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Ortaöğretimde Okul Terki ve Sosyal Sermaye: Nitel Bir Araştırma

Yıl 2018, Sayı: 58, 67 - 89, 07.12.2018

Öz

Öğrencileri okul terkine iten nedenlerin belirlenmesi ve bunlara yönelik önlemlerin alınması eğitim sistemlerindeki öncelikli sorun alanlarından biridir. Bu çalışmanın amacı okul terkinin nedenlerini sosyal sermaye bağlamında incelemektir. Bu doğrultuda herhangi bir örgün lisede eğitim görürken okulu bırakarak açık liseye kayıt yaptırmış öğrencilerle yarı yapılandırılmış görüşmeler yoluyla veriler toplanmıştır. Verilerin analizi sonucunda öğrencinin içinde bulunduğu aile, okul ve topluluk olarak üç alanda kurduğu sosyal ağlar, bu ağlar içinde yer alan kişiler arası güven ve bu ağlarda benimsenen norm ve değerlerden oluşan sosyal sermayenin okul terki sürecinde nasıl bir rol oynadığı incelenmiştir. Bu doğrultuda bulgular aile, okul ve topluluk sermayesi olarak üç başlık altında sunulmuştur. Buna göre özellikle ailenin okula katılımı, okulun aileye katılımı, öğrenci-öğretmen ilişkileri gibi konularda yaşanan sorunların ve okul içi ve dışındaki arkadaş gruplarının olumsuz etkisi gibi sosyal sermaye bağlantılı nedenlerin öğrencinin okul terki sürecinde ön plana çıktığı ifade edilebilir. Bunun sonucunda boylamsal çalışmaların yapılarak okul terki risk gruplarının belirlenmesi, ailenin okula katılımında rehberlik hizmetinin daha işlevsel hale getirilmesi ve özellikle okul terki riskinin yüksek olduğu eğitim kurumlarında akran sosyal sermayesinin olumsuz sonuçlarını en aza indirmek için özellikle akademik personelin öğrenciler ile etkileşimlerinde azalan güveni yeniden sağlayarak öğrencilerin beklentilerini daha kolay anlayabilecekleri yakın sosyal ağlar kurmaları önerilmiştir.

Kaynakça

  • Anne Çocuk Eğitim Vakfı. (2006). Türkiye’de ilköğretim okullarında okulu terk ve izlenmesi ile önlenmesine yönelik politikalar. İstanbul: Yazar.
  • Aküzüm, C., Yavaş, T., Tan, Ç. ve Uçar, M. B. (2015). İlköğretim kurumu öğrencilerinin devamsızlık ve okul terki nedenleri. Uşak Üniversitesi Sosyal Bilimler Dergisi, 2015(22), 167–192.
  • Alexander, K. L., Entwisle, D. R., & Horsey, C. S. (1997). From first grade forward: Early foundations of high school dropout. Sociology of education, 87–107.
  • Anguiano, R. P. V. (2004). Families and schools: The effect of parental involvement on high school completion. Journal of Family Issues, 25(1), 61–85.
  • Ardahan, F. ve Ezici, M. (2015). İlköğretim sekizinci sınıf öğrencilerinin sosyal sermaye profili, sosyal sermaye ve başarı durumunun çeşitli demografik değişkenlere göre değerlendirilmesi: Antalya örneği. Sakarya University Journal of Education, 5(1), 16–36.
  • Astone, N. M., & McLanahan, S. S. (1991). Family structure, parental practices and high school completion. American Sociological Review, 56(3), 309–320.
  • Audet, J., & d’Amboise, G. (2001). The multi-site study: An innovative research methodology. The Qualitative Report, 6(2), 1–18.
  • Barnard, W. M. (2004). Parent involvement in elementary school and educational attainment. Children and Youth Services Review, 26(1), 39–62.
  • Battin-Pearson, S., Newcomb, M. D., Abbott, R. D., Hill, K. G., Catalano, R. F., & Hawkins, J. D. (2000). Predictors of early high school dropout: A test of five theories. Journal of Educational Psychology, 92(3), 568–582.
  • Bogdan, R., & Biklen, S. K. (1992). Qualitative research for education. London, UK: Pearson.
  • Boggess, S. (1998). Family structure, economic status, and educational attainment. Journal of Population Economics, 11(2), 205–222.
  • Bourdieu, P. (1985). The social space and the genesis of groups. Information (International Social Science Council), 24(2), 195–220.
  • Bowditch, C. (1993). Getting rid of troublemakers: High school disciplinary procedures and the production of dropouts. Social Problems, 40(4), 493–509.
  • Bozanoğlu, İ. (2005). Bilişsel davranışçı yaklaşıma dayalı grup rehberliğinin güdülenme, benlik saygısı, başarı ve sınav kaygısı düzeylerine etkisi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 38(1), 17–42.
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
  • Bryk, A. S., & Thum, Y. M. (1989). The effects of high school organization on dropping out: An exploratory investigation. American Educational Research Journal, 26(3), 353–383.
  • Bryk, A., & Schneider, B. (2002). Trust in schools: A core resource for improvement. New York, NY: Russell Sage Foundation.
  • Clarke, V., & Braun, V. (2014). Thematic analysis. In Encyclopedia of critical psychology (pp. 1947–1952). Springer New York.
  • Coleman, J. S. (1988). Free riders and zealots: The role of social networks. Sociological Theory, 6(1), 52–57.
  • Crane, J. (1991). The epidemic theory of ghettos and neighborhood effects on dropping out and teenage childbearing. American Journal of Sociology, 96(5), 1226–1259.
  • Crowder, K., & South, S. J. (2003). Neighborhood distress and school dropout: The variable significance of community context. Social Science Research, 32(4), 659–698.
  • Çelik, Ç. (2014). Sosyal sermaye, ebeveyn ağları ve okul başarısı. Cogito, 76, 265–289.
  • Dewey, J. (2013). The school and society and the child and the curriculum. Chicago, IL: University of Chicago Press.
  • Dunham, R., & Wilson, G. (2007). Race, within-family social capital, and school dropout: An analysis of Whites, Blacks, Hispanics, and Asians. Sociological Spectrum, 27(2), 207–221.
  • Ensminger, M. E., & Slusarcick, A. L. (1992). Paths to high school graduation or dropout: A longitudinal study of a first-grade cohort. Sociology of Education, 95–113.
  • Ensminger, M. E., Lamkin, R. P., & Jacobson, N. (1996). School leaving: A longitudinal perspective including neighborhood effects. Child Development, 67(5), 2400–2416.
  • Epstein, J. L. (1995). School/family/community partnerships. Phi Delta Kappan, 76(9), 701–.
  • Finn, J. D. (1989). Withdrawing from school. Review of Educational Research, 59(2), 117–142.
  • Fischer, M. J., & Kmec, J. A. (2004). Neighborhood socioeconomic conditions as moderators of family resource transmission: High school completion among at-risk youth. Sociological Perspectives, 47(4), 507–527.
  • Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109.
  • Fukuyama, F. (1995). Trust: The social virtues and the creation of prosperity. New York, NY: Free Press Paperbacks.
  • Fukuyama, F. (1999). Social capital and civil society. Retrieved from https://www.imf.org/external/pubs/ft/wp/2000/wp0074.pdf
  • Ginther, D. K., & Pollak, R. A. (2004). Family structure and children’s educational outcomes: Blended families, stylized facts, and descriptive regressions. Demography, 41(4), 671–696.
  • Harding, D. J. (2003). Counterfactual models of neighborhood effects: The effect of neighborhood poverty on dropping out and teenage pregnancy. American Journal of Sociology, 109(3), 676–719.
  • Haveman, R., Wolfe, B., & Spaulding, J. (1991). Childhood events and circumstances influencing high school completion. Demography, 28(1), 133–157.
  • Israel, G. D., & Beaulieu, L. J. (2004). Laying the foundation for employment: The role of social capital in educational achievement. The Review of Regional Studies, 34(3), 260–287.
  • Jeynes, W. H. (2007). The relationship between parental involvement and urban secondary school student academic achievement: A meta-analysis. Urban Education, 42(1), 82–110.
  • Jimerson, S., Egeland, B., Sroufe, L. A., & Carlson, B. (2000). A prospective longitudinal study of high school dropouts examining multiple predictors across development. Journal of School Psychology, 38(6), 525–549.
  • Karacabey, M. F., & Boyacı, A. (2018). Okulu terkeden ortaöğretim öğrencilerinin okulu terk etme nedenleri ve sosyo-ekonomik profilleri: Şanlıurfa örneği. Kuram ve Uygulamada Eğitim Yönetimi Dergisi, 24(2), 247–293.
  • Kim, H., Sefcik, J. S., & Bradway, C. (2017). Characteristics of qualitative descriptive studies: A systematic review. Research in Nursing & Health, 40(1), 23–42.
  • Lamborn, S., Newmann, F., & Wehlage, G. (1992). The significance and sources of student engagement. Student Engagement and Achievement in American Secondary Schools, 11–39.
  • Lin, N. (1999). Social networks and status attainment. Annual Review of Sociology, 25(1), 467–487.
  • McMillan, J. H., & Schumacher, S. (1993). Research in education: A conceptual understanding. New York, NY: Haprer Collins.
  • McMillen, M. M., Kaufman, P., & Whitener, S. D. (1994). Drop-out rates in the United States: 1993. Washington, DC: National Center for Educational Statistics.
  • McNeal Jr, R. B. (1997). Are students being pulled out of high school? The effect of adolescent employment on dropping out. Sociology of Education, 206–220.
  • Milli Eğitim Bakanlığı. (2013). Ortaöğretimde sınıf tekrarı, okul terk sebepleri ve örgün eğitim dışında kalan çocuklar politika önerileri raporu. Erişim adresi: http://www.meb.gov.tr/earged/unicef/S%C4%B1n%C4%B1f%20Tekrar%C4%B1,%20Okul%20Terki%20Politika%20Raporu.pdf
  • Milli Eğitim Bakanlığı. (2017a). Ulusal eğitim istatistikleri: Örgün eğitim 2016-2017. Erişim adresi: http://sgb.meb.gov.tr/meb_iys_dosyalar/2017_09/08151328_meb_istatistikleri_orgun_egitim_2016_2017.pdf
  • Milli Eğitim Bakanlığı. (2017b). MEB Strateji Geliştirme Başkanlığı (SGB) 2017 yılı performans programı. Erişim adresi: https://sgb.meb.gov.tr/meb_iys_dosyalar/2017_01/30154029_2017_YYlY_Performans_ProgramY.pdf
  • Merriam, S. B. (1998). Qualitative research and case study applications in education. Revised and expanded from” case study research in education”. San Francisco, CA: Jossey-Bass Publishers.
  • Nahapiet, S., & Ghoshal, A. (1998). Social capital, intellectual capital, and the organizational advantage. The Academy of Management Review, 23(2), 242–266.
  • OECD. (2001). The well-being of nations: The role of human and social capital. Paris, FR: Author.Publications.
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Dropout in Secondary Education and Social Capital: A Qualitative Study

Yıl 2018, Sayı: 58, 67 - 89, 07.12.2018

Öz

Identification of the factors leading to school dropout, and measures to prevent it, are among the most pressing problems of education systems. The purpose of this study is to examine the causes of school dropout in the context of social capital. To this end, data were collected through semi-structured interviews with students who dropped out of a formal high school and then enrolled in an open high school. In the study, how the social network formed by the student in three areas (family, school, and community), the trust among people in these networks, and the norms and values adopted in these networks play a role in the dropout process were examined. The findings are presented under three themes: family, school, and community social capital. Problems in family participation in school, the school’s effort to partner with families, teacher-student interactions, and the negative effects of the groups inside and outside the school are identified as emerging factors related social capital in the student’s dropout process. As a result, carrying out longitudinal studies to determine groups at high risk for dropping out, improving school counseling and guidance departments in order to promote school-family partnership, and strengthening the bonds between teachers and students by reestablishing trust to eliminate the negative results of peer social capital in at-risk schools were suggested.


Kaynakça

  • Anne Çocuk Eğitim Vakfı. (2006). Türkiye’de ilköğretim okullarında okulu terk ve izlenmesi ile önlenmesine yönelik politikalar. İstanbul: Yazar.
  • Aküzüm, C., Yavaş, T., Tan, Ç. ve Uçar, M. B. (2015). İlköğretim kurumu öğrencilerinin devamsızlık ve okul terki nedenleri. Uşak Üniversitesi Sosyal Bilimler Dergisi, 2015(22), 167–192.
  • Alexander, K. L., Entwisle, D. R., & Horsey, C. S. (1997). From first grade forward: Early foundations of high school dropout. Sociology of education, 87–107.
  • Anguiano, R. P. V. (2004). Families and schools: The effect of parental involvement on high school completion. Journal of Family Issues, 25(1), 61–85.
  • Ardahan, F. ve Ezici, M. (2015). İlköğretim sekizinci sınıf öğrencilerinin sosyal sermaye profili, sosyal sermaye ve başarı durumunun çeşitli demografik değişkenlere göre değerlendirilmesi: Antalya örneği. Sakarya University Journal of Education, 5(1), 16–36.
  • Astone, N. M., & McLanahan, S. S. (1991). Family structure, parental practices and high school completion. American Sociological Review, 56(3), 309–320.
  • Audet, J., & d’Amboise, G. (2001). The multi-site study: An innovative research methodology. The Qualitative Report, 6(2), 1–18.
  • Barnard, W. M. (2004). Parent involvement in elementary school and educational attainment. Children and Youth Services Review, 26(1), 39–62.
  • Battin-Pearson, S., Newcomb, M. D., Abbott, R. D., Hill, K. G., Catalano, R. F., & Hawkins, J. D. (2000). Predictors of early high school dropout: A test of five theories. Journal of Educational Psychology, 92(3), 568–582.
  • Bogdan, R., & Biklen, S. K. (1992). Qualitative research for education. London, UK: Pearson.
  • Boggess, S. (1998). Family structure, economic status, and educational attainment. Journal of Population Economics, 11(2), 205–222.
  • Bourdieu, P. (1985). The social space and the genesis of groups. Information (International Social Science Council), 24(2), 195–220.
  • Bowditch, C. (1993). Getting rid of troublemakers: High school disciplinary procedures and the production of dropouts. Social Problems, 40(4), 493–509.
  • Bozanoğlu, İ. (2005). Bilişsel davranışçı yaklaşıma dayalı grup rehberliğinin güdülenme, benlik saygısı, başarı ve sınav kaygısı düzeylerine etkisi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 38(1), 17–42.
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
  • Bryk, A. S., & Thum, Y. M. (1989). The effects of high school organization on dropping out: An exploratory investigation. American Educational Research Journal, 26(3), 353–383.
  • Bryk, A., & Schneider, B. (2002). Trust in schools: A core resource for improvement. New York, NY: Russell Sage Foundation.
  • Clarke, V., & Braun, V. (2014). Thematic analysis. In Encyclopedia of critical psychology (pp. 1947–1952). Springer New York.
  • Coleman, J. S. (1988). Free riders and zealots: The role of social networks. Sociological Theory, 6(1), 52–57.
  • Crane, J. (1991). The epidemic theory of ghettos and neighborhood effects on dropping out and teenage childbearing. American Journal of Sociology, 96(5), 1226–1259.
  • Crowder, K., & South, S. J. (2003). Neighborhood distress and school dropout: The variable significance of community context. Social Science Research, 32(4), 659–698.
  • Çelik, Ç. (2014). Sosyal sermaye, ebeveyn ağları ve okul başarısı. Cogito, 76, 265–289.
  • Dewey, J. (2013). The school and society and the child and the curriculum. Chicago, IL: University of Chicago Press.
  • Dunham, R., & Wilson, G. (2007). Race, within-family social capital, and school dropout: An analysis of Whites, Blacks, Hispanics, and Asians. Sociological Spectrum, 27(2), 207–221.
  • Ensminger, M. E., & Slusarcick, A. L. (1992). Paths to high school graduation or dropout: A longitudinal study of a first-grade cohort. Sociology of Education, 95–113.
  • Ensminger, M. E., Lamkin, R. P., & Jacobson, N. (1996). School leaving: A longitudinal perspective including neighborhood effects. Child Development, 67(5), 2400–2416.
  • Epstein, J. L. (1995). School/family/community partnerships. Phi Delta Kappan, 76(9), 701–.
  • Finn, J. D. (1989). Withdrawing from school. Review of Educational Research, 59(2), 117–142.
  • Fischer, M. J., & Kmec, J. A. (2004). Neighborhood socioeconomic conditions as moderators of family resource transmission: High school completion among at-risk youth. Sociological Perspectives, 47(4), 507–527.
  • Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109.
  • Fukuyama, F. (1995). Trust: The social virtues and the creation of prosperity. New York, NY: Free Press Paperbacks.
  • Fukuyama, F. (1999). Social capital and civil society. Retrieved from https://www.imf.org/external/pubs/ft/wp/2000/wp0074.pdf
  • Ginther, D. K., & Pollak, R. A. (2004). Family structure and children’s educational outcomes: Blended families, stylized facts, and descriptive regressions. Demography, 41(4), 671–696.
  • Harding, D. J. (2003). Counterfactual models of neighborhood effects: The effect of neighborhood poverty on dropping out and teenage pregnancy. American Journal of Sociology, 109(3), 676–719.
  • Haveman, R., Wolfe, B., & Spaulding, J. (1991). Childhood events and circumstances influencing high school completion. Demography, 28(1), 133–157.
  • Israel, G. D., & Beaulieu, L. J. (2004). Laying the foundation for employment: The role of social capital in educational achievement. The Review of Regional Studies, 34(3), 260–287.
  • Jeynes, W. H. (2007). The relationship between parental involvement and urban secondary school student academic achievement: A meta-analysis. Urban Education, 42(1), 82–110.
  • Jimerson, S., Egeland, B., Sroufe, L. A., & Carlson, B. (2000). A prospective longitudinal study of high school dropouts examining multiple predictors across development. Journal of School Psychology, 38(6), 525–549.
  • Karacabey, M. F., & Boyacı, A. (2018). Okulu terkeden ortaöğretim öğrencilerinin okulu terk etme nedenleri ve sosyo-ekonomik profilleri: Şanlıurfa örneği. Kuram ve Uygulamada Eğitim Yönetimi Dergisi, 24(2), 247–293.
  • Kim, H., Sefcik, J. S., & Bradway, C. (2017). Characteristics of qualitative descriptive studies: A systematic review. Research in Nursing & Health, 40(1), 23–42.
  • Lamborn, S., Newmann, F., & Wehlage, G. (1992). The significance and sources of student engagement. Student Engagement and Achievement in American Secondary Schools, 11–39.
  • Lin, N. (1999). Social networks and status attainment. Annual Review of Sociology, 25(1), 467–487.
  • McMillan, J. H., & Schumacher, S. (1993). Research in education: A conceptual understanding. New York, NY: Haprer Collins.
  • McMillen, M. M., Kaufman, P., & Whitener, S. D. (1994). Drop-out rates in the United States: 1993. Washington, DC: National Center for Educational Statistics.
  • McNeal Jr, R. B. (1997). Are students being pulled out of high school? The effect of adolescent employment on dropping out. Sociology of Education, 206–220.
  • Milli Eğitim Bakanlığı. (2013). Ortaöğretimde sınıf tekrarı, okul terk sebepleri ve örgün eğitim dışında kalan çocuklar politika önerileri raporu. Erişim adresi: http://www.meb.gov.tr/earged/unicef/S%C4%B1n%C4%B1f%20Tekrar%C4%B1,%20Okul%20Terki%20Politika%20Raporu.pdf
  • Milli Eğitim Bakanlığı. (2017a). Ulusal eğitim istatistikleri: Örgün eğitim 2016-2017. Erişim adresi: http://sgb.meb.gov.tr/meb_iys_dosyalar/2017_09/08151328_meb_istatistikleri_orgun_egitim_2016_2017.pdf
  • Milli Eğitim Bakanlığı. (2017b). MEB Strateji Geliştirme Başkanlığı (SGB) 2017 yılı performans programı. Erişim adresi: https://sgb.meb.gov.tr/meb_iys_dosyalar/2017_01/30154029_2017_YYlY_Performans_ProgramY.pdf
  • Merriam, S. B. (1998). Qualitative research and case study applications in education. Revised and expanded from” case study research in education”. San Francisco, CA: Jossey-Bass Publishers.
  • Nahapiet, S., & Ghoshal, A. (1998). Social capital, intellectual capital, and the organizational advantage. The Academy of Management Review, 23(2), 242–266.
  • OECD. (2001). The well-being of nations: The role of human and social capital. Paris, FR: Author.Publications.
  • Ou, S. R. (2008). Do GED recipients differ from graduates and school dropouts? Findings from an inner-city cohort. Urban Education, 43(1), 83–117.
  • Özdemir, S., Erkan, S., Karip, E., Sezgin, F. ve Şirin, H. (2010). İlköğretim okulu öğrencilerinin okulu terk etme nedenleri ve çözüm önerileri. Erişim adresi: gef-egitimbilimleri-egitimyonetimi.gazi.edu.tr/posts/download?id=31921
  • Özer, A., Gençtanırım, D. ve Ergene, T. (2011). Türk lise öğrencilerinde okul terkinin yordanması: Aracı ve etkileşim değişkenleri ile bir model testi. Education in Science, 36(161), 302–317.
  • Patton, M. Q. (1990). Qualitative evaluation and research methods. SAGE Publications.
  • Pong, S. L., & Ju, D. B. (2000). The effects of change in family structure and income on dropping out of middle and high school. Journal of Family Issues, 21(2), 147–169.
  • Portes, A. (1998). Social capital: Its origins and applications in modern sociology. Annual Review of Sociology, 24(1), 1–24.
  • Putnam, R. D. (1993). The prosperous community. The American Prospect, 4(13), 35–42.
  • Putnam, R. D. (1995). Tuning in, tuning out: The strange disappearance of social capital in America. Political Science & Politics, 28(4), 664–684.
  • Putnam, R. D. (2000). Bowling alone: America’s declining social capital. In Culture and politics (pp. 223–234)., New York, NY: Palgrave Macmillan.
  • Ream, R. K., & Rumberger, R. W. (2008). Student engagement, peer social capital, and school dropout among Mexican American and non-Latino white students. Sociology of Education, 81(2), 109–139.
  • Rumberger, R. W., & Lim, S. A. (2008). Why students drop out of school: A review of 25 years of research. California Dropout Research Project, 15, 1–3.
  • Somers, C. L., Owens, D., & Piliawsky, M. (2009). A study of high school dropout prevention and at-risk ninth graders’ role models and motivations for school completion. Education, 130(2), 348–357.
  • South, S. J., Haynie, D. L., & Bose, S. (2005). Residential mobility and the onset of adolescent sexual activity. Journal of Marriage and Family, 67(2), 499–514.
  • Stearns, E., & Glennie, E. J. (2006). When and why dropouts leave high school. Youth & Society, 38(1), 29–57.
  • Şimşek, H. (2011). Lise öğrencilerinde okulu bırakma eğilimi ve nedenleri. Eğitim Bilimleri Araştırmaları Dergisi, 1(2), 27–47.
  • Taş, A., Selvitopu, A., Bora, V. ve Demirkaya, Y. (2013). Meslek lisesi öğrencilerinin okul terk nedenleri. Educational Sciences: Theory & Practice, 13(3), 1551–1566.
  • Tinto, V. (1987). Leaving college: Rethinking the causes and cures of student attrition. IL: University of Chicago Press Chicago.
  • Vaismoradi, M., Turunen, H., & Bondas, T. (2013). Content analysis and thematic analysis: Implications for conducting a qualitative descriptive study. Nursing & Health Sciences, 15(3), 398–405.
  • Vartanian, T. P., & Gleason, P. M. (1999). Do neighborhood conditions affect high school dropout and college graduation rates? The Journal of Socio-Economics, 28(1), 21–41.
  • Wang, J., & Goldschmidt, P. (1999). Opportunity to learn, language proficiency, and immigrant status effects on mathematics achievement. The Journal of Educational Research, 93(2), 101–111.
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Toplam 74 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Sosyoloji
Bölüm Araştırma Makaleleri
Yazarlar

Adnan Boyacı 0000-0003-4389-1926

Yakup Öz 0000-0003-2113-2929

Yayımlanma Tarihi 7 Aralık 2018
Gönderilme Tarihi 8 Mart 2018
Yayımlandığı Sayı Yıl 2018 Sayı: 58

Kaynak Göster

APA Boyacı, A., & Öz, Y. (2018). Ortaöğretimde Okul Terki ve Sosyal Sermaye: Nitel Bir Araştırma. Journal of Economy Culture and Society(58), 67-89.
AMA Boyacı A, Öz Y. Ortaöğretimde Okul Terki ve Sosyal Sermaye: Nitel Bir Araştırma. Journal of Economy Culture and Society. Aralık 2018;(58):67-89.
Chicago Boyacı, Adnan, ve Yakup Öz. “Ortaöğretimde Okul Terki Ve Sosyal Sermaye: Nitel Bir Araştırma”. Journal of Economy Culture and Society, sy. 58 (Aralık 2018): 67-89.
EndNote Boyacı A, Öz Y (01 Aralık 2018) Ortaöğretimde Okul Terki ve Sosyal Sermaye: Nitel Bir Araştırma. Journal of Economy Culture and Society 58 67–89.
IEEE A. Boyacı ve Y. Öz, “Ortaöğretimde Okul Terki ve Sosyal Sermaye: Nitel Bir Araştırma”, Journal of Economy Culture and Society, sy. 58, ss. 67–89, Aralık 2018.
ISNAD Boyacı, Adnan - Öz, Yakup. “Ortaöğretimde Okul Terki Ve Sosyal Sermaye: Nitel Bir Araştırma”. Journal of Economy Culture and Society 58 (Aralık 2018), 67-89.
JAMA Boyacı A, Öz Y. Ortaöğretimde Okul Terki ve Sosyal Sermaye: Nitel Bir Araştırma. Journal of Economy Culture and Society. 2018;:67–89.
MLA Boyacı, Adnan ve Yakup Öz. “Ortaöğretimde Okul Terki Ve Sosyal Sermaye: Nitel Bir Araştırma”. Journal of Economy Culture and Society, sy. 58, 2018, ss. 67-89.
Vancouver Boyacı A, Öz Y. Ortaöğretimde Okul Terki ve Sosyal Sermaye: Nitel Bir Araştırma. Journal of Economy Culture and Society. 2018(58):67-89.