Araştırma Makalesi
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THE VIEWS OF TEACHERS AND PARENTS ON THE INVOLVEMENT OF PARENTS IN THE PRACTICE OF ASSESSING TO TRANSPORTED EDUCATION

Yıl 2020, Cilt: 20 Sayı: 2, 853 - 868, 02.06.2020
https://doi.org/10.17240/aibuefd.2020..-556473

Öz

It was aimed to
evaluate the involvement of parents in the practice of transported education
process, to detect the problems by means of teachers’ and parents’
perspectives, and to make the required suggestions to increase the
effectiveness of the practice of transported education in this study. Since the
experiences of the respondents were tried to be inquired by their explanations,
this study was based on phenomenology. The sample of the study involves eight
teachers who were active in providing the parents’ involvement and 7 parents
who represented the poorest involvement (N=15) which were selected through
homogeneous sampling method. It was aimed to gather data from the homogenous
groups by means of focus group discussions. The data of the study were gathered
by means of semi-structured interview questions which were formed by the
researchers. The gathered data were tried to be clarified by means of thematic
analysis. The findings of the study represent that students’ difficulty in
transportation to school is the biggest problem for both teachers and parents.
Besides, teachers think that parents are indifferent to involving in the
transported education process and far away from interaction and cooperation as
well. Parents have limited knowledge of involvement activities. Lastly, parents
relate the inefficiency of involvement with economical reasons, not being able
to get permission from work, and the insufficiency of directives.

Kaynakça

  • Ames, C., Tanaka, J., Khoju, M., & Watkins, T. (1993). Effects of parent involvement strategies on parents' perceptions and the development of children's motivation. Atlanta: American Educational Research Association.
  • Aslanargun, E., Avcı, H., Avcu, A., Dönmez, S. A., İpek, K. Ve Nair, E. (2004). Velilerin okula yönelik ilgi yetersizliklerinin sebepleri, Bilecik: Pazaryeri İlçe Milli Eğt. Md.Balcı, A. (2001). Etkili okul ve okul geliştirme. Ankara: Pegem A Yayıncılık.
  • Başaran, S., & Koç, F. (2001). Ailenin çocuğun okuldaki eğitimine katılım sorunları ve katılımın sağlanabilmesi için alternatif bir model. Ankara: EARGED.
  • Braun V, Clarke V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.
  • Christenson, S. L. (2004). The family-school partnership: An opportunity to promote the learning competence of all students. School Psychology Review. 33(1), 83-15.
  • Crites, C. V. (2008). Parent and community involvement: A case study. Unpublished Doctoral Dissertation. Wilmington University, Deleware.
  • Çelik, N. (2005). Okul-aile ilişkilerinde yaşanan sorunlar. Yayımlanmamış yüksek lisans tezi, Marmara Üniversitesi Eğitim Bilimleri Enstitüsü, İstanbul.
  • Dinç, F. (2017). Velilerin eğitime katılım düzeyleri ile öğrenci başarısı arasındaki ilişki. Yayımlanmamış yüksek lisans tezi, Pamukkale Üniversitesi Eğitim Bilimleri Enstitüsü, Denizli.
  • Dor, A., Rucker-Naidu, T.B., (2012). Teacher attitudes toward parents’ involvement in school: Comparing teachers in the USA and Israel. Issues In Educational Research, 22 (3), 246-262.
  • Epstein, J. L. (1995). School/family/community partnerships. Phi delta kappan, 76(9), 701.
  • Genç, S. Z. (2005). İlköğretim 1. kademedeki okul-aile iş birliği ile ilgili öğretmen ve veli görüşleri. Türk Eğitim Bilimleri Dergisi, 3(2), 227-243.
  • Gershberg, A. I., & Meade, B. (2005). Parental contributions, school‐level finances and decentralization: an analysis of Nicaraguan autonomous school budgets. Comparative Education, 41(3), 291-308.
  • Giorgi, A. (1997). The theory, practice, and evaluation of the phenomenological method as a qualitative research procedure. Journal of phenomenological psychology, 28(2), 235-260.
  • Griffith, J. (1996). Relation of parental involvement, empowerment, and school traits to student academic performance. The Journal of educational research, 90(1), 33-41.
  • Henderson, A., & Berla, N. (1994). Introduction. İçinde A. Henderson & N. Berla (Eds.), A new generation of evidence: The family is critical to student achievement (ss. 1-20). Washington, DC: National Committee for Citizens in Education, Center for Law and Education.
  • Hester, H. (1989). Start at home to improve home-school relations. NASSP Bulletin, 73(513), 23-27.
  • Hoover-Dempsey, K. V., Walker, J. M. T., Sandler, H. M., Whetsel, D., Green, C. L., Wilkins, A. S., et al. (2005). Why do parents become ınvolved? Research findings and implications. The Elementary School Journal, 106 (2), 105-130.
  • Keane, T. (2007). Improving parent involvement in schools: A cultural perspective. Rivier Academic Journal, 3(2), 1-4.
  • Keith, T. Z., Keith, P. B., Quirk, K. J., Sperduto, J., Santillo, S., & Killings, S. (1998). Longitudinal effects of parent involvement on high school grades: Similarities and differences across gender and ethnic groups. Journal of School Psychology, 36(3), 335-363.
  • Kocabaş, E. (2006). Eğitim sürecı̇nde aı̇le katılımı: Dünyada ve Türkı̇ye’dekı̇ çalışmalar, Türk Psikolojik Danışma ve Rehberlik Dergisi, 3(26), 143-153.
  • Kocayörük, E. (2016). Parental involvement and school achievement. International Journal of Human and Behavioral Science, 2(2). 1-7
  • Kontaş, T. ve Güneş, G. (2012). Eğitimde aile katılımı ve okul öncesinde ilköğretime geçişte gösterdiği değişime ilişkin nitel bir çalışma, ss.24-29. Çukurova Üniversitesi Eğitim Fakültesi 3.Uluslararası Okul Öncesi Eğitimi Kongresi “Okul Öncesi Eğitimde Farklı Yaklaşımlar ve Kültürlerarası Bakış”, 12-15 Eylül, Adana.Lemmer, E. M. (2009). Teachers' experiences of parent involvement with diverse family types. Journal for Christian Scholarship/ Tydskrif vir Christelike Wetenskap, 45(1/2), 87-105.
  • Lemmer, E., & Van Wyk, N. (2004). Home-school communication in South African primary schools. South African Journal of Education, 24(3), 183-188.
  • Linden, R. (2010). Evidence based approach to community safety. International Journal of Child, Youth and Family Studies. 1(1), 53-77.
  • Makgopa, M., & Mokhele, M. (2013). Teachers’ perceptions on parental involvement: A case study of two South African schools. Journal of Educational and Social Research, 3(3), 219.
  • Mazza, C. (2002). Young dads: the effects of a parenting program on urban African-American adolescent fathers. Adolescence, 37(148), 681.
  • McGhee, C. (2007). A descriptive study of teacher and parental attitudes towards parent involvement at an elementary school in deleware. Unpublished Doctoral Dissertation. Wilmington University, Deleware.
  • Merriam, S. B. (2002). Qualitative research in practice: Examples for discussion and analysis. Jossey-Bass Inc Pub.
  • Mestry, R., & Grobler, B. (2007). Collaboration and communication as effective strategies for parent involvement in public schools. Educational Research and Reviews, 2(7), 176-185.
  • Miedel, W. T., & Reynolds, A. J. (1999). Parent involvement in early intervention for disadvantaged children: Does it matter?. Journal of School Psychology, 37(4), 379-402.
  • Minichiello, V., Aroni, R., & Hays, T. (2008). In-depth interviewing: Principles, techniques, analysis. Pearson Education Australia.
  • Mncube, V. (2009). The perceptions of parents of their role in the democratic governance of schools in South Africa: Are they on board?. South African Journal of Education, 29(1), 83-103.
  • Mncube, V. (2010). Parental involvement in school activities in South Africa to the mutual benefit of the school and the community. Education as change, 14(2), 233-246.
  • Nord, W. C., & Brimhall, D. (1998). Dad’s involvement in their kid’s school’s. Education Digest, 63(7), 29-36.
  • Ömeroğlu, E., & Yaşar, M. C. (2005). Okul öncesi eğitim kurumlarında ailenin eğitime katılımı. Bilim ve Aklın Aydınlığında Eğitim Dergisi, 62.
  • Patton, M. Q. (1990). Qualitative evaluation and research methods (2nd ed.). London: Sage Publications.
  • Reynolds, A. J. (1992). Comparing measures of parental involvement and their effects on academic achievement. Early Childhood Research Quarterly, 7(3), 441-462.
  • Saban, A. ve Ersoy, A. (2017). Eğitimde nitel araştırma desenleri. (2.Baskı). Ankara: Anı Yayıncılık.
  • Stevenson, D. L., & Baker, D. P. (1987). The family-school relation and the child's school performance. Child development, 58(5), 1348-1357.
  • Studsrød, I., & Bru, E. (2009). The role of perceived parental socialization practices in school adjustment among Norwegian upper secondary school students. British Journal of Educational Psychology, 79(3), 529-546.
  • Şahin, F. T., & Ünver, N. (2005). Okul öncesi eğitim programlarına aile katılımı. Kastamonu Eğitim Dergisi, 13(1), 23-30.
  • Vagle, M. D. (2009). Validity as intended:‘Bursting forth toward’bridling in phenomenological research. International Journal of Qualitative Studies in Education, 22(5), 585-605.
  • Van Manen, M. (2014). Phenomenology of practice: Meaning-giving methods in phenomenological research and writing (Developing qualitative inquiry). Walnut Creek: Left Coust Press Inc.
  • Veneziano, R. A., & Rohner, R. P. (1998). Perceived paternal acceptance, paternal involvement, and youth’s psychological adjustment in a rural biracial southern community. Journal of Marriage & Family, 60(2), 335-344.
  • Wanat, C. L. (1997). Conceptualizing Parental Involvement from Parents' Perspectives: A Case Study. Journal for a Just and Caring Education, 3(4), 433-58.
  • Wherry, J. H. (2009). The barriers to parental involvement—And what can be done: A research analysis. National Education Association (NEA) Today, 23(6), 7.
  • Yıldırım, A., ve Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri (9. Baskı). Ankara: Seçkin Yayıncılık.
  • Yıldırım, C. ve Dönmez, B. (2008). Okul-aile iş birliğine ilişkin bir araştırma. Elektronik Sosyal Bilimler Dergisi, 7(23), 98-115.

TAŞIMA YOLUYLA EĞİTİME ERİŞİM UYGULAMASINDA AİLELERİN EĞİTİM SÜRECİNE KATILIMINA İLİŞKİN ÖĞRETMEN VE VELİ GÖRÜŞLERİ

Yıl 2020, Cilt: 20 Sayı: 2, 853 - 868, 02.06.2020
https://doi.org/10.17240/aibuefd.2020..-556473

Öz

Bu çalışmada taşımalı eğitim uygulamasında ailelerin eğitim sürecine katılımını değerlendirmek; yaşanan sorunları öğretmen, aile görüşleriyle tespit etmek ve taşımalı eğitim uygulamasının etkililiğinin artması için gerekli önerilerde bulunmak amaçlanmıştır. Araştırmanın amacına yönelik katılımcıların deneyimleri onların açıklamalarıyla anlaşılmak istendiğinden fenomenoloji deseni tercih edilmiştir. Araştırmanın çalışma grubunu benzeşik örnekleme yöntemi ile seçilen; aile ile katılımı konusunda en çok girişimde bulunan 8 öğretmen ve en az katılım gösteren 7 veli (15 katılımcı) oluşturmaktadır. Odak grup görüşmeleri yoluyla benzeşik gruplardan etkili bir biçimde verilerin toplanması hedeflenmiştir. Veriler araştırmacılar tarafından hazırlanan yarı yapılandırılmış görüşme formuyla toplanmıştır. Elde edilen veriler tematik analiz ile çözümlenmiştir. Araştırma sonuçlarına göre ulaşım zorluğu hem öğretmenlerin hem de velilerin aile katılımı konusundaki en büyük problemidir. Bunun yanında öğretmenlere göre aileler katılım konusunda duyarsız, iletişime kapalı ve iş birliğinden uzaktırlar. Aileler katılım etkinlikleri konusunda sınırlı bilgiye sahiptirler. Aileler katılımın yetersizliğini ayrıca, ekonomik sebepler, işten izin alamama ve katılıma yönelik yönerge eksikliğine bağlamaktadırlar.

Kaynakça

  • Ames, C., Tanaka, J., Khoju, M., & Watkins, T. (1993). Effects of parent involvement strategies on parents' perceptions and the development of children's motivation. Atlanta: American Educational Research Association.
  • Aslanargun, E., Avcı, H., Avcu, A., Dönmez, S. A., İpek, K. Ve Nair, E. (2004). Velilerin okula yönelik ilgi yetersizliklerinin sebepleri, Bilecik: Pazaryeri İlçe Milli Eğt. Md.Balcı, A. (2001). Etkili okul ve okul geliştirme. Ankara: Pegem A Yayıncılık.
  • Başaran, S., & Koç, F. (2001). Ailenin çocuğun okuldaki eğitimine katılım sorunları ve katılımın sağlanabilmesi için alternatif bir model. Ankara: EARGED.
  • Braun V, Clarke V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.
  • Christenson, S. L. (2004). The family-school partnership: An opportunity to promote the learning competence of all students. School Psychology Review. 33(1), 83-15.
  • Crites, C. V. (2008). Parent and community involvement: A case study. Unpublished Doctoral Dissertation. Wilmington University, Deleware.
  • Çelik, N. (2005). Okul-aile ilişkilerinde yaşanan sorunlar. Yayımlanmamış yüksek lisans tezi, Marmara Üniversitesi Eğitim Bilimleri Enstitüsü, İstanbul.
  • Dinç, F. (2017). Velilerin eğitime katılım düzeyleri ile öğrenci başarısı arasındaki ilişki. Yayımlanmamış yüksek lisans tezi, Pamukkale Üniversitesi Eğitim Bilimleri Enstitüsü, Denizli.
  • Dor, A., Rucker-Naidu, T.B., (2012). Teacher attitudes toward parents’ involvement in school: Comparing teachers in the USA and Israel. Issues In Educational Research, 22 (3), 246-262.
  • Epstein, J. L. (1995). School/family/community partnerships. Phi delta kappan, 76(9), 701.
  • Genç, S. Z. (2005). İlköğretim 1. kademedeki okul-aile iş birliği ile ilgili öğretmen ve veli görüşleri. Türk Eğitim Bilimleri Dergisi, 3(2), 227-243.
  • Gershberg, A. I., & Meade, B. (2005). Parental contributions, school‐level finances and decentralization: an analysis of Nicaraguan autonomous school budgets. Comparative Education, 41(3), 291-308.
  • Giorgi, A. (1997). The theory, practice, and evaluation of the phenomenological method as a qualitative research procedure. Journal of phenomenological psychology, 28(2), 235-260.
  • Griffith, J. (1996). Relation of parental involvement, empowerment, and school traits to student academic performance. The Journal of educational research, 90(1), 33-41.
  • Henderson, A., & Berla, N. (1994). Introduction. İçinde A. Henderson & N. Berla (Eds.), A new generation of evidence: The family is critical to student achievement (ss. 1-20). Washington, DC: National Committee for Citizens in Education, Center for Law and Education.
  • Hester, H. (1989). Start at home to improve home-school relations. NASSP Bulletin, 73(513), 23-27.
  • Hoover-Dempsey, K. V., Walker, J. M. T., Sandler, H. M., Whetsel, D., Green, C. L., Wilkins, A. S., et al. (2005). Why do parents become ınvolved? Research findings and implications. The Elementary School Journal, 106 (2), 105-130.
  • Keane, T. (2007). Improving parent involvement in schools: A cultural perspective. Rivier Academic Journal, 3(2), 1-4.
  • Keith, T. Z., Keith, P. B., Quirk, K. J., Sperduto, J., Santillo, S., & Killings, S. (1998). Longitudinal effects of parent involvement on high school grades: Similarities and differences across gender and ethnic groups. Journal of School Psychology, 36(3), 335-363.
  • Kocabaş, E. (2006). Eğitim sürecı̇nde aı̇le katılımı: Dünyada ve Türkı̇ye’dekı̇ çalışmalar, Türk Psikolojik Danışma ve Rehberlik Dergisi, 3(26), 143-153.
  • Kocayörük, E. (2016). Parental involvement and school achievement. International Journal of Human and Behavioral Science, 2(2). 1-7
  • Kontaş, T. ve Güneş, G. (2012). Eğitimde aile katılımı ve okul öncesinde ilköğretime geçişte gösterdiği değişime ilişkin nitel bir çalışma, ss.24-29. Çukurova Üniversitesi Eğitim Fakültesi 3.Uluslararası Okul Öncesi Eğitimi Kongresi “Okul Öncesi Eğitimde Farklı Yaklaşımlar ve Kültürlerarası Bakış”, 12-15 Eylül, Adana.Lemmer, E. M. (2009). Teachers' experiences of parent involvement with diverse family types. Journal for Christian Scholarship/ Tydskrif vir Christelike Wetenskap, 45(1/2), 87-105.
  • Lemmer, E., & Van Wyk, N. (2004). Home-school communication in South African primary schools. South African Journal of Education, 24(3), 183-188.
  • Linden, R. (2010). Evidence based approach to community safety. International Journal of Child, Youth and Family Studies. 1(1), 53-77.
  • Makgopa, M., & Mokhele, M. (2013). Teachers’ perceptions on parental involvement: A case study of two South African schools. Journal of Educational and Social Research, 3(3), 219.
  • Mazza, C. (2002). Young dads: the effects of a parenting program on urban African-American adolescent fathers. Adolescence, 37(148), 681.
  • McGhee, C. (2007). A descriptive study of teacher and parental attitudes towards parent involvement at an elementary school in deleware. Unpublished Doctoral Dissertation. Wilmington University, Deleware.
  • Merriam, S. B. (2002). Qualitative research in practice: Examples for discussion and analysis. Jossey-Bass Inc Pub.
  • Mestry, R., & Grobler, B. (2007). Collaboration and communication as effective strategies for parent involvement in public schools. Educational Research and Reviews, 2(7), 176-185.
  • Miedel, W. T., & Reynolds, A. J. (1999). Parent involvement in early intervention for disadvantaged children: Does it matter?. Journal of School Psychology, 37(4), 379-402.
  • Minichiello, V., Aroni, R., & Hays, T. (2008). In-depth interviewing: Principles, techniques, analysis. Pearson Education Australia.
  • Mncube, V. (2009). The perceptions of parents of their role in the democratic governance of schools in South Africa: Are they on board?. South African Journal of Education, 29(1), 83-103.
  • Mncube, V. (2010). Parental involvement in school activities in South Africa to the mutual benefit of the school and the community. Education as change, 14(2), 233-246.
  • Nord, W. C., & Brimhall, D. (1998). Dad’s involvement in their kid’s school’s. Education Digest, 63(7), 29-36.
  • Ömeroğlu, E., & Yaşar, M. C. (2005). Okul öncesi eğitim kurumlarında ailenin eğitime katılımı. Bilim ve Aklın Aydınlığında Eğitim Dergisi, 62.
  • Patton, M. Q. (1990). Qualitative evaluation and research methods (2nd ed.). London: Sage Publications.
  • Reynolds, A. J. (1992). Comparing measures of parental involvement and their effects on academic achievement. Early Childhood Research Quarterly, 7(3), 441-462.
  • Saban, A. ve Ersoy, A. (2017). Eğitimde nitel araştırma desenleri. (2.Baskı). Ankara: Anı Yayıncılık.
  • Stevenson, D. L., & Baker, D. P. (1987). The family-school relation and the child's school performance. Child development, 58(5), 1348-1357.
  • Studsrød, I., & Bru, E. (2009). The role of perceived parental socialization practices in school adjustment among Norwegian upper secondary school students. British Journal of Educational Psychology, 79(3), 529-546.
  • Şahin, F. T., & Ünver, N. (2005). Okul öncesi eğitim programlarına aile katılımı. Kastamonu Eğitim Dergisi, 13(1), 23-30.
  • Vagle, M. D. (2009). Validity as intended:‘Bursting forth toward’bridling in phenomenological research. International Journal of Qualitative Studies in Education, 22(5), 585-605.
  • Van Manen, M. (2014). Phenomenology of practice: Meaning-giving methods in phenomenological research and writing (Developing qualitative inquiry). Walnut Creek: Left Coust Press Inc.
  • Veneziano, R. A., & Rohner, R. P. (1998). Perceived paternal acceptance, paternal involvement, and youth’s psychological adjustment in a rural biracial southern community. Journal of Marriage & Family, 60(2), 335-344.
  • Wanat, C. L. (1997). Conceptualizing Parental Involvement from Parents' Perspectives: A Case Study. Journal for a Just and Caring Education, 3(4), 433-58.
  • Wherry, J. H. (2009). The barriers to parental involvement—And what can be done: A research analysis. National Education Association (NEA) Today, 23(6), 7.
  • Yıldırım, A., ve Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri (9. Baskı). Ankara: Seçkin Yayıncılık.
  • Yıldırım, C. ve Dönmez, B. (2008). Okul-aile iş birliğine ilişkin bir araştırma. Elektronik Sosyal Bilimler Dergisi, 7(23), 98-115.
Toplam 48 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Songül Tümkaya Bu kişi benim 0000-0003-0140-4640

Hakan Ulum 0000-0002-1398-6935

Yayımlanma Tarihi 2 Haziran 2020
Gönderilme Tarihi 21 Nisan 2019
Yayımlandığı Sayı Yıl 2020 Cilt: 20 Sayı: 2

Kaynak Göster

APA Tümkaya, S., & Ulum, H. (2020). TAŞIMA YOLUYLA EĞİTİME ERİŞİM UYGULAMASINDA AİLELERİN EĞİTİM SÜRECİNE KATILIMINA İLİŞKİN ÖĞRETMEN VE VELİ GÖRÜŞLERİ. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 20(2), 853-868. https://doi.org/10.17240/aibuefd.2020..-556473