Özel Yetenekliler Alanında Uluslararası Doktora Tezlerinin Analizi (2010-2020)

Öz

Bu çalışmada uluslararası alanyazında 2010-2020 (Ağustos) yılları arasında özel yetenekliler alanında tamamlanan doktora tezlerinin mevcut özelliklerinin ve genel eğilimlerinin belirlenmesi amaçlanmıştır. Dahil etme ölçütleri (a) İngilizce yazılmış olması (b) doktora tezi olması (c) tam metne erişilebilmesi (d) özel yetenekli bireylerin, ailelerinin ya da eğitimcilerin (yönetici, genel sınıf öğretmeni, branş öğretmeni, özel eğitim öğretmeni, program koordinatörleri vb.) katılımcı olarak yer alması olarak belirlenmiştir. Dahil etme ölçütlerini karşılayan 112 doktora tezi üniversite, yıl, yöntem, desen; tema ve bulgular açısından içerik analizi tekniği ile incelenmiştir. Tezlerin yarısından fazlasında (%51,79) nitel, dörtte birinde nicel (%25,89) ve beşte birinden fazlasında karma (%22,32) yöntem kullanılmıştır. Nitel yöntemde durum çalışması ve fenomenoloji; nicel yöntemde tarama; karma yöntemde ise açımlayıcı sıralı desenin en çok tercih edildiği belirlenmiştir. Temaya göre dağılım incelendiğinde, sunulan eğitim hizmetinin %20,54 ile en fazla olduğu ve eğitimcilerle yürütülen çalışmanın %19,64 ile ikinci sırayı paylaştığı belirlenmiştir. Yetişkin ya da mezun özel yetenekli bireyler ile retrospektif ve/veya boylamsal çalışmalara daha az yer verildiği bulunmuştur. Bu çalışma, eğitim fakültesi lisans programlarına özel yetenekliler eğitimi ve çok kültürlülük derslerinin dahil edilmesi gerekliliğini ortaya koymuştur.

Anahtar Kelimeler

• özel yetenekliler
• doktora tezleri
• içerik analizi

Analysis of International Dissertations in the Gifted and Talented Field (2010-2020)

Abstract

The purpose of current study is to examine existing features and general inclinations of dissertations which were conducted in the field of gifted and talented during 2010-2020 (August). Including criteria were (a) published in English (b) dissertations (c) eligible full text (d) parcicipants shoul be gifted and talented individual, parent(s) or instructors (administrator, regular teacher, field teacher, gifted teacher, gifted programme coordinator etc.). Total of 112 dissertations meeting including criteria were analysed in terms of university, year, methodology, design; theme and findings. According to data, more than half of the dissertations (51,79%) is qualitative, one fourth (25,98%) is quantitative and more than one fifth (22,32%) is mixed. Case study and phenomenology are mostly preferred designs in qualitative methodology, survey in the quantitative methodology and explanatory sequential design in the mixed methodology. Dissertations related with educational services (20,54%) and with instructors (19,64%) are the first two in terms of themes. There are fewer dissertations with adult and graduate sample in longitutional and/or retrospective studies. Current study indicated that gifted and talented education and multiculturalism courses should be included undergraduate programs within the faculty of education. This study will shed light on the national gifted and talented literature with its unique and recent findings.

Keywords

• Gifted and talented
• dissertations
• content analysis

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