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Bu araştırmanın amacı, veli toplantılarının öğrencilerin akademik başarısına etkisine yönelik öğretmen ve veli görüşlerini saptamaktır. Araştırmanın çalışma grubunu, 2018-2019 eğitim-öğretim yılında İstanbul ili Eyüpsultan ilçesine bağlı resmi bir ilkokulda görev yapan öğretmenler ve aynı okulda öğrencisi bulunan veliler oluşturmaktadır. Araştırmada veriler yapılandırılmış görüşme yöntemi ile toplanmıştır. Araştırmacılar tarafından hazırlanan görüşme formu, çalışma grubuna elden dağıtılarak öğretmenler ve velilerin sorulara ilişkin görüşleri yazılı olarak alınmıştır. Araştırma kapsamında görüşme formu yardımıyla elde edilen verilerin çözümlenmesinde içerik analizi türlerinden tümevarımcı analiz yöntemi kullanılmıştır. Araştırma sonucunda veli toplantılarının öğretmenler tarafından daha çok veliler ile iş birliği yapmak amacıyla yapıldığı, velilerin ise daha çok bilgi almak amacıyla katıldıkları; öğretmenlerde veli toplantılarının en çok öğrenci başarısını arttırma konusunda etkili olduğu düşüncesi hâkimken velilerde iş birliği sağlama konusunda daha etkili olduğu düşüncesinin hâkim olduğu; toplantılarda en çok etkili çalışma yöntemlerinden bahsedildiği; toplantıların öğrencilerin akademik gelişimine yönelik olumlu katkı sunduğu; toplantılar sonrasında öğrencilerin akademik gelişiminde artış olduğu sonucuna ulaşılmış ve veli ile öğretmenlerin toplantılara yönelik önerileri belirtilmiştir.
The purpose of this research is to identify the teachers and tutors’ opinions on the impact of the tutors’ meetings on the academic success of students. The research work group consists of teachers working in an official primary school connected to the province of Istanbul or Eyüpsultan in the 2018-2019 educational and educational year and guardians who have a student in the same school. In the study, the data was collected by a structured method of conversation. The interview form prepared by the researchers was hand-handed to the working group and the opinions of teachers and guardians on the questions were taken in writing. In the framework of the research, the analysis of the data obtained with the help of the interview form has been used by the derivative analysis method of the type of content analysis. According to the study, the opinion that the council meetings were held by teachers in order to cooperate with more councilers, and the councilers participated in order to gain more information; the idea that the council meetings in teachers were most effective in enhancing student success was judged by the opinion that the council meetings were more effective in providing cooperation; the council meetings were discussed on the most effective methods of work; the council meetings were positive to the academic development of students; the council meetings were achieved to the conclusion that the council meetings were increased in the academic development of students after the council meetings and the council and the council meetings were recommended.
The aim of this study is to determine teachers’ and parents’ views on the impact of parents’ meetings on students’ academic success. Participants are composed of teachers who work at a state primary school located in Eyüpsultan during 2018-2019 educational year and parents who have children at the same school. The data were collected through structured interview developed by researchers, and the technique involved giving the form to the participants in person and collecting their written opinions. To analyze written data inductive content analysis method was used. The main finding of this study reveals that teachers organize parents’ meetings to cooperate with them whereas parents enroll in meetings to get information about their children. Also, the findings argue that teachers view parents’ meetings as a contribution to the students’ success while parents consider meetings as a crucial way of cooperating with teachers. The findings show that effective study techniques are mostly discussed during meetings, the meetings have positive effects on students’ academic success, and there is an increase in student success after parent-teacher meetings organized regularly. At the end of the study, teachers’ and parents’ suggestions are emphasized.
Field : Eğitim Bilimleri; Sosyal, Beşeri ve İdari Bilimler
Journal Type : Uluslararası
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