International Journal of Social Sciences最新文献

{"title":"Okul Öncesi Eğitimi Alınmasının İlkokuma-Yazma Başarısına Etkisi","authors":"Hatice Sancak","doi":"10.52096/usbd.8.33.21","DOIUrl":"https://doi.org/10.52096/usbd.8.33.21","url":null,"abstract":"Preschool education is of great importance in terms of preparation for first reading and writing. However, not every student receives pre-school education and starts primary school without acquiring some skills, causing some problems in the reading and writing process. Some problems experienced in this process may cause the expected efficiency in educational activities for teachers, students and parents. The purpose of this research is to determine the opinions of classroom teachers working in primary schools affiliated with the Ministry of National Education in the Turkish Republic of Northern Cyprus regarding the effect of pre-school education on the first reading and writing process, to identify the problems they experience with students who have not received pre-school education, and to identify the reasons and solution suggestions for these problems. . This research was prepared using the scanning model, which is among the qualitative research methods. In accordance with the purpose of the research, survey questions and tables explaining teachers' opinions were prepared and used. Primary schools affiliated with the Ministry of National Education were included in the research. In the research; A total of 118 teachers were used as the study group. SBSS24 program was used to analyze the research data, descriptive statistics (frequency, distribution, arithmetic mean, standard deviation) were used in the statistical analysis of the data obtained and the findings were interpreted. Key words: Reading and writing teaching, preschool, preparation for reading and writing","PeriodicalId":506660,"journal":{"name":"International Journal of Social Sciences","volume":"29 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139845486","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Eğitim Yönetiminde Program Geliştirme Süreçleri ile İlgili Alanyazında Yapılan Lisansüstü Bilimsel Çalışmaların İncelenmesi","authors":"Yılmaz Polat","doi":"10.52096/usbd.8.33.24","DOIUrl":"https://doi.org/10.52096/usbd.8.33.24","url":null,"abstract":"What is necessary to gain success in education and business life 21. when the sources belonging to institutions, organizations and initiatives, especially educational institutions, that define the skills of the century are examined, it is seen that one of the most frequently recurring skills is the ability to develop programs. Within the framework of the program development process, our life, the quality of what we produce or build depends exactly on the quality of our thinking. Acting randomly, thinking and acting are expensive both financially and in terms of our quality of life. At the current point in today's world, the importance of mastering program development skills is increasing every day. Within the framework of a qualified educational approach, acquiring the ability to develop a program is seen as a more important issue today than ever. John Dewey (1993) pointed out that skill development and learning are the most basic goals of education. Michael Scriven (2010) considers program development education as the most primary educational task. Cevizci (2010) considers program development at the very beginning of the goals that education is trying to achieve. He stated that the purpose of education will be achieved if people with program development skills are trained through education from a social or individual point of view. Warren (2006) stated that program development is a twenty-first century skill that all university graduates need. In order for individuals to be trained to master the ability to develop programs and to better understand their educational importance, it is necessary to explain in detail the importance of program development skills and their role in human life. Key Words: Educational Management, Program Development Postgraduate Scientific Studies","PeriodicalId":506660,"journal":{"name":"International Journal of Social Sciences","volume":"21 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140458832","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Yarışmacı Eğitim Yaklaşımının Öğrencilere Etkisine İlişkin Öğretmen Görüşleri","authors":"Hicran Tamkoç","doi":"10.52096/usbd.8.33.22","DOIUrl":"https://doi.org/10.52096/usbd.8.33.22","url":null,"abstract":"The purpose of this study is to determine teachers' opinions regarding the impact of competitive education approach - practices - on students' social and emotional development. Qualitative method was preferred in the research study and interview technique was used. Criterion sampling, one of the purposeful sampling methods, was used when determining the participants. The participants consist of 20 teachers who work in Sincan district of Ankara province in the 2022-2023 academic year, vary in terms of demographic characteristics, teach 12th grade students, and have worked for at least 5 years. In this study, a semi-structured interview form was created as a data collection tool to examine the social and emotional development of students in competitive education in terms of teachers' opinions, and was applied remotely via Google form. The answers given to the interview form in the study were analyzed with the content analysis method used in qualitative studies. The findings were coded and interpreted by creating themes. The classroom guidance program of the Ministry of National Education includes competencies in three development areas of students: academic, career and social and emotional. Social and emotional development area; It consists of ensuring personal safety, self-awareness, interpersonal skills, understanding and managing emotions, and decision-making competencies. As a result of our study, in which we discussed the effect of the competitive education approach, which is the purpose of our research, on the social and emotional development of students in the context of the social and emotional development competencies of the 12th grade guidance program, it can be said that the competitive education approach is insufficient to realize the social and emotional development of students at the desired level. While protecting personal security, self-awareness, interpersonal relations and decision-making skills show development in the social field, understanding and managing emotions show emotional development. At the end of the research, comparative practices that support emotional development can be determined by universities, and it can be recommended to provide consultancy services to the Ministry of Education and schools, to support the social development of students by school-family cooperation for each student, and to be supported by school administrators. Keywords: Competition, competitive education, social and emotional development, meritocracy","PeriodicalId":506660,"journal":{"name":"International Journal of Social Sciences","volume":"10 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139845533","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Okul Öncesi Eğitimi Alınmasının İlkokuma-Yazma Başarısına Etkisi","authors":"Hatice Sancak","doi":"10.52096/usbd.8.33.21","DOIUrl":"https://doi.org/10.52096/usbd.8.33.21","url":null,"abstract":"Preschool education is of great importance in terms of preparation for first reading and writing. However, not every student receives pre-school education and starts primary school without acquiring some skills, causing some problems in the reading and writing process. Some problems experienced in this process may cause the expected efficiency in educational activities for teachers, students and parents. The purpose of this research is to determine the opinions of classroom teachers working in primary schools affiliated with the Ministry of National Education in the Turkish Republic of Northern Cyprus regarding the effect of pre-school education on the first reading and writing process, to identify the problems they experience with students who have not received pre-school education, and to identify the reasons and solution suggestions for these problems. . This research was prepared using the scanning model, which is among the qualitative research methods. In accordance with the purpose of the research, survey questions and tables explaining teachers' opinions were prepared and used. Primary schools affiliated with the Ministry of National Education were included in the research. In the research; A total of 118 teachers were used as the study group. SBSS24 program was used to analyze the research data, descriptive statistics (frequency, distribution, arithmetic mean, standard deviation) were used in the statistical analysis of the data obtained and the findings were interpreted. Key words: Reading and writing teaching, preschool, preparation for reading and writing","PeriodicalId":506660,"journal":{"name":"International Journal of Social Sciences","volume":"119 43","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139785714","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Akran Zorbalığının Çocukların Sosyal Becerilerine Olan Etkilerinin İncelenmesi","authors":"Ahmet Karababa","doi":"10.52096/usbd.8.33.28","DOIUrl":"https://doi.org/10.52096/usbd.8.33.28","url":null,"abstract":"In this study, the effects of peer bullying on children's social skills were examined. The research used a qualitative model, aiming to examine the opinions of teachers, and adopted the phenomenology pattern in this context. The sample of the research consists of 15 teachers teaching in secondary schools in Kahta district of Adıyaman province. A semi-structured interview form was used to obtain data in the study. Content analysis, one of the qualitative analysis methods, was used to analyze the research data. According to teachers' opinions, the primary cause of peer bullying is bullying in the family. According to the impact on the social skills of children experiencing peer bullying, it has been determined that the most introvert situation is experienced. It has been observed that students who are victims of peer bullying have a decrease in their joy of life. It has been determined that teachers mostly try to help students develop empathy in order to strengthen peer relationships and prevent bullying. Afterwards, the codes of doing activities to create positive relationships with peers, providing education about bullying, and referring to the guidance service came to the fore. Teachers stated that they mostly act together with parents to prevent peer bullying. In addition, it has been determined that methods such as ensuring that families communicate more with their children, ensuring that they cooperate with guidance, and informing parents about peer bullying are implemented. In this study, based on teachers' opinions, it was evaluated whether the ability of children exposed to peer bullying to communicate with their friends was affected, and it was revealed that the most common symptoms of difficulty in expressing themselves were among the students. According to teachers' opinions, the prominent suggestion to prevent peer bullying is to provide training on bullying. Key Words: Peer Bullying, Social Skills, Secondary School","PeriodicalId":506660,"journal":{"name":"International Journal of Social Sciences","volume":"19 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140459008","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Epistemoloji Açısından Eğitim Yönetiminde Doğruluk Sorunsalı","authors":"Nurşen Akdoğan","doi":"10.52096/usbd.8.33.26","DOIUrl":"https://doi.org/10.52096/usbd.8.33.26","url":null,"abstract":"The educational services offered in a country are carried out within the framework of certain policies. These educational policies reflect the thoughts and philosophies of those who create them about life and education. For this reason, having knowledge about the philosophy of education provides a better understanding of the adopted policies and how to manage them. The forms of knowledge creation of scientific disciplines and fields are specific to the field. Accordingly, knowledge and the epistemic uses of knowledge cannot be understood without at least a slight idea of how knowledge is created. Researchers need structures beyond cognition in order to examine and reorganize how information is created and how various disciplines do it differently. At this point, the philosophical dimension of the subject also becomes important. The philosophy of education is in relation to the theory of knowledge of philosophy, and an educational philosophy proposes various views on what constitutes the nature of man, human interests, needs, happiness, and what is good for man. In this sense, it is necessary to determine how knowledge is known in the field of educational management, what tools are used in the production of knowledge, what resources are used, how knowledge is applicable and the accuracy of knowledge. In this context, the problem of accuracy is at least as important as information. True, it is the proposition that corresponds to the truth. Truth, on the other hand, is that which is accepted to exist independently of consciousness and design and is the subject of the correct proposition. The words truth and reality are used interchangeably from time to time. But actually, the two are different things. Reality is a thing or phenomenon that exists in the external world. Therefore it is real. If not, it is not real. Truth is the property of a proposition that is true, and it is a proposition or statement about this thing or phenomenon that exists. Truth refers to the logical relationship between a proposition and a fact. For this reason, it is questioned whether what is true is true, and what is true is true. Key Words: Education, Educational Management, Epistemology, The Problem of Accuracy","PeriodicalId":506660,"journal":{"name":"International Journal of Social Sciences","volume":"18 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140459023","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Yarışmacı Eğitim Yaklaşımının Öğrencilere Etkisine İlişkin Öğretmen Görüşleri","authors":"Hicran Tamkoç","doi":"10.52096/usbd.8.33.22","DOIUrl":"https://doi.org/10.52096/usbd.8.33.22","url":null,"abstract":"The purpose of this study is to determine teachers' opinions regarding the impact of competitive education approach - practices - on students' social and emotional development. Qualitative method was preferred in the research study and interview technique was used. Criterion sampling, one of the purposeful sampling methods, was used when determining the participants. The participants consist of 20 teachers who work in Sincan district of Ankara province in the 2022-2023 academic year, vary in terms of demographic characteristics, teach 12th grade students, and have worked for at least 5 years. In this study, a semi-structured interview form was created as a data collection tool to examine the social and emotional development of students in competitive education in terms of teachers' opinions, and was applied remotely via Google form. The answers given to the interview form in the study were analyzed with the content analysis method used in qualitative studies. The findings were coded and interpreted by creating themes. The classroom guidance program of the Ministry of National Education includes competencies in three development areas of students: academic, career and social and emotional. Social and emotional development area; It consists of ensuring personal safety, self-awareness, interpersonal skills, understanding and managing emotions, and decision-making competencies. As a result of our study, in which we discussed the effect of the competitive education approach, which is the purpose of our research, on the social and emotional development of students in the context of the social and emotional development competencies of the 12th grade guidance program, it can be said that the competitive education approach is insufficient to realize the social and emotional development of students at the desired level. While protecting personal security, self-awareness, interpersonal relations and decision-making skills show development in the social field, understanding and managing emotions show emotional development. At the end of the research, comparative practices that support emotional development can be determined by universities, and it can be recommended to provide consultancy services to the Ministry of Education and schools, to support the social development of students by school-family cooperation for each student, and to be supported by school administrators. Keywords: Competition, competitive education, social and emotional development, meritocracy","PeriodicalId":506660,"journal":{"name":"International Journal of Social Sciences","volume":"113 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139785938","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Eğitim Yönetiminin Düşünsel Kavramlarında Problem İzlekleri","authors":"Ergün Akşahin","doi":"10.52096/usbd.8.33.27","DOIUrl":"https://doi.org/10.52096/usbd.8.33.27","url":null,"abstract":"The naming and use of concepts belonging to a branch of science in different ways causes various controversies and confusion. These differences, which are also observed in the field of linguistics, are large enough to go down even to the secondary education level. However, the existence of a branch of science is made possible by determining its basic concepts and ensuring its continuous continuity. This becomes even more important when it comes to social sciences, because the concepts that point to the fields of study of the branch of science in question and the terms that express them as a language provide information about the process of becoming a scientist. In this sense, the concepts used in educational sciences and in the field of educational management also give clues about when and how these fields started to become scientific. The number of concepts that are still in use is not the same as the period when the field appeared. In order to sort out the basic concepts of educational management, it is necessary to express the basic problems of the field. In this sense, it is possible to specify the concepts that stand out as the basic concepts of educational philosophy in the form of the concept of education, learning, teaching, discipline, equal opportunities and the right of the child. There are many concepts used in educational processes, educational sciences and management. However, some of these concepts are basic concepts that reflect the characteristics of that area. In this context, the basic concepts of education can be listed as education, management, organization, system, educational management, non-formal education, formal education, coordination, power, supervision, leadership, discipline, school management, cascading of education, managerial power, authority, responsibility, task, competence, organizational effectiveness, efficiency, evaluation, communication and competence. This is a proof that education has to be in relation to other disciplines in terms of basic concepts. It is even possible to state that a large part of the concepts used in the field are taken from the fields of management and business administration. As the characteristics of the school, which is a kind of organization, and the nature of education as a process change, the characteristics of educational management also change. For this reason, the basic concepts used in the field may also change. Because not every age's expectations from education may be the same. Key Words: Education, Educational Management, Intellectual Concepts, Problem Tracks","PeriodicalId":506660,"journal":{"name":"International Journal of Social Sciences","volume":"7 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140458902","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Dini Metin ve Geleneklerde Mitra Kültü ve Mitraizm Üzerine Bir İnceleme","authors":"Mahmut Polat","doi":"10.52096/usbd.8.33.23","DOIUrl":"https://doi.org/10.52096/usbd.8.33.23","url":null,"abstract":"The cult of Mitra, which is related to the cult of the Sun, was active in Anatolia, India and Iran. The name and cult of Mitra has been widely used in Indian and Iranian religious texts and rituals. It still continues in the Zoroastrian tradition. The religious tradition of Mithraism, which bears the same name, emerged in the Roman period in the 1st century BC in the form of the religion of mystery, and continued its existence in Anatolia and Roman lands until the 5th century. Mithraism, which was adopted by Roman soldiers and merchants, spread to Europe and North Africa under the rule of Rome, and took various forms by mixing with local cults. Mithraism, which was banned and subjected to oppression when Christianity became the official religion of Rome, declined and its temples were destroyed. Mithraism survived among the Gnostics and disappeared into history. Keywords: Mithra, Mithraism, Rigveda, Avesta, Greek-Roman Mythology","PeriodicalId":506660,"journal":{"name":"International Journal of Social Sciences","volume":"8 19","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140458974","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Eğitim Yöneticilerinin Eğitimde Fırsat Eşitliği Konusundaki Rolleri","authors":"Murat Eyyup Yalaza","doi":"10.52096/usbd.8.33.20","DOIUrl":"https://doi.org/10.52096/usbd.8.33.20","url":null,"abstract":"Eğitim hakkı kavramı, bütün insanların ayrımcılık gözetilmeksizin eşit bir biçimde içinde bulundukları toplumda eğitime ayrılan kaynakların, sunulan hizmetlerin ve yararların paylaşılması hususunda sahip oldukları tabi hakları belirtmektedir. İnsan Hakları Evrensel Bildirgesinde hiçbir ayrım gözetmeksizin tüm bireylere tanınmış bir hak olarak yer almıştır. Bundan sonra yayınlanan çok sayıda uluslararası bildiri ve sözleşmede ise diğer insan haklarına ulaşabilmenin önkoşulu olarak belirlenmiştir. Eğitim hakkıyla ilgili uluslararası sözleşmeler, devletlere hiçbir ayrım yapılmaksızın bireylere eğitim hizmetinin sunulması sorumluluğunu yüklemektedir. Ayrımcılık yasağı ilke olarak negatif bir yükümlülüktür, ancak devletlerin her tür ayrımcılığın önlenmesi hususunda pozitif yükümlülükleri söz konusudur. Evrensel nitelikli belgelerde bireylere hayat boyu tanınmış bir hak olan eğitim, kesintisiz ve sürekli bir süreç olarak ele alınır. Dolayısıyla bilgi çağında olmamıza karşın bilgi eşitsizliklerinin derinleştiği bir dünyada insan yaşamının belirli bir evresinde yararlanılması gereken bir hak değildir. Bilimsel ve teknolojik gelişmeler bireylerin sahip oldukları bilgi, beceri ve yeterliklerin sürekli güncellenmesi gereksinimini ortaya çıkarmaktadır. Bu nedenle tüm bireylerin eğitim hakkından hayat boyu yararlanmalarını sağlayacak olanaklar arttırılmalıdır. Eğitim yöneticileri, kaynakları etkin şekilde kullanarak eğitim hakkından hiçbir ayrım gözetmeksizin tüm yetişkinlerin yararlanmasını sağlamak, katılım oranlarını artırmak, toplumun gereksinimlerine uygun eğitim etkinlikleri düzenlemek ve uygulamak göreviyle yükümlüdürler. Bu açıdan bakıldığında yetişkin eğitimi kurumunda görevli eğitim yöneticilerinin yetişkinlerin eğitim hakkının sağlanmasına ilişkin rollerini yeterince yerine getirememelerinin yetişkin eğitimine katılımın düşük olması, yetişkinlerin eğitim gereksinimlerinin karşılanamaması, nitelikli bir yetişkin eğitimi sunulamaması sonuçlarını doğuran nedenler arasında yer aldığı ileri sürülebilir. Eğitim yöneticilerinin yetişkinlerin eğitim hakkına ilişkin rollerinin yerine getirilmesi aşamasında yaşanan sorunların saptanması ve eğitim yöneticilerinin gerçekleştirmesi gereken rollerin ortaya konulabilmesi için eğitim yöneticilerinin görüşlerinin belirlenmesi gereklidir. Key Words: The Right to Education, Equality of Opportunity, Education Managers","PeriodicalId":506660,"journal":{"name":"International Journal of Social Sciences","volume":"67 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139794911","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}