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Okul-aile birliginin fonksiyonunu gerçekleştirme düzeyi

Başlık çevirisi mevcut değil.

  1. Tez No: 339998
  2. Yazar: REMZİ YAVAŞ KINCAL
  3. Danışmanlar: PROF. DR. HİKMET Y. CELKAN
  4. Tez Türü: Doktora
  5. Konular: Eğitim ve Öğretim, Education and Training
  6. Anahtar Kelimeler: Belirtilmemiş.
  7. Yıl: 1991
  8. Dil: Türkçe
  9. Üniversite: Atatürk Üniversitesi
  10. Enstitü: Sosyal Bilimler Enstitüsü
  11. Ana Bilim Dalı: Eğitim Bilimleri Ana Bilim Dalı
  12. Bilim Dalı: Belirtilmemiş.
  13. Sayfa Sayısı: 158

Özet

Özet yok.

Özet (Çeviri)

In this study, w hi ch is of great imponance for both the function of schools and a better ıraining of students and in which the level of School-Family Unity is searched, cenain features of teachers and parents have been taken into account and their effects on School-Famil Unity have been ıried to be defined. The handled features of teachers and parents have been found effective in 19 subjects and not effective in 36 other subjects. It has been found that cenairi features of students parems and teachers are effective on some matters and not on the others. We have seen that, one of the features taken into accoum, the professional rank of teachers is effective only for teachers applying to School-Family Unity in order to collabarate with parems, and not on other matters. Other facrors show a differem spread in accordence with the matters they effect. Besides, on some matters a positive and on some matters a negative effect is seen for the matters which these facrors effect. Our first hypothesis that School-Family Unity has an imporrant role in the realization of school and family collabaration has been greatly supported. Our second hypothesis that the dialogue berween school and parems of the studems was notata desirable level has been supported too. Our third hypothesis that the lack of dialogue between school and parems of studems originate from the school's not performing its duty accurateiy has not been supponed. Om founh hypothesis that parems don't ıry enough to realize a co Ilaboration with school has been supported. On the other hand, it has been found that parems of students panicipate in activities done in the frame work of School-family collaboration very seldom without any particnlar reason. A better service can be expected from School-Family Unity, if fırst srudems parems, then all teachers are informed enough of School-Family Unity. and if teachers and studems parems are directed to woı:ds a better understanding of the subjecL

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