Sosyo-Ekonomik Açıdan Dezavantajlı Kişilerin Eğitimleri Sırasında Karşılaştıkları Sorunlar

Akazu, Ibrahim Yaşar

doi:10.14582/duzgef.1912

Cited by 10 publications

(5 citation statements)

References 4 publications

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“…In other words, students' preferences for higher education depend more on the wealth and aspirations of their parents than on their own abilities and efforts (Brown, 1997). According to Kazu (2018), income status does not directly affect higher education enrollment, but it can have an impact on the university or program in which a person chooses to enroll. As a result, some programs have a higher representation of students from affluent families.…”

Section: Inclusion and Culturally Responsive Teaching In Higher Educa...mentioning

confidence: 99%

Yükseköğretimde Çeşitliliği ve Kültürlere Duyarlı Pedagojiyi Teşvik Etmek

TANERİ,

ÖZBEK

2023

Uluslararası Türk Eğitim Bilimleri Dergisi

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A student's contribution to and performance in the classroom should be taken into consideration when making decisions about their academic success, not their race, ethnicity, ancestry, gender, belief system, age, sexual preference, or physical or mental condition. Today, there is growing interest in culturally responsive education as a result of increasing student diversity and educators' efforts to provide a more inclusive and equitable educational experience that can respond to this diversity. This study aims to identify the pedagogical approaches and the cultural sensitivity of these approaches that determine how academics connect with, relate to, and teach their culturally and racially diverse students. The data from this phenomenological study were obtained through focus-group interviews with six faculty members working in various higher education institutions. The findings show that faculty members' knowledge of culturally responsive teaching and teaching strategies is inadequate. According to the participants, exams, crowded classrooms, teaching materials, and societal perceptions are the main barriers to achieving culturally responsive education. To reach all students and ensure their success, it is expected that this study will give faculty members insight into how to develop inclusive skills, positive attitudes, and culturally sensitive pedagogy.

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Section: Inclusion and Culturally Responsive Teaching In Higher Educa...mentioning

confidence: 99%

Yükseköğretimde Çeşitliliği ve Kültürlere Duyarlı Pedagojiyi Teşvik Etmek

TANERİ,

ÖZBEK

2023

Uluslararası Türk Eğitim Bilimleri Dergisi

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“…Poverty, geography, ethnicity, gender differences, disability, etc. are barriers to equitable access to higher education (Kazu, 2018).…”

Section: Introductionmentioning

confidence: 99%

Ensuring Social Justice and Student Motivation Through Distance Education: Learn

Han

2023

ulusoy

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Distance education is one of the ways of ensuring social justice in higher education for students who do not have the opportunity to access higher education. By providing flexibility of time and location, distance education offers a particularly important opportunity for individuals who face economic, geographical, or other barriers to accessing higher education. However, especially disadvantaged students have limited opportunities for distance learning. In many countries around the world, a considerable proportion of the population does not have access to the internet or a personal computer. Many students who have access to distance education and start a distance education program drop out for various reasons. In this article, increasing access to higher education through distance education and how to overcome absenteeism problems in distance education are discussed. This study, which review the literature and proposes a model, is descriptive in nature. A learn and earn model was proposed to ensure students' motivation to learn. In the learn and earn model, the focus is on how to assess student achievement and how to finance the preparation of teaching content and cash payments to students. In distance education, the income generated by the elimination of expenditures in traditional higher education systems is the main financial source of the model. Other sources of finance for the learn and earn model are a collaborative budget of governments, international organizations, and the private sector.

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“…Alanyazın incelendiğinde uzaktan eğitim çalışmalarının varlığı (Adıyaman, 2002;Al ve Madran, 2004;Ateş ve Altun, 2008;Aydemir, Küçük ve Karaman, 2012;Birişçi, 2013;Bozkurt, 2017;Demir, 2014;Ekici, 2003;Erturgut, 2008;Kırık, 2014;Odabaş, 2003;Oran ve Karadeniz, 2007;Orhan ve Akkoyunlu, 1999;Yalman, 2013;Yamamoto ve Altun, 2020) görülmektedir. Aynı zamanda sosyo-ekonomik durumun eğitime olan etkisi üzerine yapılmış çalışmalar da bulunmaktadır (Astone ve McLanahan, 1991;Baeck, 2010;Çiftçi ve Çağlar, 2014;Gelbal, 2008;Heyns ve Catsambis, 1986;Kazu, 2019;Kılıç ve Haşıloğlu, 2017;Kurt ve Taş, 2019;Lee ve Bowen, 2006;Lueptow, 1975;Milne, Myers, Reay, 2004;Sui-Chu ve Willms, 1996;Vellymalay, 2012;Yavuz, Odabaş ve Özdemir, 2016;Yolsal, 2016). Ancak yeni tip koronovirüs salgını bağlamında tüm dünyada olduğu gibi Türkiye'de de eğitim faaliyetlerinin durdurulması ve başlatılan uzaktan eğitim süreçlerine yönelik bilimsel çalışmaların (Bayburtlu, 2020;Duban ve Şen, 2020;Karahan, Bozan ve Akçay, 2020;Sirem ve Baş, 2020) çok da fazla olmadığı anlaşılmaktadır.…”

Section: Introductionunclassified

Evaluation of Distance Education Process Due to New Type of Coronavirus (SARS-CoV2) Pandemic with the Opinions of Elementary School Classroom Teachers

Çetinkaya¹

2020

TurkishStudies

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The aim of this study was to evaluate distance education process which is result of new type coronavirus pandemic, through the elementary school classroom teachers' opinions. The present research was a descriptive case study. The sample of the research consisted of 215 elementary school classroom teachers. The research was approved by Düzce University Institute of Social Sciences with the decision number 2020/174 in the ethics committee process. The participants were reached through social media platforms such as Facebook, Instagram, and WhatsApp and volunteer elementary school classroom teachers were asked to contribute to the research. The research data was collected through a questionnaire form created on Google Forms. The questionnaire created consists of 17 items, 5 of which are for determining demographic characteristics of the participants. The experts' opinions were used while creating this questionnaire. The created electronic questionnaire link was sent to the teachers via Facebook, Instagram and WhatsApp. When the responses to the questionnaire stopped, the data collection process of the research was completed. This process took a total of 2 weeks. The data obtained were analyzed by content analysis. The findings of the research were created by analyzing the data obtained. The research findings concluded that distance education carried out during the pandemic was highly affected by the socio-economic situation. The opinions on EBA contents differed according to the type of school where the teachers work and the location of the school. While it was concluded that mothers helped the education of children most during the epidemic process, teachers stated that continuing education despite the epidemic process was one of the strengths of distance education. At the end of the study, suggestions for enriching EBA elementary school contents and future research are included.

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Sosyo-Ekonomik Açıdan Dezavantajlı Kişilerin Eğitimleri Sırasında Karşılaştıkları Sorunlar

Cited by 10 publications

References 4 publications

Yükseköğretimde Çeşitliliği ve Kültürlere Duyarlı Pedagojiyi Teşvik Etmek

Yükseköğretimde Çeşitliliği ve Kültürlere Duyarlı Pedagojiyi Teşvik Etmek

Ensuring Social Justice and Student Motivation Through Distance Education: Learn

Evaluation of Distance Education Process Due to New Type of Coronavirus (SARS-CoV2) Pandemic with the Opinions of Elementary School Classroom Teachers

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