Teacher Views about the Starting Age of the First Grade Elementary School

Ari, Asım

doi:10.12738/estp.2014.3.2117

Cited by 7 publications

(9 citation statements)

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“…Some participants also offered solutions to the felt problems. As mentioned in different studies and the present study, for instance, Ari [35] and Epcacan [40], modifications in certain aspects of the change were regarded as critical to the success of the change. As implementers can closely observe the real problems of the reform, feedback from implementers may be the catalyst for the system's success, and it can be useful to develop specific strategies addressing the reform goals [41].…”

Section: Conclusion and Discussionsupporting

confidence: 49%

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A Preliminary Assessment of the Change Recipients' Perceptions of the "4+4+4 Reform Initiative": Has Anything Changed?

Summak¹

2016

Universal Journal of Educational Research

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The purpose of the present study was to assess change recipients' perceptions of 4+4+4 reform initiative put in effect in Turkish education system and to explore if anything has changed within the one-year interval. This research is a qualitative longitudinal case study conducted in 2013 and 2014 in a large city in Southeastern Turkey. Pragmatist paradigm has been the guiding research philosophy. The study group consisted of 106 teachers, 64 school administrators, and 4 educational supervisors. The study group was chosen via purposive sampling technique. Data were gathered through structured interview protocol consisting of four open-ended questions. Findings indicated that the favorable and unfavorable aspects of the reform regarded as positive were mostly remained unchanged in the one-year interval. Some of the problems remained the same. Finally, it was revealed that the participants' expectations about the future of the system varied in terms of potential effects of the reform initiative. Based on the findings, suggestions for the implementers and policy makers were offered.

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Section: Conclusion and Discussionsupporting

confidence: 49%

“…Among the most important problems were self-care skills and negative judgments of the school [34]. Similarly, Ari [35] found that teaching students of different ages caused significant problems for teachers, and this implementation made them unhappy in the school.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

A Preliminary Assessment of the Change Recipients' Perceptions of the "4+4+4 Reform Initiative": Has Anything Changed?

Summak¹

2016

Universal Journal of Educational Research

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“…The benches, whiteboards and noticeboards are no t suitable fo r the pupi ls' height. The stairs are no t safe for the pupils (Ari, 2014)", obtai ned from ARF 1, may be given as an example of these findings, coded as "Code 1a". In the articles, findings related to the unsuitability of the external physical structure of schools for students were accessed and thes e findings were coded as "Code 1b".…”

Section: Findings Obtained Following Analysis Of the Articles With Rementioning

confidence: 99%

A Review of Articles that Include the Schools’ Readiness Dimension

Kartal¹

2018

EUROPEAN J ED RES

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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.

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“…Bu dönemde ilkokul birinci sınıfa başlayan öğrenciler arasında yaş bakımında yaklaşık 18-20 ay civarında bir farklılık olduğu küçük yaş grubunun bundan etkilenebileceği düşünülmüş ve okula farklı yaşlarda başlayan öğrenciler ile ilgili pek çok araştırma yapılmıştır. Bu araştırmaların büyük bir kısmı okuma yazmada yaşanılan zorluklar, okula uyum problemleri ve bu konuda öğretmenler ve yöneticilerden alınan görüşlerle ilgilidir (Ari, 2014;Demir ve Ersöz, 2016;Oktay, Doğan ve Özcan, 2015;Akbaşlı ve Üredi, 2014;Cerit, Akgün, Yıldız & Soysal, 2014).…”

Section: Introductionunclassified

Follow-Up Study of Academic Achievement of Students That Start the School in Different Ages

Doğan

Özcan

2018

Karadeniz Uluslararası Bilimsel Dergi

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Bu araştırma Oktay, Doğan ve Özcan tarafından 2015 yılında farklı yaş gruplarında okula başlayan öğrenciler üzerinde yapılan çalışmanın devamı niteliğindedir. Bu araştırmanın amacı farklı yaşlarda ilkokula başlayan dördüncü sınıf öğrencilerinin akademik başarılarının boylamsal yöntemle incelenmesidir. İlk araştırmaya katılan 254 öğrenciden ulaşılan 141'i araştırmanın çalışma grubunu oluşturmaktadır. Bu öğrenciler İstanbul Anadolu yakası Kadıköy, Maltepe ve Ümraniye İlçelerinden 3 resmi ilkokula devam etmektedir. Öğrenciler okula başlama yaşına göre gruplandırılmıştır. 66-71 ay küçük grup, 72-77 ay orta grup, 78-83 ay büyük grup olarak isimlendirilmiştir. 4. Sınıf seviyesine ulaşan bu öğrencilerin akademik başarılarını saptamak için 3. sınıf konularını içeren matematik (sayılar, işlem bilgisi, örüntü, geometri ve problem çözme), okuma hızı ve okuduğunu anlamaya yönelik ölçme araçları uygulanmıştır. Ayrıca çalışma grubunun öğretmenlerinden öğrencilerin akademik, duygusal ve sosyal becerileri ile ilgili görüşleri yazılı olarak alınmıştır. Araştırmanın bulgularına göre okuma hızı, sayılar, işlem bilgisi, örüntü, geometri açısından yaş grupları arasında anlamlı bir farkın olmadığı soncuna ulaşılmıştır. Ancak okuduğunu anlama ve matematiksel problem çözme bakımından küçük yaş grubu ile diğer gruplar arasında küçük yaş grubu aleyhine anlamlı bir farkın olduğu belirlenmiştir. Bu sonuç önceki araştırmaya göre küçük yaş grubunda var olan 1 Bu çalışma 5. Uluslararası Okul Öncesi Eğitim Kongresi'nde bildiri olarak sunulmuştur.

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Teacher Views about the Starting Age of the First Grade Elementary School

Cited by 7 publications

References 0 publications

A Preliminary Assessment of the Change Recipients' Perceptions of the "4+4+4 Reform Initiative": Has Anything Changed?

A Preliminary Assessment of the Change Recipients' Perceptions of the "4+4+4 Reform Initiative": Has Anything Changed?

A Review of Articles that Include the Schools’ Readiness Dimension

Follow-Up Study of Academic Achievement of Students That Start the School in Different Ages

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