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Covid-19 Salgınının Olumsuz Etkileriyle Mücadelede Türkiye Ulusal Destekleme Programı (TUDEP)

Yıl 2021, Cilt: 29 Sayı: 2, 442 - 451, 25.05.2021
https://doi.org/10.24106/kefdergi.901367

Öz

Covid-19 salgını, eğitim alanında büyük olumsuzluklara yol açmıştır. Salgına bağlı olarak okulların kapanması nedeniyle birçok ülkede eğitim faaliyetleri uzaktan eğitimle gerçekleştirilmiştir. Uzun süre evde kalmak ve okulun sunduğu imkânlardan yararlanamamak öğrencilerin fizyolojik ve psikolojik özellikleri üzerinde çeşitli olumsuzluklar doğurmaktadır. Bu nedenle UNESCO ve OECD gibi uluslararası kurumlar, okulların en kısa sürede tekrar açılması ve akademik destek programlarının uygulanması konusunda ülkelere çağrıda bulunmaktadır. Türkiye’de de salgına bağlı olarak okullar yaklaşık bir yıl kapalı kalmış, bu dönemde tüm eğitim faaliyetleri uzaktan eğitim ile sağlanmıştır. 2021 yılının mart ayı itibarıyla okulların tekrar açılması ile Milli Eğitim Bakanlığı (MEB), öğrencilerin akademik becerilerini desteklemek için Türkiye Ulusal Destekleme Programını (TUDEP) başlatmıştır. İki aşamalı olan bu projenin ilk aşaması bir acil müdahale programı olarak planlanmış, uzaktan eğitime katılımın en düşük olduğu ilçelerdeki öğrenciler önceliklendirilmiştir. Projenin ikinci aşaması ise tüm öğrencileri kapsayacak ve yaz aylarında uygulanacak geniş ölçekli bir destek programı olarak tasarlanmıştır. Bu çalışmanın amacı, TUDEP’in ikinci aşamasını destek programlarının oluşturulmasında önerilen uluslararası ölçütler ve iyi uygulama örneklerini dikkate alarak değerlendirmektir. İkinci aşamada ilkokuldan ortaöğretimin sonuna kadar tüm öğrencilerin hedeflenmesi, akademik desteğin önceliklendirilen alanlarda ve kritik kazanımlarla verilmesi, program hedeflerine ulaşma düzeyinin değerlendirilmesi, özel eğitime ihtiyaç duyan öğrencileri önceliklendirmesi ve katılımı en yüksek düzeye taşıyacak şekilde esnek bir programlama yapılması yönleriyle uluslararası standartlarla uyumlu olduğu sonucuna varılmıştır.

Kaynakça

  • Abraham, B. (2019). Effective strategies in remedial education. Journal for Research Scholars and Professionals of English Language Teaching, 15(39).
  • Azevedo, J. P., Hasan, A., Goldemberg, D., Iqbal, S. A., & Geven, K. (2020). Simulating the potential impacts of COVID-19 school closures on schooling and learning outcomes. World Bank Group Policy Research Working Paper 9284. Retrieved from https://openknowledge.worldbank.org/bitstream/handle/10986/33945/Simulating-the-Potential-Impacts-of-COVID-19-School-Closures-on-Schooling-and-Learning-Outcomes-A-Set-of-Global-Estimates.pdf?sequence=1&isAllowed=y
  • Bölükbaş, S., & Gür, B. S. (2020). Tracking and inequality: The results from Turkey. International Journal of Educational Development, 78, https://doi.org/10.1016/j.ijedudev.2020.102262.
  • Brossard, M., Cardoso, M., Kamei, A., Mishra, S., Mizunoya, S., & Reuge, N. (2020). Parental engagement in children’s learning. UNICEF Office of Research – Innocenti. Retrieved from https://www.unicefirc.org/publications/pdf/IRB%202020-09%20CL.pdf
  • Carvalho, S., & Hares, S. (2020). More from our database on school closures: New education policies may be increasing educational inequality. Center for Global Development. Retrieved from https://www.cgdev.org/blog/more-our-database-school-closures-new-education-policies-may-be-in-creasing-educational
  • Chen, H.L., & Yu, P. (2016). Closing achievement gaps and beyond: Teachers' reactions to the remedial education policy in Taiwan. Asia Pacific Education Review, 17(4), 609-624.
  • Daniel, J. (2020). Education and the COVID19 pandemic. Prospects, doi: 10.1007/s11125-020-09464-3.
  • Das, J., Daniels, B. & Andrabi, T. (2020). We have to protect the kids. RISE Insight Note No. 2020/016. RISE Programme. Retrieved from https://doi.org/10.35489/BSGRISE-RI_2020/016
  • Dorn, E., Hancock, B., Sarakatsannis,J., & Viruleg, E. (2020). COVID-19 and student learning in the United States: The hurt could last a lifetime. McKinsey & Company Public Sector Practice. Retrieved from https://www.mckinsey.com/~/media/McKinsey/Industries/Public%20and%20Social%20Sector/Our%20Insights/COVID-19%20and%20student%20learning%20in%20the%20United%20States%20The%20hurt%20could%20last%20a%20lifetime/COVID-19-and-student-learning-in-the-United-States-FINAL.pdf
  • Gençoğlu, C. (2019). Milli bir destekleme ve yetiştirme sistemi modeli: İlkokullarda Yetiştirme Programı (İYEP), Milli Eğitim Dergisi, 48(1), 853-881.
  • Gouedard, P., Pont, B., & Viennet, R. (2020). Education responses to Covid-19: Implementing a way forward. OECD Education Working Papers No. 224. Retrieved from https://www.oecd-ilibrary.org/docserver/8e95f977-en.pdf?expires=1615331335&id=id&accname=guest&checksum=F40988931C8DD7D5B05C1A2AF3B7893B
  • Johnston, J. H. (2010). Dropout prevention: A research brief. Fairfield, CT: Education Partnerships, Inc.
  • Gutiérrez, E., & Rodrigo, R. (2014). Closing the achievement gap in mathematics: evidence from a remedial program in Mexico City. Lat Am Econ Rev, 23, 14.
  • Kaffenberger, M. (2020). Modeling the long-run learning impact of the Covid-19 learning shock: Actions to (more than) mitigate loss. Retrieved from https://riseprogramme.org/publications/modeling-long-run-learning-impact-covid-19-learning-shock-actions-more-mitigate-loss
  • Karaağaç Cingöz, Z., & Gür, B. S. (2020). Ekonomik, sosyal ve kültürel statünün akademik başarıya etkisi PISA 2015 ve TEOG 2017 sonuçlarının karşılaştırması. İnsan ve Toplum, 10(4), 247-288.
  • Kuhfeld, M., & Tarasawa, B. (2020). The COVID-19 slide: What summer learning loss can tell us about the potential impact of school closures on student academic achievement. Retrieved from https://www.nwea.org/blog/2020/covid-19-school-closures-couldhave-devastating-impact-student-achievement/
  • Kuhfeld, M., Soland, J., Tarasawa, B., Johnson, A., Ruzek,E., & Liu, J. (2020). Projecting the potential impacts of COVID-19 school closures on academic achievement. EdWorkingPaper No. 20-226.
  • Maldonado, J. E., & De Witte, K. (2020). The effect of school closures on standardised student test outcomes. KU Leuven Discussion Paper Series 20.17. Retrieved from https://lirias.kuleuven.be/3189074?limo=0
  • Mccombs, J. S., Augustine, C. H., Schwartz, H. L., Bodilly, S.J., Brian. M., Lichter, D. S., & Cross, A. B. (2011). Making summer count: How summer programs can boost children’s learning. Santa Monica: RAND Corporation.
  • Micks, J., & Mcllwaine, J. (2020). Keeping the world’s children learning through COVID-19. UNICEF. Retrieved from https://www.unicef.org/coronavirus/keeping-worlds-children-learning-through-covid-19
  • OECD (2020a). A framework to guide an education response to the COVID-19 pandemic of 2020. Paris: OECD Publishing.
  • OECD (2020b). Education responses to COVID-19: Embracing digital learning and online collaboration. OECD Policy Responses to Coronavirus (COVID-19).
  • Özer, M., & Suna, H. E. (2020). Covid-19 pandemic and education. In Şeker, M., Özer, A., & Korkut, C. (Eds). Reflections on the pandemic: In the future of the world (pp. 159-178). Ankara: TÜBA.
  • Özer, M., Suna, H. E., Çelik, Z., & Aşkar, P. (2020). Covid-19 salgını dolayısıyla okulların kapanmasının eğitimde eşitsizlikler üzerine etkisi. İnsan ve Toplum, 10(4), 217-246.
  • Özer, M. (2020a). Educational policy actions by the Ministry of National Education in the times of COVID-19 pandemic in Turkey. Kastamonu Education Journal, 28(3), 1124–1129.
  • Özer, M. (2020b). The contribution of the strengthened capacity of vocational education and training system in turkey to the fight against COVID-19. Journal of Higher Education, 10(2), 134-140.
  • Özer, M. (2020c). Vocational education and training as “A friend in need” during coronavirus pandemic in Turkey. Bartın University Journal of Faculty of Education, 9(2), 1-7.
  • Özer, M., Gençoğlu, C., & Suna, H. E. (2020). Türkiye’de eğitimde eşitsizlikleri azaltmak için uygulanan politikalar, OMÜ Eğitim Fakültesi Dergisi, 39(2), 294-312.
  • Özer, M. (2021). A new step towards narrowing the achievement gap in Turkey: “1,000 schools in vocational education and training” Project. Bartın University Journal of Faculty of Education, 10(1), 97-108.
  • Pershad, D., Comba, R., & Bergmann, J. (2020). From schooling to learning for all: Reorienting curriculum and targeting instruction. Background paper, Averting an Education Catastrophe for the World’s Children. Retrieved from https://saveourfuture.world/white-paper/
  • Potter, H. (2020). Expanding access to summer learning in response to COVID-19. Retrieved from https://tcf.org/content/report/expanding-access-summer-learning-response-covid-19/?agreed=1.
  • Psacharopoulos, G., Patrinos, H., Collis, V., & Vegas, E. (2020). The COVID 19 cost of school closures. Retrieved from https://www.brookings.edu/blog/educationplus-development/2020/04/29/the-covid-19-cost-of-school-closures/
  • The World Bank (2020a). Response to Covid-19 in Europe and Central Asia. Retrieved from http://pubdocs.worldbank.org/en/862141592835804882/ECA-Education-Response-Note-v9-final.pdf
  • UNESCO (2020a). COVID-19 response – remediation: Helping students catch up on lost learning, with a focus on closing equity gaps. Retrieved from https://www.mckinsey.com/~/media/McKinsey/About%20Us/COVID%20Response%20Center/Overview/COVID-19%20Education%20Response%20Toolkit/202010_UNESCO-McKinsey%20Response%20Toolkit_Remediation_VF.pdf
  • UNESCO (2020b). Adverse consequences of school closures. Retrieved from https://en.unesco.org/covid19/educationresponse/consequences
  • UNESCO (2020c). As a new academic year begins, UNESCO warns that only one third of students will return to school. Retrieved from https://en.unesco.org/news/new-academic-year-begins-unesco-warns-only-one-third-students-will-return-school
  • UNESCO, UNICEF, World Bank, World Food Programme, & UNHR (2020). Framework for reopening schools.
  • UNESCO, UNICEF, World Bank, World Food Programme, & UNHR (2021). Framework for reopening schools supplement: From reopening to recovery – Key resources. Retrieved from https://www.unicef.org/media/94741/file/Framework%20for%20Reopening%20Schools%20Supplement-From%20Reopening%20to%20Recovery-Key%20Resources.pdf
  • UNICEF (2020a). COVID-19: Effects of school closures on foundational skills and promising practices for monitoring and mitigating learning loss. Retrieved from https://www.unicef-irc.org/publications/pdf/COVID-19_Effects_of_School_Closures_on_Foundational_Skills_and_Promising_Practices_for_Monitoring_and_Mitigating_Learning_Loss.pdf
  • UNICEF (2020b). Covid-19: Are children able to continue learning during school closures? Retrieved from https://data.unicef.org/resources/remote-learning-reachability-factsheet/
  • UNICEF (2020c). COVID-19: UNICEF warns of continued damage to learning and well-being as number of children affected by school closures soars again. Retrieved from https://www.unicef.org/romania/press-releases/covid-19-unicef-warns-continued-damage-learning-and-well-being-number-children
  • United Nations (2020). Policy brief: Education during COVID-19 and beyond. Retrieved from https://unsdg.un.org/sites/default/files/2020-08/sg_policy_brief_covid-19_and_education_august_2020.pdf
  • UN Education Agency (2020). Startling disparities in digital learning emerge as COVID-19 spreads. Retrieved from https://news.un.org/en/story/2020/04/1062232
  • The World Bank (2020b). The World Bank’s education response to Covid-19. Retrieved from http://pubdocs.worldbank.org/en/487971608326640355/External-WB-EDU-Response-to-COVID-Dec15FINAL.pdf
  • The World Bank (2020c). The Covid-19 pandemic: Shocks to education and policy responses. Retrieved from https://openknowledge.worldbank.org/bitstream/handle/10986/33696/148198.pdf
  • Schwartz, A. C. (2012). Remedial education programs to accelerate learning for all. Retrieved from http://documents1.worldbank.org/curated/en/564671468151507990/pdf/797830WP0Anali0Box0379789B00PUBLIC0.pdf adresinden erişildi.
  • Simonez, T. J. (2016). Remedial education programs and student success: Perceptions of faculty and administrators at HBCUs. Yayımlanmamış Doktora Tezi, Georgia Southern University, ABD.
  • Suna, H. E., Tanberkan, H., & Özer, M. (2020). Changes in literacy of students in Turkey by years and school types: Performance of students in PISA applications. Journal of Measurement and Evaluation in Education and Psychology, 11(1), 76–97.
  • Suna, H. E., Tanberkan, H., Gür, B. S., Perc, M., & Özer, M. (2020a). Socioeconomic status and school type as predictors of academic achievement, Journal of Economy Culture and Society, 61, 41-64.
  • Suna, H. E., Gür, B. S., Gelbal, S., & Özer, M. (2020b). Fen lisesi öğrencilerinin sosyoekonomik arkaplanı ve yükseköğretime geçişteki tercihleri. Yükseköğretim Dergisi, 10(3), 356–370.
  • Wilson, S. J., Tanner-Smith, E. E., Lipsey, M. W., Steinka-Fry, K., & Morrison, J. (2011). Dropout prevention and intervention programs: Effects on school completion and dropout among school-aged children and youth. Campbell Systematic Reviews 2011:8, The Campbell Collaboration. Retrieved from https://onlinelibrary.wiley.com/doi/epdf/10.4073/csr.2011.8

The Turkish National Remedial Program (TNRP) to Combat the Negative Effects of the Covid-19 Pandemic

Yıl 2021, Cilt: 29 Sayı: 2, 442 - 451, 25.05.2021
https://doi.org/10.24106/kefdergi.901367

Öz

The Covid-19 pandemic has led unique negative consequences in education. Due to the closure of schools, educational services have been carried out through distance education in many countries. Physical restrictions and staying away from the schools have negative consequences both on the physiological and psychological attributes of the students. Therefore, international institutions such as UNESCO and OECD advise countries to reopen schools as soon as possible and implement remedial programs. Due to the school closures, all educational services have been provided by distance education for nearly a year in Turkey. After the reopening of schools as of March 2021, Ministry of National Education (MoNE) has initiated Turkish National Remedial Program (TNRP) to support the students' academic skills as a two-stage program. The first phase of the project is designed as an emergency action plan, and the students in regions with the lowest participation in distance education were prioritized. The second phase of the project is designed as a large-scale support program that will cover all students and will be implemented during the summer months. The purpose of this study is to evaluate the second stage of TNRP by taking into consideration the international criteria for remedial programs and best practices around the world. It is concluded that the second phase of TNRP is in coherence with international standards in terms of targeting all students from primary school to the end of secondary education, providing academic support with compressed content with critical outcomes, assessing the level of student achievement, prioritizing students who need special education, and making flexible programming to maximize participation.

Kaynakça

  • Abraham, B. (2019). Effective strategies in remedial education. Journal for Research Scholars and Professionals of English Language Teaching, 15(39).
  • Azevedo, J. P., Hasan, A., Goldemberg, D., Iqbal, S. A., & Geven, K. (2020). Simulating the potential impacts of COVID-19 school closures on schooling and learning outcomes. World Bank Group Policy Research Working Paper 9284. Retrieved from https://openknowledge.worldbank.org/bitstream/handle/10986/33945/Simulating-the-Potential-Impacts-of-COVID-19-School-Closures-on-Schooling-and-Learning-Outcomes-A-Set-of-Global-Estimates.pdf?sequence=1&isAllowed=y
  • Bölükbaş, S., & Gür, B. S. (2020). Tracking and inequality: The results from Turkey. International Journal of Educational Development, 78, https://doi.org/10.1016/j.ijedudev.2020.102262.
  • Brossard, M., Cardoso, M., Kamei, A., Mishra, S., Mizunoya, S., & Reuge, N. (2020). Parental engagement in children’s learning. UNICEF Office of Research – Innocenti. Retrieved from https://www.unicefirc.org/publications/pdf/IRB%202020-09%20CL.pdf
  • Carvalho, S., & Hares, S. (2020). More from our database on school closures: New education policies may be increasing educational inequality. Center for Global Development. Retrieved from https://www.cgdev.org/blog/more-our-database-school-closures-new-education-policies-may-be-in-creasing-educational
  • Chen, H.L., & Yu, P. (2016). Closing achievement gaps and beyond: Teachers' reactions to the remedial education policy in Taiwan. Asia Pacific Education Review, 17(4), 609-624.
  • Daniel, J. (2020). Education and the COVID19 pandemic. Prospects, doi: 10.1007/s11125-020-09464-3.
  • Das, J., Daniels, B. & Andrabi, T. (2020). We have to protect the kids. RISE Insight Note No. 2020/016. RISE Programme. Retrieved from https://doi.org/10.35489/BSGRISE-RI_2020/016
  • Dorn, E., Hancock, B., Sarakatsannis,J., & Viruleg, E. (2020). COVID-19 and student learning in the United States: The hurt could last a lifetime. McKinsey & Company Public Sector Practice. Retrieved from https://www.mckinsey.com/~/media/McKinsey/Industries/Public%20and%20Social%20Sector/Our%20Insights/COVID-19%20and%20student%20learning%20in%20the%20United%20States%20The%20hurt%20could%20last%20a%20lifetime/COVID-19-and-student-learning-in-the-United-States-FINAL.pdf
  • Gençoğlu, C. (2019). Milli bir destekleme ve yetiştirme sistemi modeli: İlkokullarda Yetiştirme Programı (İYEP), Milli Eğitim Dergisi, 48(1), 853-881.
  • Gouedard, P., Pont, B., & Viennet, R. (2020). Education responses to Covid-19: Implementing a way forward. OECD Education Working Papers No. 224. Retrieved from https://www.oecd-ilibrary.org/docserver/8e95f977-en.pdf?expires=1615331335&id=id&accname=guest&checksum=F40988931C8DD7D5B05C1A2AF3B7893B
  • Johnston, J. H. (2010). Dropout prevention: A research brief. Fairfield, CT: Education Partnerships, Inc.
  • Gutiérrez, E., & Rodrigo, R. (2014). Closing the achievement gap in mathematics: evidence from a remedial program in Mexico City. Lat Am Econ Rev, 23, 14.
  • Kaffenberger, M. (2020). Modeling the long-run learning impact of the Covid-19 learning shock: Actions to (more than) mitigate loss. Retrieved from https://riseprogramme.org/publications/modeling-long-run-learning-impact-covid-19-learning-shock-actions-more-mitigate-loss
  • Karaağaç Cingöz, Z., & Gür, B. S. (2020). Ekonomik, sosyal ve kültürel statünün akademik başarıya etkisi PISA 2015 ve TEOG 2017 sonuçlarının karşılaştırması. İnsan ve Toplum, 10(4), 247-288.
  • Kuhfeld, M., & Tarasawa, B. (2020). The COVID-19 slide: What summer learning loss can tell us about the potential impact of school closures on student academic achievement. Retrieved from https://www.nwea.org/blog/2020/covid-19-school-closures-couldhave-devastating-impact-student-achievement/
  • Kuhfeld, M., Soland, J., Tarasawa, B., Johnson, A., Ruzek,E., & Liu, J. (2020). Projecting the potential impacts of COVID-19 school closures on academic achievement. EdWorkingPaper No. 20-226.
  • Maldonado, J. E., & De Witte, K. (2020). The effect of school closures on standardised student test outcomes. KU Leuven Discussion Paper Series 20.17. Retrieved from https://lirias.kuleuven.be/3189074?limo=0
  • Mccombs, J. S., Augustine, C. H., Schwartz, H. L., Bodilly, S.J., Brian. M., Lichter, D. S., & Cross, A. B. (2011). Making summer count: How summer programs can boost children’s learning. Santa Monica: RAND Corporation.
  • Micks, J., & Mcllwaine, J. (2020). Keeping the world’s children learning through COVID-19. UNICEF. Retrieved from https://www.unicef.org/coronavirus/keeping-worlds-children-learning-through-covid-19
  • OECD (2020a). A framework to guide an education response to the COVID-19 pandemic of 2020. Paris: OECD Publishing.
  • OECD (2020b). Education responses to COVID-19: Embracing digital learning and online collaboration. OECD Policy Responses to Coronavirus (COVID-19).
  • Özer, M., & Suna, H. E. (2020). Covid-19 pandemic and education. In Şeker, M., Özer, A., & Korkut, C. (Eds). Reflections on the pandemic: In the future of the world (pp. 159-178). Ankara: TÜBA.
  • Özer, M., Suna, H. E., Çelik, Z., & Aşkar, P. (2020). Covid-19 salgını dolayısıyla okulların kapanmasının eğitimde eşitsizlikler üzerine etkisi. İnsan ve Toplum, 10(4), 217-246.
  • Özer, M. (2020a). Educational policy actions by the Ministry of National Education in the times of COVID-19 pandemic in Turkey. Kastamonu Education Journal, 28(3), 1124–1129.
  • Özer, M. (2020b). The contribution of the strengthened capacity of vocational education and training system in turkey to the fight against COVID-19. Journal of Higher Education, 10(2), 134-140.
  • Özer, M. (2020c). Vocational education and training as “A friend in need” during coronavirus pandemic in Turkey. Bartın University Journal of Faculty of Education, 9(2), 1-7.
  • Özer, M., Gençoğlu, C., & Suna, H. E. (2020). Türkiye’de eğitimde eşitsizlikleri azaltmak için uygulanan politikalar, OMÜ Eğitim Fakültesi Dergisi, 39(2), 294-312.
  • Özer, M. (2021). A new step towards narrowing the achievement gap in Turkey: “1,000 schools in vocational education and training” Project. Bartın University Journal of Faculty of Education, 10(1), 97-108.
  • Pershad, D., Comba, R., & Bergmann, J. (2020). From schooling to learning for all: Reorienting curriculum and targeting instruction. Background paper, Averting an Education Catastrophe for the World’s Children. Retrieved from https://saveourfuture.world/white-paper/
  • Potter, H. (2020). Expanding access to summer learning in response to COVID-19. Retrieved from https://tcf.org/content/report/expanding-access-summer-learning-response-covid-19/?agreed=1.
  • Psacharopoulos, G., Patrinos, H., Collis, V., & Vegas, E. (2020). The COVID 19 cost of school closures. Retrieved from https://www.brookings.edu/blog/educationplus-development/2020/04/29/the-covid-19-cost-of-school-closures/
  • The World Bank (2020a). Response to Covid-19 in Europe and Central Asia. Retrieved from http://pubdocs.worldbank.org/en/862141592835804882/ECA-Education-Response-Note-v9-final.pdf
  • UNESCO (2020a). COVID-19 response – remediation: Helping students catch up on lost learning, with a focus on closing equity gaps. Retrieved from https://www.mckinsey.com/~/media/McKinsey/About%20Us/COVID%20Response%20Center/Overview/COVID-19%20Education%20Response%20Toolkit/202010_UNESCO-McKinsey%20Response%20Toolkit_Remediation_VF.pdf
  • UNESCO (2020b). Adverse consequences of school closures. Retrieved from https://en.unesco.org/covid19/educationresponse/consequences
  • UNESCO (2020c). As a new academic year begins, UNESCO warns that only one third of students will return to school. Retrieved from https://en.unesco.org/news/new-academic-year-begins-unesco-warns-only-one-third-students-will-return-school
  • UNESCO, UNICEF, World Bank, World Food Programme, & UNHR (2020). Framework for reopening schools.
  • UNESCO, UNICEF, World Bank, World Food Programme, & UNHR (2021). Framework for reopening schools supplement: From reopening to recovery – Key resources. Retrieved from https://www.unicef.org/media/94741/file/Framework%20for%20Reopening%20Schools%20Supplement-From%20Reopening%20to%20Recovery-Key%20Resources.pdf
  • UNICEF (2020a). COVID-19: Effects of school closures on foundational skills and promising practices for monitoring and mitigating learning loss. Retrieved from https://www.unicef-irc.org/publications/pdf/COVID-19_Effects_of_School_Closures_on_Foundational_Skills_and_Promising_Practices_for_Monitoring_and_Mitigating_Learning_Loss.pdf
  • UNICEF (2020b). Covid-19: Are children able to continue learning during school closures? Retrieved from https://data.unicef.org/resources/remote-learning-reachability-factsheet/
  • UNICEF (2020c). COVID-19: UNICEF warns of continued damage to learning and well-being as number of children affected by school closures soars again. Retrieved from https://www.unicef.org/romania/press-releases/covid-19-unicef-warns-continued-damage-learning-and-well-being-number-children
  • United Nations (2020). Policy brief: Education during COVID-19 and beyond. Retrieved from https://unsdg.un.org/sites/default/files/2020-08/sg_policy_brief_covid-19_and_education_august_2020.pdf
  • UN Education Agency (2020). Startling disparities in digital learning emerge as COVID-19 spreads. Retrieved from https://news.un.org/en/story/2020/04/1062232
  • The World Bank (2020b). The World Bank’s education response to Covid-19. Retrieved from http://pubdocs.worldbank.org/en/487971608326640355/External-WB-EDU-Response-to-COVID-Dec15FINAL.pdf
  • The World Bank (2020c). The Covid-19 pandemic: Shocks to education and policy responses. Retrieved from https://openknowledge.worldbank.org/bitstream/handle/10986/33696/148198.pdf
  • Schwartz, A. C. (2012). Remedial education programs to accelerate learning for all. Retrieved from http://documents1.worldbank.org/curated/en/564671468151507990/pdf/797830WP0Anali0Box0379789B00PUBLIC0.pdf adresinden erişildi.
  • Simonez, T. J. (2016). Remedial education programs and student success: Perceptions of faculty and administrators at HBCUs. Yayımlanmamış Doktora Tezi, Georgia Southern University, ABD.
  • Suna, H. E., Tanberkan, H., & Özer, M. (2020). Changes in literacy of students in Turkey by years and school types: Performance of students in PISA applications. Journal of Measurement and Evaluation in Education and Psychology, 11(1), 76–97.
  • Suna, H. E., Tanberkan, H., Gür, B. S., Perc, M., & Özer, M. (2020a). Socioeconomic status and school type as predictors of academic achievement, Journal of Economy Culture and Society, 61, 41-64.
  • Suna, H. E., Gür, B. S., Gelbal, S., & Özer, M. (2020b). Fen lisesi öğrencilerinin sosyoekonomik arkaplanı ve yükseköğretime geçişteki tercihleri. Yükseköğretim Dergisi, 10(3), 356–370.
  • Wilson, S. J., Tanner-Smith, E. E., Lipsey, M. W., Steinka-Fry, K., & Morrison, J. (2011). Dropout prevention and intervention programs: Effects on school completion and dropout among school-aged children and youth. Campbell Systematic Reviews 2011:8, The Campbell Collaboration. Retrieved from https://onlinelibrary.wiley.com/doi/epdf/10.4073/csr.2011.8
Toplam 51 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Research Article
Yazarlar

Mahmut Özer 0000-0001-8722-8670

Eren Suna 0000-0002-6874-7472

Sadri Şensoy 0000-0002-2430-7520

Mete Cengiz Bu kişi benim 0000-0001-6177-1093

Cem Gençoğlu 0000-0003-2589-8673

Kemal Varın Numanoğlu 0000-0001-7344-9157

Mehmet Nezir Gül Bu kişi benim 0000-0002-9911-7553

Yayımlanma Tarihi 25 Mayıs 2021
Kabul Tarihi 3 Mayıs 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 29 Sayı: 2

Kaynak Göster

APA Özer, M., Suna, E., Şensoy, S., Cengiz, M., vd. (2021). The Turkish National Remedial Program (TNRP) to Combat the Negative Effects of the Covid-19 Pandemic. Kastamonu Education Journal, 29(2), 442-451. https://doi.org/10.24106/kefdergi.901367