Destekleme ve Yetiştirme Kurslarına (DYK) İlişkin Ortaokul Öğrencilerinin Görüşleri

Timur, Serkan; Kahraman, Sakıp; Timur, Betül; Işseven, Ayfer

doi:10.24315/tred.566362

Cited by 7 publications

(10 citation statements)

References 9 publications

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“…Regarding the problems encountered in the support and training courses, teachers have stated problems like student absenteeism, lack of motivation of students, teachers and families, transportation and nutrition problems, insufficient course hours, not well planned classes, the course being free for students, fatigue, administrative problems, resource problem, no problem, disciplinary problems and no additional lesson fees for administrators. These findings obtained from the study shows similarity to the work done by Göksu and Gülcü (2016), Ünsal and Korkmaz (2016), Canpolat and Köçer (2017), Bozbayındır and Kara (2017), Demir Başaran and Narinalp Yıldız (2017), Sarıca (2019), Topcu and Ersoy (2019) and Timur et al (2020). In his study with secondary school students, Timur et al (2020) has concluded that students were tired and that there were problems such as lack of books.…”

Section: Discussionsupporting

confidence: 84%

“…These findings obtained from the study show similarity to the work done by Lauer et. al., (2006), Mazar (2012), Ünsal and Korkmaz (2016), Nartgün and Dilekçi (2016), Göksu and Gülcü (2016), Dönmez, Pekcan and Tekçe (2016), Bozbayındır and Kara (2017), Sarıca (2019), Topcu, and Ersoy (2019) and Timur et. al.…”

Section: Discussionmentioning

confidence: 99%

“…(2020). Timur et al (2020), in their study with middle school students, have concluded that the courses contribute to academic success. Additionally, Topcu and Ersoy (2019), in their study with middle school teachers, have concluded that activities that could not be done in the lessons were performed in these courses and thus the deficiencies of the students were eliminated.…”

Section: Discussionmentioning

confidence: 99%

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Views of Social Studies Teachers on Support and Training Courses

Kaya¹

2021

OJER

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The purpose of this research is to identify the views of social studies teachers working in suptive training courses on courses. In the study, case study pattern which is used frequently in qualitative research has been preferred. To identify the views of social studies teachers about supportive training courses semi-structured interview form has been used. Data has been gathered in 2019-2020 education season and content analysis method has been used in analyzing the data. Study group consists of 21 social studies teachers who both work in secondary schools situated in central Afyonkarahisar and supportive training courses. Most teachers find supportive training courses useful and state the reason of working in them both financial and service score. As to the effects on students while most teachers have mentioned positive effects like equality of opportunity some have stated attention and interest levels of students have decreased due to fatigue. As for the effects on teachers, most have stated positive impacts like financial benefit and service score while some have mentioned negative effects like getting tired. In general teachers have named typical common problems as transportation, nutrition and absenteeism. Accordingly with the findings of the study some suggestions have been made.

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Section: Discussionsupporting

confidence: 84%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Views of Social Studies Teachers on Support and Training Courses

Kaya¹

2021

OJER

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“…In the literature, there are studies depicting problems observed in the DYK. Tiredness due to the course time at the end of the day (Timur et al, 2020), higher nonattendance rates (Bozbayındır & Kara, 2017), operation and planning problems (Canlı, 2019), and lower motivation of the students (Topçu & Ersoy, 2019) are the problems in DYK, to name a few. Further, Topçu and Ersoy (2019) emphasized that teachers gave lectures in DYK because of additional income and bonus service points.…”

Section: Discussionmentioning

confidence: 99%

Examination of System of Transition to Upper-Secondary Schools From Lower-Secondary Schools in Terms of Student, Class, and School Level Variables

Ertem

2021

PEC

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Central exams which are reflection of structure of education systems determine many schooling processes. Especially, scores coming from these exams are indicators for student performance. Transition to upper-secondary school from lower-secondary school is based on “System of Transition to Upper-Secondary Schools” (LGS). The current study aimed to examine the relationship between scores on System of Transition to High Schools (LGS) and student, classroom, and school level variables. The design of the study is a correlational research. The random sample consisted of 731 students from 47 classrooms in the 15 lower-secondary schools. Secondary data coming from educational institutions via school information form were analyzed by Hierarchical Linear Modelling (HLM). School success score as a student-level variable, experience of a class teacher as a classroom-level variable, and a number of exam branch teachers, and a number of teachers assigned in support and training courses as school-level variables predicted significantly students’ performance in LGS. Considering the results of the current study, activities for professional development of teachers is recommended urgently to increase performance of the students. Keywords: educational policy, HLM, student performance, teacher experience, transition to upper-secondary school

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“…Dolayısıyla temel iki alanda eksikliklerin olduğu Turkish Studies -Education, 15 2ve bu alanlara odaklanılması gerektiği açıktır. Bu sınavlara hazırlamaka amacıyla yapılan kursların verimsizliği ve istenilen düzeyde etki göstermediği hem öğretmenlerin (Bozbayındır ve Kara, 2017;Canlı, 2019;Sarıca, 2019) hem de öğrencilerin görüşleriyle (Timur vd., 2020) ortaya çıkmıştır. Bu eksikliklerin giderilmesi adına, eğitimin daha da temel düzeyine inerek ilkokul düzeyinden destekleme eğitimlerine başlanması gereksinimi doğmuştur.…”

Section: Introductionunclassified

İlkokullarda Yetiştirme Programı (İYEP) Kurs Sürecinin Öğretmen Görüşlerine Göre Değerlendirilmesi

Kiliç¹

2020

TurkishStudies

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Many studies are being carried out in order to ensure academic success in educational environments. One of these studies is to support students with low success through extracurricular supportive courses. There are many courses for this purpose. One of them is the IYEP courses which started as of the 2018-2019 academic year. In this study, it is aimed to determine the opinions and suggestions of the practitioners about the implementation process of the "Training Program in Primary Schools" courses applied in primary schools. The study group of the study, which was designed as a case study, consisted of 17 classroom teachers who took part in IYEP courses in five different districts of Erzurum. The data collected through the unstructured interview form was analyzed by descriptive analysis. It was seen that the teachers had different opinions about whether the course increased academic success or not. Regarding the course process, it was mostly stated that the course did not reach its aim, student selection was not made correctly and there were deficiencies in planning. In the light of opinions of the teachers, the course will be held over the weekend and extended to a long period, the development of resource books and concrete materials, the purpose of the course to students and parents to explain the correct course, the participation of teachers in the planning process, the course and the psychosocial deficiencies support size may be recommended.

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Destekleme ve Yetiştirme Kurslarına (DYK) İlişkin Ortaokul Öğrencilerinin Görüşleri

Cited by 7 publications

References 9 publications

Views of Social Studies Teachers on Support and Training Courses

Views of Social Studies Teachers on Support and Training Courses

Examination of System of Transition to Upper-Secondary Schools From Lower-Secondary Schools in Terms of Student, Class, and School Level Variables

İlkokullarda Yetiştirme Programı (İYEP) Kurs Sürecinin Öğretmen Görüşlerine Göre Değerlendirilmesi

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