A Review of Articles that Include the Schools’ Readiness Dimension

Abstract

The aim of this study is to review the academic papers written in Turkey on the subject of school readiness, with regard to one of the dimensions of school readiness, that of schools' readiness for children. The examinations were carried out using o ne of the qualitative research designs, namely the nested case study design. The study universe consists of 45 articles in Turkish that include the subject of school readiness published in 26 academic journals between the years 2012-2017. With the purposeful sampling method, 14 academic papers that include the dimension of schools' readiness for children were taken as the study sample. The obtained data were analyzed by descriptive content analysis. The analysis results show that half of the studies reviewed were published in the year 2014. It was observed that in the papers, among the components of the dimension of schools' readiness f or children, the schools' physical readiness component was most often mentioned. In the articles including the schools' physical readiness component, it was observed that mainly, findings indicating that schools were not physically suitable for first-year pupils' level of physical development had been made. As for the component of teachers' readiness, research findings were accessed r elating to the fact that teachers were not prepared for students in terms of their attitudes and values as well as their professional knowledge and skills. Moreover, in the articles, in terms of readiness of the schedule for students, findings were accesse d regarding the fact that primary school programmes were not suitable for the levels of the students or for their levels of readiness.

Okulun Hazır Oluşu Üzerine Nitel Bir İnceleme (Öğretmen Görüşlerine Göre Durum Tespiti)

“…The reason underlying these statements may be the need for more physical arrangements in the interiors of schools and the lack of statements made by the teachers on the suitability of the exteriors of the school for young children. Similarly, Kartal and Güner (2018) stated that the findings on the interiors of schools are more commonly available in the scientific papers on the dimension of schools' readiness.…”

“…Britto (2012) ve UNICEF (2012), okulun hazır olmasını, "eğitim ve öğretim ortamının hazır olması", "öğretmenin hazır olması", "eğitim ve öğretim programının hazır olması" ile açıklamaktadır. Türkiye'deki hazır oluş alanyazınında çocuğun okula hazır oluşuna odaklanıldığı (Harman & Çelikler, 2012;Kartal & Güner, 2018) ifade edilmektedir. Diğer taraftan ülkemizde Milli Eğitim Bakanlığı (MEB) tarafından gerçekleştirilen bazı uygulamaların, okulun hazır olması kapsamında incelenebileceği ve dört başlıkta ele alınabileceği söylenebilir: 1-Okulun fiziki açıdan hazır olması, 2-Öğretmenin hazırlıklı olması, 3-Programın hazır olması ve 4-Okula geçiş uygulamaları.…”

Far from Expectation: A Systematic Literature Review of Inclusive Education in Indonesia

“…In addition, the researchers also used several criteria in analyzing data. The analysis criteria in this study were developed by the researcher by referring to the requirements previously carried out by Hoang [48], Kwon & Lee [46], Kartal & Guner [49], & Williams [50]. The selection of these criteria is based on the SLR model equation, namely Preferred Reporting Items for Systematic Reviews and Meta-analysis (PRISMA).…”

Comparative Analysis of the Transition from Early Childhood Education to Primary Education: Factors Affecting Continuity between Stages

“…The transition between the stages of Early Childhood Education (ECE) and Primary Education (PE) has been a topic of interest for research in the last decade. Most of these studies focused on the continuities and disruptions experienced by students at that period (Ackesjö, 2017;Babić, 2017;Dockett & Perry, 2014;Gairín, 2005;Kartal & Guner, 2018;Lillejord et al, 2015;Sierra, 2018;Woodhead & Oates, 2007). The problems associated with continuity in transition are complex.…”

“…Another group of agents involved in this educational transition are the teachers, highlighting their training at both the initial and permanent levels as a key point within this transition (Argos et al, 2011;Castro et al, 2018;Huf, 2013;Kartal & Guner, 2018;McDermott et al, 2016;Pestano Pérez, 2016). This transition involves teachers from two different educational stages, which should be coordinated and have common points in their training for work in this process of change (Castro et al, 2012(Castro et al, , 2018Gairín, 2005;Margetts, 2002Margetts, , 2005Sierra, 2018;Tamayo, 2014).…”