Makale - Tez Ozetleri-Kitaplar

 

DOKTORA TEZI

 

INAN, HATICE ZEYNEP (2007). AN INTERPRETIVIST APPROACH TO UNDERSTANDING HOW NATURAL SCIENCES ARE REPRESENTED IN A REGGIO EMILIA-INSPIRED PRESCHOOL CLASSROOM

 

ABSTRACT

            This ethnographic study explores aspects of how the natural sciences are represented in a Reggio Emilia-inspired laboratory preschool. The natural sciences as a discipline, a latecomer to preschool curricula, and the internationally-known approach, Reggio Emilia, have interested educators and researchers, but there is little research about Science in Reggio Emilia. The current research aimed to gain insight into natural science experiences in a Reggio Emilia-inspired classroom. To gain in-depth information, this inquiry-based study adapted a research design with ethnographic data collection techniques (i.e., interview, observation, document/artifact collection, and field-notes). The data were analyzed from an interpretive perspective using multiple lenses. These lenses included classroom culture, the Reggio Emilia approach, and Early Learning Content Standards. Several theories guided the study design, including data gathering and analysis. These theories included Spradley’s (1980) Developmental Research Sequence Method, which is a well-known ethnographic method, and Corsaro’s (1997) peer culture theory. The study involved 18 preschoolers, 10 teachers, and a program director. The results indicated that the Reggio Emilia-inspired preschool offered a science-rich context that triggered and supported preschoolers’ inquiries, and effectively engaged preschoolers’ hands, heads and hearts with science. The Reggio Emilia-inspired preschool classroom in this study even exceeded the pre-K standards for natural sciences. The results showed that the Reggio pedagogy, which is grounded in inquiry, is very compatible with science education goals.

 

MAKALE

 

Hatice Zeynep İnan. (2005). Okullarda Çocuklar Arası Zorbalık. Marmara Üniversitesi AFE Eğitim

            Bilimleri Dergisi, 22, 161-170.

 

OKULLARDA ÇOCUKLAR ARASI ZORBALIK

 

Abstract

In recent years, educators and researchers are more interested in physical and psychological violence incidents that occur among children. Many research conducted in different countries have focused on bullying, which is a violent act. Bullying is defined as “repeated intentional harmful actions of one or more students toward another student”. Research shows that a considerable percent of children are bullied by their peers and bullying problems have been increasing over time and becoming more dramatic. Besides an increase in bullying incidents at schools, there are new forms, such as cyberbullying. Bullying has many negative impacts on children. To resolve bullying problems among children, School-wide Bullying Intervention Model (SBI) is proposed and clarified along with the following steps of the model:  

1-     Awareness

2-     Planning

3-     Action at School

4-     Action at Classroom

5-     Cooperation among Children

6-     Collaboration among Children, Parents & School Personnel

7-     Individual Therapy

SBI model aims to create a safe school environment and encourage empathy development among children by getting participation from all school personnel, parents and children. SBI model is a holistic model and aims to deal with bullying problems progressively from the environmental level (e.g., whole school community awareness) to the individual level (e.g., individual therapy).

Key Words: Bullying; School-wide Bullying Intervention Model (SBI); Violence at Schools.

 

Özet: Son yıllarda, öğrenciler arasında yaşanan fiziksel ve psikolojik şiddet vakaları araştırmacıların ve eğitimcilerin dikkatini çekmektedir. Çeşitli ülkelerde yapılan araştırmalar, hemen her yaş grubunda, bir çeşit şiddet olan “zorbalık” olaylarının meydana geldiğine ve bu olaylarının giderek artığına işaret etmektedir. Uluslararası literatürde “bullying” olarak adlandırılan zorbalık, “bir veya birden fazla çocuğun, hedef belirledikleri bir çocuğa karşı, zaman içinde tekrar eden zarar verme amaçlı olumsuz davranışlar sergilemesi” olarak tanımlanmıştır. Zorbalık vakaları hızla artmakla beraber, “cyberbullying” gibi yeni formlarıyla da karşımıza çıkmaktadır.

Hem mağdur hem de zorbayı fiziksel, psikolojik, sosyal ve eğitimsel açıdan olumsuz etkileyen çocuklararası zorbalık olayları, çoğunlukla görmemezlikten gelinmekte veya farkedilememektedir. Zorbalık vakalarının çözümüne ve önlenmesi yönelik hazırlanan Okul Çapında Şiddetle Başa Çıkma Modeli (SBI) ile, okul çapında güvenli bir ortam yaratma ve çocuklar arasında empati geliştirme amaçlanmıştır. Ayrıca öğrencilerin, velilerin ve tüm okul personelinin aktif olarak rol aldığı bu modelde, modelin sağlıklı işleyebilmesi için bütünsel bir yaklaşım, verimliliğini artırmak için ise yardım hiyerarşisi kurulmuştur. SBI modeli aşağıdaki basamaklarıyla tartışılacaktır:

1- Farkındalık yaratma

2- Planlama

3- Okul çapında uygulama

4- Sınıflarda uygulama

5- Çocuklar arası yardımlaşma

6- Velilerle dayanışma

7- Bireysel terapi.

Anahtar sözcükler: Zorbalık; Okul Çapında Şiddetle Başa Çıkma Modeli; Okulda Şiddet.

 


 

 

BOLUM

 

http://books.google.com/books?id=JulOlhMP3JAC&pg=PA344&lpg=PA344&dq=%22hatice+zeynep+inan%22&source=web&ots=cZZNQbrOQ6&sig=QlMbf16fWpcDXP4LPpgTerf3uNU&hl=en&sa=X&oi=book_result&resnum=10&ct=result#PPA340,M1