Özel Yetenek Merkezlerinin Karşılaştırılmalı İncelenmesi

Yıl 2023, Cilt: 24 Sayı: 3, 435 - 453, 01.09.2023

Ayşıl Ağaya , Sema Tan

https://doi.org/10.21565/ozelegitimdergisi.1149390

Cited By: 2

Öz

Giriş: Özel yetenekli çocukların genel eğitim sınıflarında uygulanmakta olan müfredattan en yüksek düzeyde yararlanabilmeleri için zaman içerisinde özel yetenekli öğrencilerin eğitimlerinde farklılaştırmaya gidilmesinin gerekliliği önem kazanmıştır. Özel yetenekli öğrencilerin desteklenmesi için belirtilen stratejilerin dışında ihtiyaçlarını desteklemek amacıyla üniversiteler bünyesinde kurulan araştırma ve geliştirme merkezleri vardır. Bu araştırmada 17 farklı özel yetenekli öğrenciler eğitim ve araştırma merkezlerinin incelenmesi amaçlanmıştır.
Yöntem: Bu araştırma, betimsel bir durum saptaması niteliğinde olduğu için araştırmada veri toplama yöntemi olarak doküman analiz yöntemi kullanılmıştır. 17 özel yetenek merkezinin internet sitesi belirli temalarla içerik analiziyle incelenmiştir. Araştırma kapsamında elde edilen veriler içerik analiziyle beraber betimsel analiz yöntemi kullanılarak analiz edilmiştir.
Bulgular: Merkezlerin internet sitelerinde en çok yer alan bilgilerin merkezin program ve müfredat modelleri, yürüttükleri faaliyetler olduğu görülmektedir. Merkezlerin internet sitelerinde en az yer alan bilgilerin ise merkeze kabul şartlarının olduğu görülmektedir. Özel yetenek merkezlerinde çalışan personelin en fazla doktora düzeyinde olduğu, en az ise yüksek lisans öğrencisi olduğu görülmektedir. Bununla beraber merkezlerin maddi destek kaynaklarının en çok belirli fonlar olduğu en az ise devlet desteği olduğu görülmektedir. Öğrenci kabul şartlarına yer veren merkezlerin en çok kendilerine özgü bir değerlendirme sistemi kullandıkları görülmektedir.
Tartışma: Alanyazın incelendiği zaman benzer bir çalışmaya rastlanmamıştır. Çalışmanın bulgularından yola çıkılarak gelecek araştırmalarda Avrupa’da yer alan özel yetenekliler merkezleriyle diğer ülkelerdeki merkezler karşılaştırılarak incelemeler yapılabilir ve bu incelemenin içerisine ülkelerin eğitim sistemleri dahil edilerek genişletilebilir.

Anahtar Kelimeler

Özel yetenek merkezi, özel yetenekli, gruplama, zenginleştirme, eğitsel strateji

Comparative Analysis of Gifted Centers

Öz

Introduction: Differentiation is crucial for gifted students to benefit fully from the advanced curriculum in general education. Along with the strategies used in gifted education, universities have established research and development centers to meet their unique needs. The aim of this study was to examine 17 different gifted education and research centers.
Method: As this research is a descriptive case study, the data collection method employed was document analysis. The websites of 17 gifted centers were thoroughly examined using content analysis, focusing on specific themes. The data obtained within the scope of this research were analyzed using both descriptive and content analysis methods.
Findings: It was found that the websites of the centers mainly provide details about the center's program, curriculum models, and activities. However, information regarding admission criteria is less frequently available on these websites. Additionally, the majority of personnel in gifted centers are doctoral students, with a smaller proportion of master's students. When it comes to financial support, centers primarily rely on specific funds, with minimal state support. Moreover, centers that specify student admission requirements often adopt a unique evaluation system.
Discussion: When the literature was examined, no similar study was found. Based on the findings of the study, future studies can be conducted by comparing the gifted centers in Europe with the centers in other countries and can be expanded by including the education systems of the countries in this study.

Anahtar Kelimeler

Gifted center, gifted, grouping, enrichment, educational strategy

Kaynakça

• Aljughaiman, A. M. (2011). Evaluation of math and science summer enrichment programs in Saudi Arabia. Australasian Journal of Gifted Education, 20(2), 10-22. https://www.aaas.org/sites/default/files/BTC_Aljughaiman_E.pdf.
• Batterjee, A. A. (2016). The effect of grouping and program type on scholastic and affective outcomes in the Mawhiba schools partnership initiative. Gifted Education International, 32 (2), 123-147. https://doi.org/10.1177/0261429414557588 .
• Bernstein, B. O., Lubinski, D., & Benbow, C. P. (2021). Academic acceleration in gifted youth and fruitless concerns regarding psychological well-being: A 35-year longitudinal study. Journal of Educational Psychology, 113(4), 830-845. https://doi.org/10.1037/edu0000500.
• Brülles, D., Peters, S. J., & Saunders, R. (2012). Schoolwide mathematics achievement within the gifted cluster grouping model. Journal of Advanced Academics, 23(3), 200–216. https://doi.org/10.1177/1932202X12451439
• Chalwell, K., & Cumming, T. M. (2019). Radical subject acceleration for gifted students: One school’s response. Australasian Journal of Gifted Education, 28 (2), 29–46. https://search.informit.org/doi/10.3316/ielapa.688028168525621.
• Corbin, J., & Strauss, A. (2008). Basics of qualitative research: Techniques and procedures for developing grounded theory (3. baskı). Sage.
• Clark, B. (2002). Growing up Gifted. Pearson.
• Çitil, M. (2018). Türkiye’de üstün yeteneklilerin eğitimi politikalarının değerlendirilmesi [Evaluation of gifted students’ education policy in Turkey]. Milli Eğitim Dergisi, 47 (Özel Sayı 1), 143-172. https://dergipark.org.tr/tr/download/article-file/569492.
• Çitil, M. (2020). Özel eğitim alanının kavramsal, tarihsel ve yasal temelleri [Conceptual, historical and legal foundations of the special education field]. U. Sak & Toraman, S. (Ed.), Türkiye’de özel eğitim hizmetleri içinde (ss. 11-45). Milli Eğitim Bakanlığı.
• Çitil, M., & Sak, U (2020). Türkiye’de özel yetenekli bireylere yönelik özel eğitim hizmetleri [Special education services for gifted individuals in Turkey]. U. Sak &Toraman, S. (Ed.), Türkiye’de özel eğitim hizmetleri içinde (ss. 113-129). Milli Eğitim Bakanlığı.
• Çitil, M., Ersoy, S., Özdemir-Kılıç, M., & Ağaya, A. (2020). Üstün yeteneklilerin eğitiminde ayrı okullar: Amerika’daki üstün yetenekliler okullarının karşılaştırmalı olarak incelenmesi [Separate schools in gifted education: A comparative study of gifted schools in America.]. Çocuk ve Medeniyet, 5(10), 257-280. 453. https://doi.org/ 10.47646/CMD.2020.215.
• Davis, G. A., & Rimm, S. B. (2004). Education of the gifted and talented (5. Baskı). Pearson Education.
• Ford, D. Y. (2012). Gifted and talented education: History, issues, and recommendations. K. R. Harris, S. Graham, T. Urdan, S. Graham, J. M. Royer, & M. Zeidner (Ed.), APA educational psychology handbook, Vol. 2. Individual differences and cultural and contextual factors içinde (ss. 83–110). American Psychological Association. https://doi.org/10.1037/13274-004.
• Gross, U.M. (2004). Exceptionally gifted children. (2. baskı). Routledge Falmer.
• Gross, M. U. M. (2006). Exceptionally gifted children: Long-term outcomes of academic acceleration and nonacceleration. Journal for the Education of the Gifted, 29(4), 404-429. https://doi.org/10.4219/jeg2006-247.
• Han, K. (2007). The possibilities and limitations of gifted education in Korea: A look at the ISEP science-gifted education center. Asia Pacific Education Review, 8(3), 450-463. https://doi.org/10.1007/BF03026473.
• Kulik, J. A., & Kulik, C.L. (1982). Effects of ability grouping on secondary school students: A meta-analysis of evaluation findings. American Educational Research Journal, 19, 415 428. https://doi.org/10.3102/00028312019003415.
• Kulik, C. L. & Kulik, J. A. (1991). Ability grouping and gifted students. N. Colangelo & G. A. Davis (Ed.), Handbook of gifted education içinde (ss. 178-196). Pearson.
• Kwan, A. C. K., & Yuen, M. (2013). “Mathematics in the workplace”: A pilot enrichment programme for mathematically talented primary students in hong kong. Gifted and Talented International, 28 (1-2), 85-98. https://doi.org/10.1080/15332276.2013.11678405.
• Lee, S.-Y., Olszewski-Kubilius, P., & Peternel, G. (2010). The efficacy of academic acceleration for gifted minority students. Gifted Child Quarterly, 54(3), 189–208. https://doi.org/10.1177/0016986210369256.
• Levent, F. (2011). Üstün yetenekli çocukların hakları el kitabı [Handbook on the rights of gifted children]. Çocuk Vakfı Yayınları.
• Marland, S. P. (1972). Education of the gifted and talented: Report to the Congress of the United States by the U.S. Washington, DC: U.S. Government Printing Office. https://files.eric.ed.gov/fulltext/ED056243.pdf .
• National Association for Gifted Children & Council for Exceptional Children. (2008). The history of gifted and talented education. http://people.uncw.edu/caropresoe/GiftedFoundations/EDN%20552/NAGC%20 %20History%20of%20g-t.htm.
• Olszewski-Kubilius, P., Lee, S. Y., Ngoi, M., & Ngoi, D. (2004). Addressing the achievement gap between minority and nonminority children by increasing access to gifted programs. Journal for the Education of the Gifted, 28 (2), 127-158. https://doi.org/10.1177/016235320402800202.
• Preckel, F. ve Brüll, M. (2008). Grouping the gifted and talented: are gifted girls most likely to suffer the consequences? Journal for the Education of the Gifted, 32 (1), 54–85. https://doi.org/10.4219/jeg-2008822.
• Preckel, F., Götz, T., & Frenzel, A. (2010). Ability grouping of gifted students: Effects on academic self concept and boredom. British Journal of Educational Psychology, 80(3),451-472. https://doi.org/doi:10.1348/000709909X480716
• Parker, J. P., & Karnes, F. A. (1991). Graduate degree programs and resource centers in gifted education: An update and analysis. Gifted Child Quarterly, 35(1), 43-47. https://doi.org/10.1177/001698629103500106.
• Renzulli, J. S. (1991). The national research center on the gifted and talented: The dream, the design, and the destination. Gifted Child Quarterly, 35(2), 73-80.https://doi.org/10.1177/001698629103500205. Sak, U. (2011). Üstün yetenekliler eğitim programları modeli (ÜYEP) ve sosyal geçerliliği [An Overview and Social Validity of the Education Programs for Talented Students Model (EPTS)]. Eğitim ve Bilim Dergisi, 36 (161), 213-229. http://egitimvebilim.ted.org.tr/index.php/EB/article/view/893/297.
• Sak, U. (2012). Üstün zekâlılar özellikleri tanılanmaları ve eğitimleri [Identification of the characteristics of the gifted and their education]. Vize Yayıncılık.
• Simpson, J. (2014) A case study on enrichment seminar and gifted adolescents. Gifted and Talented International, 29 (1-2), 63-77. https://doi.org/10.1080/15332276.2014.11678430.
• Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association for Supervision and Curriculum Development.
• Vogl, K., & Preckel, F. (2014). Full-Time ability grouping of gifted students: ımpacts on social self-concept and school-related attitudes. Gifted Child Quarterly, 58(1), 51–68. https://doi.org/10.1177/0016986213513795
• Yamat, H., Alias, A., Yassin, S. F. M., Majid, R. A., Yaakub, A., & Hamidi, A. (2011). Supporting differentiated instruction through the, Crafting the essay, enrichment course. World Applied Sciences Journal (Special Issue of Innovation and Pedagogy for Diverse Learners), 14, 6-10. http://www.idosi.org/wasj/wasj14(IPDL)11/2.pdf
• Ybarra, L. (2005). Beyond national borders: The Johns Hopkins University Center for Talented Youth reaching out to gifted children from throughout the world. High Ability Studies, 16(1), 15-26. https://doi.org/10.1080/13598130500115163.
• Yıldırım, A., & Şimşek, H. (2018). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in the social sciences]. Seçkin Yayıncılık.
• Yusof, R., Ishak, N. M., & Zahidi, A. M. (2015). Leadership characteristic among gifted and talented students at Malaysia National Gifted Center. International Journal of Scientific Research, 4 (8). https://www.researchgate.net/profile/Rorlinda Yusof/publication/297907841_Education_Rorlinda_Yusof_Leadership_Characteristic_Amon. Gifted_and_Talented_Students_at_Malaysia_National_Gifted_Center/links/56e423d108ae98 45c1ef046/Education-Rorlinda-Yusof-Leadership-Characteristic-Among-Gifted-and-Talented Students-at-Malaysia-National-Gifted-Center.pdf
• Zakaria, Z., Spawi, M., Ali, M.Z.M., Amin, A.F.M., & Usop, R. (2021). Like, comment and share: Understanding language learning experience of gifted students through massive open online course (MOOC) platform. Journal of Language and Linguistic Studies, 17(3), 1440-1456. https://doi.org/doi:10.52462/jlls.104
• Winebrenner, S., & Devlin, B. (1998). Cluster grouping of gifted students: how to provide full-time services on a part-time budget. Teachıng Exceptional Children, 30(3), 62-65. https://doi.org/10.1177/004005999803000312