PDF Zotero Mendeley EndNote BibTex Kaynak Göster

The Importance and duties of supporting departments in schools: present situation in Turkey

Yıl 2013, Cilt 2, Sayı 2, 25 - 43, 30.04.2013
https://doi.org/10.19128/turje.181058

Öz

Planning, implimentation and evaluation of educational experiences at schools require expertise. The cognitive, affective, social and psycomotor dimensions must be determined on a regular basis and the results need to be communicated with all the relevant stakeholders. “The Department of Curriculum Development” should be able to provide support for each and every student since planning, implementation and evaluation of learning activities are among the scope of their responsibilities. In order to provide this support, based on facts and figures, “the Department of Measurement and Evaluation” must be in place. In addition to that the main support which is expected of the “Department of Guidance and Counselling” is guiding the students and the parents, providing preventative guidance and counselling services and helping students to get to know themselves. The said support is so important for the management of the school, teachers and for the students. The main objective of this article is to bring out the necessity of having the “Measurement and Evaluation, Curriculum Development and Guidance and Counseling” in place at school settings as supportig departments and create a platform to discuss the main duties of the said departments with a view to enhacing the success rates in schools in Turkey.

Kaynakça

  • Acredolo, L.,Goodwyn, S. (2000). Baby Minds. Bantom Books.
  • Agrawal, M. (2004). Curricular Reform in Schools: The Importance of Evaluation. Journal of Curriculum Studies, 36 (3), 361-379.
  • Apple, D.K, & Krumsieg. K. (1998). Process education teaching institute handbook.
  • ASCA. (2013). http://www.schoolcounselor.org/content.asp?pl=327&sl=341&contentid=341
  • Baker, S.B. (2000). School counseling for the twenty-first century. Upper Saddle River, NJ: Prentice-Hall.
  • Baysal, A. (2004). Psikolojik danışma ve rehberlikte başlıca hizmet türleri, A. Kaya, (Ed.), Psikolojik Danışma ve Rehberlik (s. 35-62). Ankara: Anı Yayıncılık.
  • Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80(2), 139-148.
  • Bloom, B.S. (1976). Human characteristics and school learning. New York, McGraw Hill.
  • Bloom, B.S. (1956). Taxonomy of Educational Objectives, the Classification of Educational Goals – Handbook I: Cognitive Domain. New York: McKay.
  • Bond, L., A. (1996). Norm- and criterion-referenced testing. Practical Assessment, Research & Evaluation, 5(2). Retrieved January 23, 2013 from http://PAREonline.net/getvn.asp?v=5&n=2 .
  • Carrell, S. & Carrell, S. (2006). Do Lower Student-to-Counselor Ratios Reduce School Disciplinary Problems? Contributions to Economic Analysis & Policy: Vol. 5: Iss. 1, Article 11. Available at: http://www.bepress.com/bejeap/contributions/vol5/iss1/art11.
  • Clark Center for Technological Education. Available at: http://www.caacentre.ac.uk/dldocs/Bluepaper1.pdf
  • Cohen, R., J., Swerdlik, M.,E. (2010). Psychological Testing and Assessment. McGraw-Hill, Higher Education.
  • Coyle, B., Dunne, A. (2008). A Whole School Guidance and Counselling Service and Curriculum: Roles and Relationships. Institute of Guidance Counsellors.
  • Çelen, F., K., Çelik, A., Seferoğlu, S., S. (2011). Türk Eğitim Sistemi ve PISA Sonuçları. Akademik Bilişim, İnönü Üniversitesi, Malatya.
  • Dikli, S. (2003). Assessment at a distance: Traditional vs. Alternative Assessments. The Turkish Online Journal of Educational Technology-TOJET, Vol.2 Issue 3, Article 2, ss.13-19.
  • Draganski, B., Gaser, C., Busch, V., Schuierer, G., Bogdahn, U., & May, A. (2004). Neuroplasticity: Changes in grey matter induced by training. Nature, 427 (6972), 311–312.
  • Gelbal, S., Kelecioğlu, H. (2007). Öğretmenlerin Ölçme ve Değerlendirme Yöntemleri Hakkındaki Yeterlik Algıları ve Karşılaştıkları Sorunlar. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 33: 135-145.
  • Gronlund, N.,E.(1976). Measurement and Evaluation in Teaching. Macmillan Publishing Co., Inc.
  • Groof, J., Neave, G. and Svec, J., (1998). Democracy and governance in higher education, Kluwer Law International, The Hague, London.
  • Klomegah, R.Y. (2007). Predictors of academic performance. College Student Journal,41 (2).
  • M.E.B. (2001). Milli Eğitim Bakanlığı Rehberlik ve Psikolojik Danışma Hizmetleri Yönetmeliği. Resmî Gazete: 17.4.2001/24376, Tebliğler dergisi: Mayıs 2001/2524. http://mevzuat.meb.gov.tr/html/68.html
  • M.E.B. (2012). Milli Eğitim İstatistikleri 2011-2012. Resmi İstatistik Programı Yayını. http://www.meb.gov.tr http://sgb.meb.gov.tr
  • Marsh, C.,J. (2005). Key Concepts for Understanding Curriculum. Routledge Falmer, Taylor&Francis Group, London and New York.
  • McAlpine, M. (2002). Principles of assessment. Glasgow: University of Glasgow, Robert Clark Center for Technological Education. Available at: http://www.caacentre.ac.uk/dldocs/Bluepaper1.pdf Comprehensive Nova Scotia. (2007). Guidance and Counselling. http://studentservices.ednet.ns.ca/sites/default/files/Comp%20Guidance%20and%20Couns%20Prog.pdf
  • Ottobre, F.,M.(1999). The Role of Measurement and Evaluation in Education Policy. Unisco Publications.
  • Salvia, J., Ysseldyke, J.E., Bolt, S. (2007). Assessment: In Special and Inclusive Education. Wadsworth Cengage Learning.
  • Scriven, M. (1967). The Methodology of Evaluation: Perspectives of Curriculum. Chicago: Rand McNally.
  • Shonkoff, J., & Phillips, D. 2000. From neurons to neighbourhoods: The science of early childhood development. Washington DC: National Academy Press.
  • Shepard, L. A. (2000). The role of assessment in a learning culture. Paper presented at the Annual Meeting of the American http://www.aera.net/meeting/am2000/wrap/praddr01.htm Research Association. Available
  • Sowell, E.J (2005). Curriculum: An Integrative Introduction. Pearson Prentice Hall.
  • Taba, H. (1962). Curriculum Development. New York: Harcourt, Brace & World.
  • The Education Trust. (2007). National center for transforming school counseling at the education trust. Retrieved September 2, 2007, from http://www2.edtrust.org/EdTrust/Transforming+School+Counseling/main
  • Turning Points. (2011). Transforming Middle Schools: Guide to Curriculum Development. The Center for Collaborative Education, Boston.
  • Türk Psikolojik Danışma ve Rehberlik Derneği. http://www.turkpdristanbul.com/bir-rehber-ogretmene-250- yerine-941-ogrenci-dusuyor/
  • Tyler, R.W. (1949). Basic principles of curriculum and instruction. Chicago: University of Chicago Press.
  • UNICEF (2011). Türkiye’de Çocukların Durumu Raporu. http://panel.unicef.org.tr/vera/app/var/files/s/i/sitan- tur.pdf
  • Yüksel-Şahin, F. (2012). Türk Milli Eğitim Şuraları’nda (1939-2010) Psikolojik Danışma Ve Rehberlik İle İlgili Alınmış Olan Kararların Değerlendirilmesi. Sosyal Bilgiler Eğitimi Araştırmaları Dergisi, 3(1), 95-118.
  • Zull, J.E. (2002). The Art of Changing the Brain, Stylus Publishing.

-

Yıl 2013, Cilt 2, Sayı 2, 25 - 43, 30.04.2013
https://doi.org/10.19128/turje.181058

Öz

-

Kaynakça

  • Acredolo, L.,Goodwyn, S. (2000). Baby Minds. Bantom Books.
  • Agrawal, M. (2004). Curricular Reform in Schools: The Importance of Evaluation. Journal of Curriculum Studies, 36 (3), 361-379.
  • Apple, D.K, & Krumsieg. K. (1998). Process education teaching institute handbook.
  • ASCA. (2013). http://www.schoolcounselor.org/content.asp?pl=327&sl=341&contentid=341
  • Baker, S.B. (2000). School counseling for the twenty-first century. Upper Saddle River, NJ: Prentice-Hall.
  • Baysal, A. (2004). Psikolojik danışma ve rehberlikte başlıca hizmet türleri, A. Kaya, (Ed.), Psikolojik Danışma ve Rehberlik (s. 35-62). Ankara: Anı Yayıncılık.
  • Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80(2), 139-148.
  • Bloom, B.S. (1976). Human characteristics and school learning. New York, McGraw Hill.
  • Bloom, B.S. (1956). Taxonomy of Educational Objectives, the Classification of Educational Goals – Handbook I: Cognitive Domain. New York: McKay.
  • Bond, L., A. (1996). Norm- and criterion-referenced testing. Practical Assessment, Research & Evaluation, 5(2). Retrieved January 23, 2013 from http://PAREonline.net/getvn.asp?v=5&n=2 .
  • Carrell, S. & Carrell, S. (2006). Do Lower Student-to-Counselor Ratios Reduce School Disciplinary Problems? Contributions to Economic Analysis & Policy: Vol. 5: Iss. 1, Article 11. Available at: http://www.bepress.com/bejeap/contributions/vol5/iss1/art11.
  • Clark Center for Technological Education. Available at: http://www.caacentre.ac.uk/dldocs/Bluepaper1.pdf
  • Cohen, R., J., Swerdlik, M.,E. (2010). Psychological Testing and Assessment. McGraw-Hill, Higher Education.
  • Coyle, B., Dunne, A. (2008). A Whole School Guidance and Counselling Service and Curriculum: Roles and Relationships. Institute of Guidance Counsellors.
  • Çelen, F., K., Çelik, A., Seferoğlu, S., S. (2011). Türk Eğitim Sistemi ve PISA Sonuçları. Akademik Bilişim, İnönü Üniversitesi, Malatya.
  • Dikli, S. (2003). Assessment at a distance: Traditional vs. Alternative Assessments. The Turkish Online Journal of Educational Technology-TOJET, Vol.2 Issue 3, Article 2, ss.13-19.
  • Draganski, B., Gaser, C., Busch, V., Schuierer, G., Bogdahn, U., & May, A. (2004). Neuroplasticity: Changes in grey matter induced by training. Nature, 427 (6972), 311–312.
  • Gelbal, S., Kelecioğlu, H. (2007). Öğretmenlerin Ölçme ve Değerlendirme Yöntemleri Hakkındaki Yeterlik Algıları ve Karşılaştıkları Sorunlar. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 33: 135-145.
  • Gronlund, N.,E.(1976). Measurement and Evaluation in Teaching. Macmillan Publishing Co., Inc.
  • Groof, J., Neave, G. and Svec, J., (1998). Democracy and governance in higher education, Kluwer Law International, The Hague, London.
  • Klomegah, R.Y. (2007). Predictors of academic performance. College Student Journal,41 (2).
  • M.E.B. (2001). Milli Eğitim Bakanlığı Rehberlik ve Psikolojik Danışma Hizmetleri Yönetmeliği. Resmî Gazete: 17.4.2001/24376, Tebliğler dergisi: Mayıs 2001/2524. http://mevzuat.meb.gov.tr/html/68.html
  • M.E.B. (2012). Milli Eğitim İstatistikleri 2011-2012. Resmi İstatistik Programı Yayını. http://www.meb.gov.tr http://sgb.meb.gov.tr
  • Marsh, C.,J. (2005). Key Concepts for Understanding Curriculum. Routledge Falmer, Taylor&Francis Group, London and New York.
  • McAlpine, M. (2002). Principles of assessment. Glasgow: University of Glasgow, Robert Clark Center for Technological Education. Available at: http://www.caacentre.ac.uk/dldocs/Bluepaper1.pdf Comprehensive Nova Scotia. (2007). Guidance and Counselling. http://studentservices.ednet.ns.ca/sites/default/files/Comp%20Guidance%20and%20Couns%20Prog.pdf
  • Ottobre, F.,M.(1999). The Role of Measurement and Evaluation in Education Policy. Unisco Publications.
  • Salvia, J., Ysseldyke, J.E., Bolt, S. (2007). Assessment: In Special and Inclusive Education. Wadsworth Cengage Learning.
  • Scriven, M. (1967). The Methodology of Evaluation: Perspectives of Curriculum. Chicago: Rand McNally.
  • Shonkoff, J., & Phillips, D. 2000. From neurons to neighbourhoods: The science of early childhood development. Washington DC: National Academy Press.
  • Shepard, L. A. (2000). The role of assessment in a learning culture. Paper presented at the Annual Meeting of the American http://www.aera.net/meeting/am2000/wrap/praddr01.htm Research Association. Available
  • Sowell, E.J (2005). Curriculum: An Integrative Introduction. Pearson Prentice Hall.
  • Taba, H. (1962). Curriculum Development. New York: Harcourt, Brace & World.
  • The Education Trust. (2007). National center for transforming school counseling at the education trust. Retrieved September 2, 2007, from http://www2.edtrust.org/EdTrust/Transforming+School+Counseling/main
  • Turning Points. (2011). Transforming Middle Schools: Guide to Curriculum Development. The Center for Collaborative Education, Boston.
  • Türk Psikolojik Danışma ve Rehberlik Derneği. http://www.turkpdristanbul.com/bir-rehber-ogretmene-250- yerine-941-ogrenci-dusuyor/
  • Tyler, R.W. (1949). Basic principles of curriculum and instruction. Chicago: University of Chicago Press.
  • UNICEF (2011). Türkiye’de Çocukların Durumu Raporu. http://panel.unicef.org.tr/vera/app/var/files/s/i/sitan- tur.pdf
  • Yüksel-Şahin, F. (2012). Türk Milli Eğitim Şuraları’nda (1939-2010) Psikolojik Danışma Ve Rehberlik İle İlgili Alınmış Olan Kararların Değerlendirilmesi. Sosyal Bilgiler Eğitimi Araştırmaları Dergisi, 3(1), 95-118.
  • Zull, J.E. (2002). The Art of Changing the Brain, Stylus Publishing.

Okullarda destek birimlerinin önemi ve görevleri: Türkiye’de mevcut durum

Yıl 2013, Cilt 2, Sayı 2, 25 - 43, 30.04.2013
https://doi.org/10.19128/turje.181058

Öz

Okullarda eğitim yaşantılarının planlanması, uygulanması ve değerlendirilmesi bir uzmanlık işidir. Profesyonelce yapılması gereken her bir öğrenci bazında bilişsel, duyuşsal, devinimsel ve sosyal özelliklerin giriş düzeyinde tespit edilmesi ve süreç içerisinde her bir boyutun gelişim evrelerinin düzenli olarak izlenmesi ve sonuçlarının tüm paydaşlara iletilmesidir. “Program Geliştirme Birimi” esas itibariyle eğitimin planlama, uygulama ve değerlendirme aşamalarının her birinde yer almalı ve öğrenme yaşantılarının tamamı ile ilgili her bir öğrenci için destek sağlayabilmelidir. Bu desteğin verilere dayalı olması için “Ölçme

Kaynakça

  • Acredolo, L.,Goodwyn, S. (2000). Baby Minds. Bantom Books.
  • Agrawal, M. (2004). Curricular Reform in Schools: The Importance of Evaluation. Journal of Curriculum Studies, 36 (3), 361-379.
  • Apple, D.K, & Krumsieg. K. (1998). Process education teaching institute handbook.
  • ASCA. (2013). http://www.schoolcounselor.org/content.asp?pl=327&sl=341&contentid=341
  • Baker, S.B. (2000). School counseling for the twenty-first century. Upper Saddle River, NJ: Prentice-Hall.
  • Baysal, A. (2004). Psikolojik danışma ve rehberlikte başlıca hizmet türleri, A. Kaya, (Ed.), Psikolojik Danışma ve Rehberlik (s. 35-62). Ankara: Anı Yayıncılık.
  • Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80(2), 139-148.
  • Bloom, B.S. (1976). Human characteristics and school learning. New York, McGraw Hill.
  • Bloom, B.S. (1956). Taxonomy of Educational Objectives, the Classification of Educational Goals – Handbook I: Cognitive Domain. New York: McKay.
  • Bond, L., A. (1996). Norm- and criterion-referenced testing. Practical Assessment, Research & Evaluation, 5(2). Retrieved January 23, 2013 from http://PAREonline.net/getvn.asp?v=5&n=2 .
  • Carrell, S. & Carrell, S. (2006). Do Lower Student-to-Counselor Ratios Reduce School Disciplinary Problems? Contributions to Economic Analysis & Policy: Vol. 5: Iss. 1, Article 11. Available at: http://www.bepress.com/bejeap/contributions/vol5/iss1/art11.
  • Clark Center for Technological Education. Available at: http://www.caacentre.ac.uk/dldocs/Bluepaper1.pdf
  • Cohen, R., J., Swerdlik, M.,E. (2010). Psychological Testing and Assessment. McGraw-Hill, Higher Education.
  • Coyle, B., Dunne, A. (2008). A Whole School Guidance and Counselling Service and Curriculum: Roles and Relationships. Institute of Guidance Counsellors.
  • Çelen, F., K., Çelik, A., Seferoğlu, S., S. (2011). Türk Eğitim Sistemi ve PISA Sonuçları. Akademik Bilişim, İnönü Üniversitesi, Malatya.
  • Dikli, S. (2003). Assessment at a distance: Traditional vs. Alternative Assessments. The Turkish Online Journal of Educational Technology-TOJET, Vol.2 Issue 3, Article 2, ss.13-19.
  • Draganski, B., Gaser, C., Busch, V., Schuierer, G., Bogdahn, U., & May, A. (2004). Neuroplasticity: Changes in grey matter induced by training. Nature, 427 (6972), 311–312.
  • Gelbal, S., Kelecioğlu, H. (2007). Öğretmenlerin Ölçme ve Değerlendirme Yöntemleri Hakkındaki Yeterlik Algıları ve Karşılaştıkları Sorunlar. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 33: 135-145.
  • Gronlund, N.,E.(1976). Measurement and Evaluation in Teaching. Macmillan Publishing Co., Inc.
  • Groof, J., Neave, G. and Svec, J., (1998). Democracy and governance in higher education, Kluwer Law International, The Hague, London.
  • Klomegah, R.Y. (2007). Predictors of academic performance. College Student Journal,41 (2).
  • M.E.B. (2001). Milli Eğitim Bakanlığı Rehberlik ve Psikolojik Danışma Hizmetleri Yönetmeliği. Resmî Gazete: 17.4.2001/24376, Tebliğler dergisi: Mayıs 2001/2524. http://mevzuat.meb.gov.tr/html/68.html
  • M.E.B. (2012). Milli Eğitim İstatistikleri 2011-2012. Resmi İstatistik Programı Yayını. http://www.meb.gov.tr http://sgb.meb.gov.tr
  • Marsh, C.,J. (2005). Key Concepts for Understanding Curriculum. Routledge Falmer, Taylor&Francis Group, London and New York.
  • McAlpine, M. (2002). Principles of assessment. Glasgow: University of Glasgow, Robert Clark Center for Technological Education. Available at: http://www.caacentre.ac.uk/dldocs/Bluepaper1.pdf Comprehensive Nova Scotia. (2007). Guidance and Counselling. http://studentservices.ednet.ns.ca/sites/default/files/Comp%20Guidance%20and%20Couns%20Prog.pdf
  • Ottobre, F.,M.(1999). The Role of Measurement and Evaluation in Education Policy. Unisco Publications.
  • Salvia, J., Ysseldyke, J.E., Bolt, S. (2007). Assessment: In Special and Inclusive Education. Wadsworth Cengage Learning.
  • Scriven, M. (1967). The Methodology of Evaluation: Perspectives of Curriculum. Chicago: Rand McNally.
  • Shonkoff, J., & Phillips, D. 2000. From neurons to neighbourhoods: The science of early childhood development. Washington DC: National Academy Press.
  • Shepard, L. A. (2000). The role of assessment in a learning culture. Paper presented at the Annual Meeting of the American http://www.aera.net/meeting/am2000/wrap/praddr01.htm Research Association. Available
  • Sowell, E.J (2005). Curriculum: An Integrative Introduction. Pearson Prentice Hall.
  • Taba, H. (1962). Curriculum Development. New York: Harcourt, Brace & World.
  • The Education Trust. (2007). National center for transforming school counseling at the education trust. Retrieved September 2, 2007, from http://www2.edtrust.org/EdTrust/Transforming+School+Counseling/main
  • Turning Points. (2011). Transforming Middle Schools: Guide to Curriculum Development. The Center for Collaborative Education, Boston.
  • Türk Psikolojik Danışma ve Rehberlik Derneği. http://www.turkpdristanbul.com/bir-rehber-ogretmene-250- yerine-941-ogrenci-dusuyor/
  • Tyler, R.W. (1949). Basic principles of curriculum and instruction. Chicago: University of Chicago Press.
  • UNICEF (2011). Türkiye’de Çocukların Durumu Raporu. http://panel.unicef.org.tr/vera/app/var/files/s/i/sitan- tur.pdf
  • Yüksel-Şahin, F. (2012). Türk Milli Eğitim Şuraları’nda (1939-2010) Psikolojik Danışma Ve Rehberlik İle İlgili Alınmış Olan Kararların Değerlendirilmesi. Sosyal Bilgiler Eğitimi Araştırmaları Dergisi, 3(1), 95-118.
  • Zull, J.E. (2002). The Art of Changing the Brain, Stylus Publishing.

Ayrıntılar

Birincil Dil Türkçe
Konular Eğitim, Bilimsel Disiplinler
Yayınlanma Tarihi Spring, 2013
Bölüm Derlemeler
Yazarlar

Mirac OZAR

Yayımlanma Tarihi 30 Nisan 2013
Yayınlandığı Sayı Yıl 2013, Cilt 2, Sayı 2

Kaynak Göster

APA Ozar, M. (2013). Okullarda destek birimlerinin önemi ve görevleri: Türkiye’de mevcut durum . Turkish Journal of Education , 2 (2) , 25-43 . DOI: 10.19128/turje.181058

Creative Commons License TURJE is licensed to the public under a Creative Commons Attribution 4.0 license.