Gülsüm DÜŞEK
academian, child development and education, special education, preschool education...
Address: Giresun University Eynesil Kamil Nalbant MYO Child Care and Youth Service Deparment Child Development Program
Address: Giresun University Eynesil Kamil Nalbant MYO Child Care and Youth Service Deparment Child Development Program
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Papers by Gülsüm DÜŞEK
This research was made up on 100 children in the 6th, 7th and 8th grade from broken family and full parents family in three regional primary boarding school in Giresun-Turkey.
At the research, personal information form and Problem-Solving Skills Scale developed by Heppner and Petersen (1982) were used as means of data collection.
At the end of the research, the problem solving skills have not significant differences at children from broken family and full parents family; boarding attending situations of the children have negatively influence on problem solving skills from broken family and full
parents family.
Education level of parents and number of siblings have signifant differences at problem solving skills children who have full parents family, but they have not significant differences at problem solving skills children who have broken family.
aims to remark the expectations of mothers from preschool education.
The sample of the research consists of 114 mothers having kids at 4-5 ages with low socio-economical
status in Ordu city center. The questionnaire called “The Expectations of Parents from Preschool Education”
prepared by Özen (2008) was conducted to aforementioned samples. In data evaluation, T-test and single tone
variance analysis (ANOVA) were implemented through using the program of SPSS.
According to results, mothers whose children have taken preschool education and mothers aging
between 31 and 35 have more expectations of social progress from preschool institutions. It has been noticed that
the institutional expectations of mothers aged at 36 and over were more negative. As education level of mothers
has risen, the attitude towards preschool education has been more appreciably positive."
teacher and/or disabled student are backed up. This research aims to specify the views of primary teachers and
preschool teachers on inclusive education. The sample of the research consists of 33 primary teachers and 60
preschool teachers having inclusive students and serving in Giresun in 2011-2012. The questionnaire used for
the research was prepared by the researcher under favor of studies of Kargın, Acarlar ve Sucuoğlu (2005) and
Özbaba (2000) and various literature reviews. Frequency, percent value, and chi square were used in data
analysis.
According to research results, preschool teachers and primary school teachers obtained information
about disabled students from their parents; furthermore, classroom teachers preferred to get information from
counseling service. The rate of preschool teachers considering inclusive education as necessary application is
higher than the one of primary school teachers. The insufficiency of physical settings in classes oriented to
inclusive students is observable (%66, 7). As the answers relating to difficulties in inclusive education were
examined, the lack of time for inclusive student, crowded classes, severely disabled students in classes, and the
lack of physical impossibility have been regarded as major reasons.
Whereas % 21.2 of primary school teachers and % 15 of preschool teachers have stated to have enough
knowledge about inclusive students, % 30.3 of primary school teachers and % 6.7 of preschool teachers have
claimed to fall short on inclusive education. As the answers to the question of which field do they want in case of
a seminar about inclusive education were examined, the choice of % 43.9 of teachers was on the sorts of
disability, following respectively behavior management, concept and skill teaching, preparation and application
of BEP, the effects of inclusive education, and material development for special education. Further, % 15.8 of
teachers asked for information in every field."
boarding in Regional Primary Boarding School. This research was made up in 2010-2011 academic
year, on 248 children in the 6th, 7th and 8th grade who attend boarding and day in three
Regional Primary Boarding School in Giresun.
At the research, Personal information form and “Problem-Solving Skills Scale” developed
by Heppner and Petersen were used as means of data collection. At the end of the research,
day and boarding attending situations of the children attend at the Regional Primary Boarding
School,were identifi ed to created signifant differences at problem solving skills. The problem
solving skills of the boarding children, impatient approach and self –confi dent approach subscales
and total problem solving skills levels, were found to be lower levels than children who
attend day. İn addition, study, parents level of education created signifant differences of problem
solving skills of children who attend boarding, parents level of education and number of siblings
created signifant differences of problem solving skills of children who attend day,
Bu araştırma, yatılı ilköğretim bölge okulunda yatılı ve gündüzlü öğrenim gören çocukların
problem çözme becerilerini incelemek amacıyla yapılmıştır. Araştırmaya 2010-2011 eğitimöğretim
yılında Giresun ilinde bulunan üç yatılı ilköğretim bölge okulunda altıncı, yedinci ve
sekizinci sınıfta yatılı ve gündüzlü olarak öğrenim gören 248 çocuk dâhil edilmiştir. Araştırmada
veri toplama aracı olarak, “Genel Bilgi Formu” ile Heppner ve Petersen (1982) tarafından
geliştirilen “Problem Çözme Becerileri Ölçeği” kullanılmıştır. Araştırma sonucunda yatılı
ilköğretim bölge okullarında öğrenim gören çocukların yatılı ve gündüzlü öğrenim görme
durumlarının problem çözme becerilerinde anlamlı farklılık yarattığı, yatılı öğrenim gören
çocukların problem çözme becerilerinin aceleci yaklaşım ve kendine güvenli yaklaşım alt
boyutları ile toplam problem çözme becerileri düzeylerinde gündüzlü öğrenim gören çocuklara
göre düşük olduğu saptanmıştır. Ayrıca araştırmada yatılı öğrenim gören çocukların problem
çözme becerilerinde anne-baba öğrenim düzeyinin anlamlı farklılık yarattığı belirlenirken,
gündüzlü öğrenim gören çocukların problem çözme becerilerinde ise anne -baba öğrenim düzeyi
ile kardeş sayısının anlamlı farklılık yarattığı belirlenmiştir.""
This research was made up on 100 children in the 6th, 7th and 8th grade from broken family and full parents family in three regional primary boarding school in Giresun-Turkey.
At the research, personal information form and Problem-Solving Skills Scale developed by Heppner and Petersen (1982) were used as means of data collection.
At the end of the research, the problem solving skills have not significant differences at children from broken family and full parents family; boarding attending situations of the children have negatively influence on problem solving skills from broken family and full
parents family.
Education level of parents and number of siblings have signifant differences at problem solving skills children who have full parents family, but they have not significant differences at problem solving skills children who have broken family.
aims to remark the expectations of mothers from preschool education.
The sample of the research consists of 114 mothers having kids at 4-5 ages with low socio-economical
status in Ordu city center. The questionnaire called “The Expectations of Parents from Preschool Education”
prepared by Özen (2008) was conducted to aforementioned samples. In data evaluation, T-test and single tone
variance analysis (ANOVA) were implemented through using the program of SPSS.
According to results, mothers whose children have taken preschool education and mothers aging
between 31 and 35 have more expectations of social progress from preschool institutions. It has been noticed that
the institutional expectations of mothers aged at 36 and over were more negative. As education level of mothers
has risen, the attitude towards preschool education has been more appreciably positive."
teacher and/or disabled student are backed up. This research aims to specify the views of primary teachers and
preschool teachers on inclusive education. The sample of the research consists of 33 primary teachers and 60
preschool teachers having inclusive students and serving in Giresun in 2011-2012. The questionnaire used for
the research was prepared by the researcher under favor of studies of Kargın, Acarlar ve Sucuoğlu (2005) and
Özbaba (2000) and various literature reviews. Frequency, percent value, and chi square were used in data
analysis.
According to research results, preschool teachers and primary school teachers obtained information
about disabled students from their parents; furthermore, classroom teachers preferred to get information from
counseling service. The rate of preschool teachers considering inclusive education as necessary application is
higher than the one of primary school teachers. The insufficiency of physical settings in classes oriented to
inclusive students is observable (%66, 7). As the answers relating to difficulties in inclusive education were
examined, the lack of time for inclusive student, crowded classes, severely disabled students in classes, and the
lack of physical impossibility have been regarded as major reasons.
Whereas % 21.2 of primary school teachers and % 15 of preschool teachers have stated to have enough
knowledge about inclusive students, % 30.3 of primary school teachers and % 6.7 of preschool teachers have
claimed to fall short on inclusive education. As the answers to the question of which field do they want in case of
a seminar about inclusive education were examined, the choice of % 43.9 of teachers was on the sorts of
disability, following respectively behavior management, concept and skill teaching, preparation and application
of BEP, the effects of inclusive education, and material development for special education. Further, % 15.8 of
teachers asked for information in every field."
boarding in Regional Primary Boarding School. This research was made up in 2010-2011 academic
year, on 248 children in the 6th, 7th and 8th grade who attend boarding and day in three
Regional Primary Boarding School in Giresun.
At the research, Personal information form and “Problem-Solving Skills Scale” developed
by Heppner and Petersen were used as means of data collection. At the end of the research,
day and boarding attending situations of the children attend at the Regional Primary Boarding
School,were identifi ed to created signifant differences at problem solving skills. The problem
solving skills of the boarding children, impatient approach and self –confi dent approach subscales
and total problem solving skills levels, were found to be lower levels than children who
attend day. İn addition, study, parents level of education created signifant differences of problem
solving skills of children who attend boarding, parents level of education and number of siblings
created signifant differences of problem solving skills of children who attend day,
Bu araştırma, yatılı ilköğretim bölge okulunda yatılı ve gündüzlü öğrenim gören çocukların
problem çözme becerilerini incelemek amacıyla yapılmıştır. Araştırmaya 2010-2011 eğitimöğretim
yılında Giresun ilinde bulunan üç yatılı ilköğretim bölge okulunda altıncı, yedinci ve
sekizinci sınıfta yatılı ve gündüzlü olarak öğrenim gören 248 çocuk dâhil edilmiştir. Araştırmada
veri toplama aracı olarak, “Genel Bilgi Formu” ile Heppner ve Petersen (1982) tarafından
geliştirilen “Problem Çözme Becerileri Ölçeği” kullanılmıştır. Araştırma sonucunda yatılı
ilköğretim bölge okullarında öğrenim gören çocukların yatılı ve gündüzlü öğrenim görme
durumlarının problem çözme becerilerinde anlamlı farklılık yarattığı, yatılı öğrenim gören
çocukların problem çözme becerilerinin aceleci yaklaşım ve kendine güvenli yaklaşım alt
boyutları ile toplam problem çözme becerileri düzeylerinde gündüzlü öğrenim gören çocuklara
göre düşük olduğu saptanmıştır. Ayrıca araştırmada yatılı öğrenim gören çocukların problem
çözme becerilerinde anne-baba öğrenim düzeyinin anlamlı farklılık yarattığı belirlenirken,
gündüzlü öğrenim gören çocukların problem çözme becerilerinde ise anne -baba öğrenim düzeyi
ile kardeş sayısının anlamlı farklılık yarattığı belirlenmiştir.""