Bir Ortaokulda Uygulanan Okul Geliştirme Projesini Anlamak: Bir Durum Çalışması

Aysel Ateş; Ali Ünal

Research Article

Understand a School Improvement Project Carry Out in Secondary School: A Case Study

Year 2019, Volume: 7 Issue: 3, 1033 - 1061, 31.07.2019

Aysel Ateş Ali Ünal

Abstract

The study aims to evaluate the teacher professional development project which took place in a secondary state school in İstanbul, its processes and results to be considered towards the opinions of the teachers who are attended all project activities. The research, is conducted and designed in holistic single case pattern and typical case sampling method is used. Research data is obtained from 10 teachers who work in this school during the 2017-2018 academic year and attended all activities of the project by focus group interview method. Descriptive analysis was used. As a result it was seen that the project has created a continuous learning environment, became a motivation source, offered autonomy and being answer to the search for a meaning of teachers, continuous professional development. The research has shed light that schools should accomplish the activities towards their needs for development.

Keywords

Professional development, school improvement, continuous learning

References

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Bir Ortaokulda Uygulanan Okul Geliştirme Projesini Anlamak: Bir Durum Çalışması

Year 2019, Volume: 7 Issue: 3, 1033 - 1061, 31.07.2019

Aysel Ateş Ali Ünal

Abstract

Bu araştırmanın amacı, İstanbul’da resmi bir ortaokulda okul geliştirme kapsamında uygulanan bir öğretmen mesleki gelişim projesinin süreç ve sonuçlarının projeye katılan öğretmen görüşlerine göre değerlendirilmesidir. Çalışma, amaca uygun olarak nitel araştırma yöntemlerinden bütüncül tek durum deseni içinde tasarlanmış ve yürütülmüştür. Araştırma katılımcıları amaçlı örneklem yöntemlerinden tipik durum örnekleme yöntemi ile belirlenmiştir. Araştırma verileri, 2017-2018 eğitim-öğretim yılında bu ortaokulda görev yapan ve projenin faaliyetlerinin tamamına katılan 10 öğretmenden odak grup görüşmesi yolu ile elde edilmiştir. Görüşme katılımcılardan izin alınarak kayıt edilmiştir. Elde edilen veriler betimsel analiz yolu ile analiz edilmiştir. Analiz sonucunda, projenin öğretmenler için sürekli öğrenme ortamı oluşturduğu, motivasyon kaynağı olduğu, özerklik sunduğu ve anlam arayışına cevap olduğu görülmüş ve sürekli mesleki gelişim için hedeflenen sonuçlara ulaştığı tespit edilmiştir. Araştırma bu yönüyle okulların kendi gelişim ihtiyaçlarına yönelik faaliyetleri hayata geçirmesine ışık tutmakta. Her düzeydeki okula kendi okul geliştirme projesini hayata geçirerek okulu mesleki öğrenme topluluklarına dönüştürmesi önerilebilir.

Keywords

Mesleki gelişim, okul geliştirme, sürekli öğrenme

References

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Bernhardt, V.L. (2016). Data, data everywhere: Bringing all the data together for continuous school improvement (2nd ed.). New York, NY: Routledge.
Biancarosa, G., Bryk, A. S., & Dexter, E. R. (2010). Assessing the value-added effects of literacy collaborative professional development on student learning. The Elementary School Journal, 111(1), 7–34. https://doi.org/10.1086/653468.
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Conn, K. M. (2017). Identifying effective education interventions in sub-Saharan Africa: A meta-analysis of impact evaluations. Review of Educational Research, 87(5), 863–898. https://doi.org/10.3102/0034654317712025.
Day, C., Harris, A., & Hadfield, M. (2000). Grounding knowledge of schools in stakeholder realities: A Multi-perspective study of effective school leaders. School Leadership and Management, 21(1), 19-42.
De Vries, S., Jansen, E. P. W. A., & Van De Grift, W. J. C. M. (2013). Profiling teachers’ continuing professional development and the relation with their beliefs about learning and teaching. Teaching and Teacher Education, 33, 78–89. http://doi.org/10.1016/j.tate.2013.02.006
Desimone, L. (2002). How can comprehensive school reform models be successfully implemented?. Review of Educational Research, 72(3), 433–479.
Domitrovich, C. E., Gest, S. D., Gill, S., Bierman, K. L., Welsh, J. A., & Jones, D. (2009). Fostering high-quality Teaching with an enriched curriculum and professional development support:The head start REDI Program. American Educational Research Journal, 46(2), 567–597. http://doi.org/10.3102/0002831208328089
Dunn, R., Honigsfeld, A., Doolan, L. S., Bostrom, L., Russo, K., Schiering, M. S., ... & Tenedero, H. (2009). Impact of learning-style instructional strategies on students' achievement and attitudes: Perceptions of educators in diverse institutions. The Clearing House: A Journal of educational strategies, issues and ideas, 82(3), 135-140.
Edmonds, R. R. (1979). Some schools work and more can. Social Policy, 9(2), 28–32
Erik E.J. Thoonen, Peter J.C. Sleegers, Frans J. Oort & Thea T.D. Peetsma (2012) Building school-wide capacity for improvement: The role of leadership, school organizational conditions, and teacher factors. School Effectiveness and School Improvement, 23(4), 441-460, DOI: 10.1080/09243453.2012.678867
Krichesky, G. J., & Murillo, F.J. (2018). Teacher collaboration as a factor for learning and school improvement. A case study. Educacion XX1, 21(1), 135-156. DOI: 10.5944/educXX1.15080
Ganimian, A. J., & Murnane, R. J. (2016). Improving education in developing countries: Lessons from rigorous impact evaluations. Review of Educational Research, 86(3), 719-755. https://doi.org/10.3102/0034654315627499
Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38(4), 915–945.
Gülşen, C., Ateş, A. & G. Bahadır, E. (2012). Eğitim paydaşlarının düşüncelerine göre okulların etkili okul özelliklerine sahip olma düzeyleri. International Science and Technology Conference, 13-15 Aralık, Sakarya: Sakarya Üniversitesi, 453-461.
Hamre, B. K., Pianta, R. C., Downer, J. T., Decoster, J., Mashburn, A. J., Jones, S. M., & Hamagami, A. (2013). Teaching through Interactions: Testing a developmental framework of teacher effectiveness in over 4,000 classrooms. The Elementary School Journal, 113(4), 461–487. Retrieved from http://pdxscholar.library.pdx.edu/psy_fac
Harris, A., & Muijs, D. (2004). Improving Schools Through Teacher Leadership. England: McGraw- Hill Education (UK).
Harris, A. (2002). School Improvement: What’s in it for Schools? London, New York: Routledge.
Harris, A. (2011). System improvement through collective capacity building. Journal of Educational Administration, 49(6), 624–636.
Harris, A., & Chrispeels, J. (2006). Improving Schools and Educational Systems: International Perspectives. London: Routledge.
Henning, J. E., Rice, L. J., Dani, D. E., Weade, G., & McKeny, T. (2017). Teachers’ perceptions of their most significant change: source, impact, and process. Teacher Development, 21(3), 388–403. http://doi.org/10.1080/13664530.2016.1243570
Hoffman, D., & Levak, B. A. (2003). Personalizing Schools. Educational Leadership, 61(1), 30-34.
Hopkins, D., & Levin, B. (2000). Government policy and school development. School Leadership & Management, 20(1), 15-30.
Hopkins, D. & Reynolds, D. (2001) The past, present and future of school improvement: towards the third age. British Educational Research Journal, 27(4), 459–75.
Hopkins, D., Stringfield, S., Harris, A., Stoll, L., & Mackay, T. (2014). School and system improvement: a narrative state-of-the-art review. School Effectiveness and School Improvement: An International Journal of Research, Policy and Practice, 25(2), 257-281, DOI: 10.1080/09243453.2014.885452
Jackson, D. (2000) The School improvement journey: Perspectives on leadership. School Leadership and Management, 20(1), 61-79.
Jacobs, K., & Struyf, E. (2015). A first step toward a comprehensive model of integrated socio-emotional guidance: Investigating the effect of teachers task perception and a supportive network at school. Journal of Educational Research, 108(2), 95–111. http://doi.org/10.1080 /00220671.2013.839542
Jencks, C., & Riesman, D. (1967). The American negro college. Harvard Educational Review, 37(1), 3-60.
Joyce, B., Hersh, R., & McKibbin, M. (1983). The Structure of School Improvement. New York and London: Longman.
Katzenmeyer, M., & G. Moller (2001). Awakening the Sleeping Giant. Helping Teachers Develop as Leaders. Thousand Oaks, California: Corwin Press.
Kremer, M., Brannen, C., & Glennerster, R. (2013). The challenge of education and learning in the developing world. Science, 340(6130), 297–300. https://doi.org/ 10.1126/science.1235350.
Leita, L., O. (2018). How Finnish experienced teachers learn to improve their interactions with pupils. University of Eastern Finland, Philosophical Faculty. School of Applied Educational Science and Teacher Education. Master’s Degree Programme in Educational Sciences, Master’s thesis in Primary Education.
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Primary Language	Turkish
Journal Section	Articles
Authors	Aysel Ateş This is me 0000-0001-7582-6243 Ali Ünal 0000-0003-2967-2444
Publication Date	July 31, 2019
Published in Issue	Year 2019 Volume: 7 Issue: 3

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APA	Ateş, A., & Ünal, A. (2019). Bir Ortaokulda Uygulanan Okul Geliştirme Projesini Anlamak: Bir Durum Çalışması. Eğitimde Nitel Araştırmalar Dergisi, 7(3), 1033-1061.
AMA	Ateş A, Ünal A. Bir Ortaokulda Uygulanan Okul Geliştirme Projesini Anlamak: Bir Durum Çalışması. Derginin Amacı ve Kapsamı. July 2019;7(3):1033-1061.
Chicago	Ateş, Aysel, and Ali Ünal. “Bir Ortaokulda Uygulanan Okul Geliştirme Projesini Anlamak: Bir Durum Çalışması”. Eğitimde Nitel Araştırmalar Dergisi 7, no. 3 (July 2019): 1033-61.
EndNote	Ateş A, Ünal A (July 1, 2019) Bir Ortaokulda Uygulanan Okul Geliştirme Projesini Anlamak: Bir Durum Çalışması. Eğitimde Nitel Araştırmalar Dergisi 7 3 1033–1061.
IEEE	A. Ateş and A. Ünal, “Bir Ortaokulda Uygulanan Okul Geliştirme Projesini Anlamak: Bir Durum Çalışması”, Derginin Amacı ve Kapsamı, vol. 7, no. 3, pp. 1033–1061, 2019.
ISNAD	Ateş, Aysel - Ünal, Ali. “Bir Ortaokulda Uygulanan Okul Geliştirme Projesini Anlamak: Bir Durum Çalışması”. Eğitimde Nitel Araştırmalar Dergisi 7/3 (July 2019), 1033-1061.
JAMA	Ateş A, Ünal A. Bir Ortaokulda Uygulanan Okul Geliştirme Projesini Anlamak: Bir Durum Çalışması. Derginin Amacı ve Kapsamı. 2019;7:1033–1061.
MLA	Ateş, Aysel and Ali Ünal. “Bir Ortaokulda Uygulanan Okul Geliştirme Projesini Anlamak: Bir Durum Çalışması”. Eğitimde Nitel Araştırmalar Dergisi, vol. 7, no. 3, 2019, pp. 1033-61.
Vancouver	Ateş A, Ünal A. Bir Ortaokulda Uygulanan Okul Geliştirme Projesini Anlamak: Bir Durum Çalışması. Derginin Amacı ve Kapsamı. 2019;7(3):1033-61.

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