Investigation of School Administrators’ Curriculum Literacy Status

Emrah Aygün; Murat Taşdan

Makale detayları

Investigation of School Administrators’ Curriculum Literacy Status

Yazarlar:

Emrah Aygün | Murat Taşdan

Yayıncı:

Erzincan Binali Yildirim University

Ana Başlıklar:

Alan Eğitimleri

Dergi:

Erzincan Üniversitesi Eğitim Fakültesi Dergisi Vol.25 Issue 2, pp.369-381

Belge Tipi:

Makale

Yayın Tarihi:

6/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001287506

pISSN:

2148-7758

Anahtar kelimeler:

Özet:

 In this study, it is aimed to reveal the opinions of the administrators of schools with special education classes about curriculum literacy. The study group of the research consisted of 16 school administrators working in kindergarten, primary school I. Level, secondary school II. Level and high schools III. Level with a special education class and teacher, and two school administrators working in an independent special education school. It consists of 18 school administrators. In the research, Curriculum Literacy Semi-Structured Interview Form was used as a data collection tool. Research data were analyzed with a content analysis approach in accordance with qualitative data analysis processes. In the study, it was determined that although school administrators have information about the program literacy concept from different sources, they mostly define the knowledge they have as low and medium level. As a result of the research, it is suggested that in-service trainings should be regularly and systematically improved for school administrators, and that after each revised curriculum, school administrators should be informed about the scope, content and application principles of these curricula.

 In this study, it is aimed to reveal the opinions of the administrators of schools with special education classes about curriculum literacy. The study group of the research consisted of 16 school administrators working in kindergarten, primary school I. Level, secondary school II. Level and high schools III. Level with a special education class and teacher, and two school administrators working in an independent special education school. It consists of 18 school administrators. In the research, Curriculum Literacy Semi-Structured Interview Form was used as a data collection tool. Research data were analyzed with a content analysis approach in accordance with qualitative data analysis processes. In the study, it was determined that although school administrators have information about the program literacy concept from different sources, they mostly define the knowledge they have as low and medium level. As a result of the research, it is suggested that in-service trainings should be regularly and systematically improved for school administrators, and that after each revised curriculum, school administrators should be informed about the scope, content and application principles of these curricula.

 In this study, it is aimed to reveal the opinions of the administrators of schools with special education classes about curriculum literacy. The study group of the research consisted of 16 school administrators working in kindergarten, primary school I. Level, secondary school II. Level and high schools III. Level with a special education class and teacher, and two school administrators working in an independent special education school. It consists of 18 school administrators. In the research, Curriculum Literacy Semi-Structured Interview Form was used as a data collection tool. Research data were analyzed with a content analysis approach in accordance with qualitative data analysis processes. In the study, it was determined that although school administrators have information about the program literacy concept from different sources, they mostly define the knowledge they have as low and medium level. As a result of the research, it is suggested that in-service trainings should be regularly and systematically improved for school administrators, and that after each revised curriculum, school administrators should be informed about the scope, content and application principles of these curricula.

 Bu araştırmada özel eğitim sınıfı bulunan okulların yöneticilerinin, program okuryazarlığı hakkında görüşlerinin ortaya konması amaçlanmıştır. Araştırmanın çalışma grubunu bünyesinde özel eğitim sınıfı ve öğretmeni bulunduran anaokulu, ilkokul I. Kademe, ortaokul II. Kademe ve liselerde III. Kademe görev yapan 16 okul yöneticisi ve bağımsız özel eğitim okulunda görevli 2 okul yöneticisi olmak üzere, toplam 18 okul yöneticisi oluşturmaktadır. Araştırmada veri toplama aracı olarak Eğitim Programı Okuryazarlığı Yarı Yapılandırılmış Görüşme Formu kullanılmıştır. Araştırma verileri nitel veri analizi süreçlerine uygun olarak içerik analizi yaklaşımıyla analiz edilmiştir. Araştırmada okul yöneticilerinin, program okuryazarlığı kavramı hakkında farklı bilgi kaynaklarından bilgi sahibi olsalar da büyük çoğunlukla sahip oldukları bilgiyi düşük ve orta düzeyli olarak tanımladıkları saptanmıştır. Araştırmanın sonucunda okul yöneticilerine hizmet içi eğitimlerin düzenli ve sistematik olarak ilerletilmesi, her yenilenen öğretim programlarından sonra okul yöneticilerinin bu programların kapsamı içeriği ve uygulama esasları hakkında bilgilendirme çalışmalarının düzenlenmesi önerilmektedir.

Makale detayları

Investigation of School Administrators’ Curriculum Literacy Status

Yazarlar:

Emrah Aygün | Murat Taşdan

Yayıncı:

Erzincan Binali Yildirim University

Ana Başlıklar:

Alan Eğitimleri

Dergi:

Erzincan Üniversitesi Eğitim Fakültesi Dergisi Vol.25 Issue 2, pp.369-381

Belge Tipi:

Makale

Yayın Tarihi:

6/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001287506

pISSN:

2148-7758

Special education

school administrator

special education school administrator

literacy

curriculum literacy

Özel eğitim

okul yöneticisi

özel eğitim okul yöneticisi

okur-yazarlık

program okuryazarlığı

Sayı

Makale detayları

Yazarlar: Emrah Aygün | Murat Taşdan

Yayıncı: Erzincan Binali Yildirim University

Ana Başlıklar: Alan Eğitimleri

Dergi: Erzincan Üniversitesi Eğitim Fakültesi Dergisi Vol.25 Issue 2, pp.369-381

Belge Tipi: Makale

Yayın Tarihi: 6/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001287506

pISSN: 2148-7758

Sayı

Yazarlar:

Emrah Aygün | Murat Taşdan

Yayıncı:

Erzincan Binali Yildirim University

Ana Başlıklar:

Alan Eğitimleri

Dergi:

Erzincan Üniversitesi Eğitim Fakültesi Dergisi Vol.25 Issue 2, pp.369-381

Belge Tipi:

Makale

Yayın Tarihi:

6/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001287506

pISSN:

2148-7758