Okulu býrakma (okul terki) yaygýn eðitsel problemlerden biridir. Bununla ilgili oraný
azaltmak birçok ülkenin eðitsel önceliklerinden biri haline gelmiþtir. Gerçekte düþük okulu
býrakma oraný, eðitim sisteminin kalitesinin bir göstergesi olarak alýnmaktadýr. Okulu býrakma
olayýný azaltmayý ve okulu baþarýyla tamamlamayý hedefleyen; akademik baþarý programlarý,
devam takibi uygulamalarý, psikolojik danýþmanlýk hizmetleri, okul sonrasý eðitsel kulüpler,
akran öðreticiliði, özgeci davranýþ geliþtirme, davranýþ yönetimi, atýlganlýk eðitimi, mesleki
eðitim, alternatif okul programlarý gibi birçok önleme ve müdahale uygulamalarý/programlarý
bulunmaktadýr. Bu programlardan, okulu býrakma probleminin karmaþýk ve bütüncül doðasýna
uygun olmasý ve de okul yöneticileri, öðretmenler, veliler, psikolojik danýþmanlar ve diðer
eðitsel birimlerin ortak çabalarýný birleþtirici olmasý beklenmektedir
School dropout is one of the problems in general education and reducing the dropout
rate has become an educational priority in a lot of countries. A low dropout rate is used as an
indicator of the quality of the school system. There are a lot of prevention and interventation
practices/programs aimed at dropout and succesful school completion such as; academic
achievement programs, attendance mentoring, counseling services, after-school educational
clubs, peer tutoring, prosocial skill development, behavior management training, positive
assertiveness, vocational training and alternative school programs. It is expected that these
programs must address the complex and interactive nature of the dropouts problem sufficiently
and must be joined with the common efforts of educational agents such as administrators,
teachers, parents, counselors and others.
Primary Language | Turkish |
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Journal Section | Articles |
Authors | |
Publication Date | March 15, 2016 |
Submission Date | January 28, 2015 |
Published in Issue | Year 2008 Volume: 8 Issue: 1 |