Evaluation of School Improvement Approaches and Implementation Processes

Yıl 2022, , 979 - 1022, 30.11.2022

Seyfettin Abdurrezzak , Mehmet Üstüner

https://doi.org/10.30964/auebfd.1094392

Öz

The aim of this study is to systematically examine, evaluate and analyze the theoretical development process of school improvement approaches and practices. In the research, the historical development of school development was examined in periods and it was aimed to reveal 'what was effective' in school development approaches and practices carried out in these periods. The research was designed according to the document analysis method, which is one of the qualitative research methods. The documents were searched in databases and academic publication digital environments such as google scholar, ERIC, ProQuest, EBSCO, Dergipark, YÖK Thesis Search. In the research, a total of 328 documents, including 25 single-authored books, 48 editorial book chapters, 56 doctoral dissertations, 171 articles and 28 reports, were examined. Data analysis was done on the basis of each research problem. Content analysis and descriptive analysis were made on the documents. In the research, 9 themes and 14 categories were obtained. As a result, it has been seen that the approaches and practices that are accepted and thought to be effective in school development are respectively as follows: (1) developing a positive and supportive school culture and climate at school (2) defining the leadership roles of the school principal, (3) improving the professional knowledge and skills of teachers, (4) improving teaching practices and student learning outcomes, (5) promoting cooperation and cooperation among teachers, (6) including school self-evaluation and data-based decision making practices, (7) ensuring school accountability, (8) providing external expert support to the school, (9) change of the curriculum, (10) adopting a planned school development approach, (11) receiving family and community support, and (12) ensuring sustainability in practices.

Anahtar Kelimeler

School Improvement, School Effectiveness, Change, Reform, Education Policies

Okul Geliştirme Yaklaşımları ve uygulama Süreçlerinin Değerlendirilmesi

Öz

Bu çalışmanın genel amacı, okul geliştirme yaklaşımları ve uygulamalarının kuramsal gelişim sürecinin sistematik olarak incelenmesi ve değerlendirilmesidir. Araştırmada okul geliştirmenin tarihsel gelişim süreci dönemler halinde incelenmiş ve bu dönemlerdeki okul geliştirme yaklaşımları ve uygulamalarında ‘neyin/nelerin etkili olduğunun’ ortaya çıkarılması amaçlanmıştır. Araştırma modeli doküman incelemesi yöntemine göre kurgulanmıştır. Araştırma kapsamında dokümanlar google scholar, ERIC, ProQuest, EBSCO, Dergipark, YÖK Tez Tarama gibi veri tabanlarında ve akademik yayın dijital ortamlarında taranmıştır. Araştırmada 25 tek yazarlı kitap, 48 editörlü kitap bölümü, 56 doktora tezi, 171 makale ve 28 rapor olmak üzere toplam 328 doküman incelenmiştir. Her bir araştırma problemi temelinde dokümanlarda betimsel analiz ve içerik analizi yapılmıştır. Araştırmada 9 tema 14 kategori elde edilmiştir. Sonuç olarak okul geliştirmede kabul gören ve süreçte etkili olduğu düşünülen yaklaşım ve uygulamaların sırasıyla şunlar olduğu görülmüştür: (1) okulda olumlu ve destekleyici okul kültürü ve ikliminin geliştirilmesi (2) okul müdürünün liderlik rollerinin tanımlanması, (3) öğretmenlerin mesleki bilgi ve becerilerinin geliştirilmesi, (4) öğretim uygulamaları ve öğrenci öğrenme sonuçlarının geliştirilmesi, (5) öğretmenler arası işbirliği ve yardımlaşmanın teşvik edilmesi, (6) okul öz değerlendirmesi ve veriye dayalı karar verme uygulamalarına yer verilmesi, (7) okul hesap verebilirliğinin sağlanması, (8) okula uzman desteğinin verilmesi, (9) müfredatın değişimi (10) planlı okul gelişimi yaklaşımının benimsenmesi, (11) aile ve toplum desteğinin alınması ve (12) uygulamalarda sürdürülebilirliğin sağlanmasıdır.

Anahtar Kelimeler

Okul Geliştirme, Okul Etkililiği, Değişme, Reform, Eğitim Politikaları

Kaynakça

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