçer, Mehmet

doi:10.18039/ajesi.292597

Cited by 15 publications

(11 citation statements)

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“…The last reason is boredom with constantly being at school or physical reasons such as transportation. Bozbayındır & Kara (2017) and Canpolat & Köcer (2017) also concluded that some parents were not interested in these programs. Instead, they considered private teaching institutions, which they paid, beneficial, and they experienced transportation problems.…”

Section: Discussionmentioning

confidence: 99%

Assessment of Public Schools’ Out-of-School Time Academic Support Programs with Participant-Oriented Evaluation

Berk¹

2018

JEL

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Using the participants-oriented approach, this study evaluated public schools’ out-of-school time academic support programs, corresponding to the corrective/enrichment stage of Bloom’s Mastery Learning Model and offered outside formal education’s weekday hours and on weekends. Study participants included 50 principals, 110 teachers, 170 students attending programs, 110 students not attending programs, and 61 parents, all selected through random sampling in a survey-model study in Istanbul, Turkey. Partial findings were the following. According to principals and teachers, programs were sufficiently introduced to target groups. Satisfaction of attending students with the teaching—learning process was sufficient, and students believed program participation increased their success in regular classes. However, program functioning presented some problems. Administrators and teachers think the no-cost programs resulted in lack of interest among students. In addition, problems of materials and transportation have not been completely solved. Similarly, offered classes and lessons’ content organization fall short of expectations. In conclusion, out-of-school time academic support programs play important roles in reducing differences among learning levels based on individual characteristics in collective or formal learning. Still, student needs should be fulfilled, and programs should be maintained. Further studies should be conducted on these programs’ integration into formal education.

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Section: Discussionmentioning

confidence: 99%

Assessment of Public Schools’ Out-of-School Time Academic Support Programs with Participant-Oriented Evaluation

Berk¹

2018

JEL

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“…(2017a) and Göksu and Gülcü (2016) examined whether the courses fulfill the required goals. Canpolat and Köçer (2017) focused on the opinions of participating teachers to improve the overall effectiveness of the courses.…”

Section: Significance Of the Studymentioning

confidence: 99%

“…Hence, not only in Turkey but all around the world, educational institutions are necessary for the success of individuals. Intending to eliminate the expenses for the sake of individuals with low income to be able to get a high level of education, "support and training courses" are opened at schools (Canpolat & Köçer, 2017).…”

Section: Introductionmentioning

confidence: 99%

“…Uğurlu and Aylar (2021) reported that teachers have positive perceptions of STCs. Similarly, Canpolat and Köçer (2017) stated that STCs provide students self-confidence. Demir Başaran and Narinalp Yıldız (2017) stated that STCs provide a flexible learning environment and Nartgün and Dilekçi (2016) state that STCs enable students to socialize and improve their communication skills.…”

Section: Introductionmentioning

confidence: 99%

“…On the other hand, some problems related to STCs are also reflected in the results of the previous research. For example, according to Canpolat and Köçer (2017), the indifference of parents and students, the start of the courses without proper planning, the late start of the courses, and the fact that the courses are to free reduce the participation and interest in the course are main problems encountered in STCs. In addition, Bozbayındır and Kara (2017) and Göksu and Gülcü (2016) pointed out the material problems, Timur et al (2020) reported problems regarding absenteeism, and Canlı (2019) drew attention to the transportation problems.…”

Section: Introductionmentioning

confidence: 99%

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Science Teachers' Views Regarding Support and Training Courses

GÖKÇE

Bektaş

et al. 2022

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi

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Bu araştırma, fen bilgisi öğretmenlerinin destek ve eğitim kurslarına ilişkin değerlendirmelerini belirlemeyi amaçlamaktadır. Araştırmada nitel araştırma yöntemi desenlerinden birisi olan fenomenoloji deseni kullanılmıştır. Araştırmanın verileri, Kayseri'nin Melikgazi ilçesindeki altı devlet ortaokulunda, destek ve eğitim kurslarında fen dersleri veren altı fen bilgisi öğretmeninden toplanmıştır. Veri toplama aracı olarak yarı yapılandırılmış görüşme kullanılmıştır. Araştırma kapsamında yapılan yarı yapılandırılmış görüşmelerde kullanılan görüşme formu, araştırmacılar tarafından oluşturulmuş ve çalışmada kullanılmadan önce bir fen bilgisi öğretmeni ve bir Türkçe öğretmeni tarafından kapsam ve anlaşılırlık açısından incelenmiştir. Yapılan görüşmeler ses kayıt cihazı ile kayıt altına alınmış daha sonra transkript edilmiştir. Hazırlanan transkriptler araştırmacılar tarafından analiz edilmiştir. Araştırmadan elde edilen bulgular, katılımcı ifadelerinde doğrudan alıntılarla desteklenmiştir. Çalışma sonucunda, destekleme ve yetiştirme kurslarında materyal yetersizliği ve öğrenci katılımı açısından sorunlar yaşanmasına rağmen, katılımcıların genel olarak destek ve eğitim kurslarından memnun olduğu görülmüştür. Bu sonuçlar ışığında kurslarda kullanılabilecek kaynakların çeşitlendirilmesi ve fen derslerinin verimliğinin artırılmasına ilişkin ilgili paydaşlara yönelik önerilerde bulunulmuştur.

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The Contribution of Remedial Courses on the Academic and Social Lives of Secondary School Students

Yolak¹,

Kızıltepe

Seggie

2019

Journal of Education

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This qualitative study investigates the impact of nonformal education, namely remedial courses, on students’ lives and the ways in which it contributes to their academic and social development. The study was conducted via semi-structured interviews with 40 participants (12 students, 12 parents, and 16 teachers and administrators). The findings reveal that these remedial courses had academic, social, psychological, economic, and career development impacts on students’ lives. Moreover, as students’ school success improved, students learned how to spend their leisure time effectively in a secure environment, became socialized, increased their self-confidence, and realized their potential.

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The Analysis Of The Support And Training Courses Based On The Views Of The Social Sciences Teachers İn The Context Of The TEOG

Abstract: ÖzTemel Eğitimden Ortaöğretime Geçiş sistemi olarak bilinen TEOG, Türkiye'de 8.sınıf

Cited by 15 publications

References 0 publications

Assessment of Public Schools’ Out-of-School Time Academic Support Programs with Participant-Oriented Evaluation

Assessment of Public Schools’ Out-of-School Time Academic Support Programs with Participant-Oriented Evaluation

Science Teachers' Views Regarding Support and Training Courses

The Contribution of Remedial Courses on the Academic and Social Lives of Secondary School Students

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