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Development of “A Scale for Participation of Families to Inclusive Education Environments of Gifted and Talented Children”

Yıl 2018, Cilt: 7 Sayı: 3, 1007 - 1034, 31.10.2018

Melek Gülşah Şahin Esra Ömeroğlu Aysun Turupçu Doğan Elif Dağlıoğlu Safiye Sarıcı Bulut Osman Sabancı Volkan Kukul Ebru Kılıç Çakmak Serçin Karataş

https://doi.org/10.14686/buefad.420776
Cited By: 1

Öz

The aim
of this research is to develop a scale in order to determine the participation
level of families to inclusive preschool and primary school education
environments, in which talented and gifted children receive education together
with typically developing children. In this context, study group of the
research was comprised of 1007 families, who had children studying in various
preschool education institutions and primary schools, which provide inclusive
education in Ankara province. Data obtained from 456 persons included to the
study group were subjected to Exploratory factor analysis, and data obtained
from 551 persons were subjected to Confirmatory factor analysis. We determined
that the scale was comprised of 11 items and one-dimensional scale. The scale was
named as “A Scale for Participation Of Families to the Inclusive Education
Environment” in the direction of expert opinions and body of literature. The
scale explains 42,58% of total variance. Cronbach’s alpha internal consistency
coefficient was calculated in order to determine reliability of the scale, and
we obtained the value of 0.89. As we examined the goodness of fit indexes that
were obtained as a result of confirmatory factor analysis, we determined that
the included items were good fit to the single-factor structure. Also,
item-test correlations of the items were calculated, and we reached to the
result that all of the values were above .30. Consequently, we determined that
the scale comprised of 11 items and single-factor structure is reliable.

Anahtar Kelimeler

Inclusive education Participation to education and training Pre and Primary school age Mother-father

Kaynakça

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  • Bandura, A. (1977). Social learning theory, Upper Saddle River, NJ: Prentice Hall.
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  • Can, B. (2009). İlköğretim programının uygulanması sürecinde velilerin katılımları ve okula ilişkin tutumları. Yayımlanmamış Yüksek Lisans Tezi. Eskişehir: Osmangazi Üniversitesi, Sosyal Bilimler Enstitüsü.
  • Carr, M. (2001) Assessment in early childhood settings. London: Sage.
  • Caspe, M. & Lopez, M. E.(2006). Family involvement in early childhood education. Howard Family Research Project no:1 in A series.
  • Chan, D. W. (2004). Multiple ıntelligences of chinese gifted students in hong kong: perspectives from students, parents, teachers, and peers. Roeper Review, 27(1), 18-24.
  • Coleman, L. & Cross, T. (2001). Being gifted in school: An introduction to development, guidance, and teaching. Waco, TX: Prufrock Press.
  • Coley, L. R. & Morris, E.J.(2003). Comparing fathet and mother reports of father involvement among low income minority families. Boston Collage. Ed. 458345 (ERIC).
  • Comrey, A. L. & Lee, H.L.(1992). A first course in factor analysis, Hillsdale, New Jersey: Erlbaum.
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  • Çağdaş, A., Özel, E. & Gonca, A. S. (2016). İlkokul başlangıcında velilerin aile katılım düzeylerinin incelenmesi. Eğitimde Kuram ve Uygulama, 12(4), 891-908.
  • Çağlar, D. (2004). Üstün zekâlı çocukların eğitim modelleri. Seçilmiş makaleler kitabı 1. Türkiye Üstün Yetenekli Çocuklar Kongresi. İstanbul: Çocuk Vakfı Yayınları.
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  • Davis- Simons, J. M. (1995). The effects of parenting workshops on the attitudes and reported behaviors of parents of gifted black and latino primary grade students. Unpublished doctoral thesis, Columbia University Teachers College.
  • DeVellis, R. (2003). Scale development: theory and applications (2nd Ed.). Thousand Oaks, CA: Sage
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  • Enç, M. (2005). Üstün beyin gücü gelişim ve eğitimleri. Ankara: Gündüz Eğitim ve Yayıncılık.
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  • Epstein, J. L. (1995). School/family/community partnerships: Caring for the children we share. Phi Delta Kappan, 76, 701-712
  • Fantuzzo, J., Mcwayne, C., & Perry, A. M. (2004). Multiple dimensions of family involvement and their relations to behavioral and learning competencies for urban, low income children. School Pyschology Review, 33(4), 467-480. http//eric.ed.gov adresinden 27.06.2011 tarihinde alınmıştır.
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Yıl 2018, Cilt: 7 Sayı: 3, 1007 - 1034, 31.10.2018

Melek Gülşah Şahin Esra Ömeroğlu Aysun Turupçu Doğan Elif Dağlıoğlu Safiye Sarıcı Bulut Osman Sabancı Volkan Kukul Ebru Kılıç Çakmak Serçin Karataş

https://doi.org/10.14686/buefad.420776
Cited By: 1

Öz

Kaynakça

  • ReferencesAkkanat, N., Gökdere, M. & Mutlu, Ç.(2015). Gifted children's parent's ınvolvement level and their attitude towards regular school. Multidisciplinary Academic Conference on Education, Teaching and E-Learning, 1(1), 1-11., Doi: 10.1155/2011/915326, Prag
  • Alisinanoğlu, F., Bay, D. N. & Şimşek, Ö. (2014). Okul öncesi eğitimde okul aile işbirliği ölçeğinin geçerlik ve güvenirlik çalışması. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi (KEFAD), 15(1) 1-13.
  • Amber, W.(2014). assessing the perceptions of giftedness in parents of culturally and linguistically diverse students. Electronic Theses and Dissertations. 679. https://digitalcommons.du.edu/etd/679
  • Applebaum, A. S. (1998). Learning to parent the gifted child: Development of a model parenting program to prevent underachievement and other related emotional difficulties in gifted children. Unpublished doctoral thesis, Widener University, USA.
  • Arnas, Y. A. (2002). Okul öncesi eğitim kurumlarında okul-aile işbirliği çalışmaları ile anne-baba eğitim programı uygulamaları. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 2(22), 31-41.
  • Bagin, D. & Galloper, D. R. (1997). The School and Community Relations. 7th edition. USA: A Pearson Education Company.
  • Bandura, A. (1977). Social learning theory, Upper Saddle River, NJ: Prentice Hall.
  • Bilgin, A. H. N. (2004). Çocuk Ruh Sağlığı. İstanbul: Morpa
  • Büyüköztürk, Ş. (2010). Sosyal bilimler için veri analizi el kitabı. Ankara: PegemA
  • Can, B. (2009). İlköğretim programının uygulanması sürecinde velilerin katılımları ve okula ilişkin tutumları. Yayımlanmamış Yüksek Lisans Tezi. Eskişehir: Osmangazi Üniversitesi, Sosyal Bilimler Enstitüsü.
  • Carr, M. (2001) Assessment in early childhood settings. London: Sage.
  • Caspe, M. & Lopez, M. E.(2006). Family involvement in early childhood education. Howard Family Research Project no:1 in A series.
  • Chan, D. W. (2004). Multiple ıntelligences of chinese gifted students in hong kong: perspectives from students, parents, teachers, and peers. Roeper Review, 27(1), 18-24.
  • Coleman, L. & Cross, T. (2001). Being gifted in school: An introduction to development, guidance, and teaching. Waco, TX: Prufrock Press.
  • Coley, L. R. & Morris, E.J.(2003). Comparing fathet and mother reports of father involvement among low income minority families. Boston Collage. Ed. 458345 (ERIC).
  • Comrey, A. L. & Lee, H.L.(1992). A first course in factor analysis, Hillsdale, New Jersey: Erlbaum.
  • Conroy, E. H. (1987). Primary prevention for gifted students: A parent education group. Elementary School Guidance and Counseling, 22, 110-116. Cross, T.L. (2001). Social/Emotional needs: Gifted children and Erikson's Theory of psychosocial. Gifted Child Today 24(1) 54-55.
  • Çağdaş, A., Özel, E. & Gonca, A. S. (2016). İlkokul başlangıcında velilerin aile katılım düzeylerinin incelenmesi. Eğitimde Kuram ve Uygulama, 12(4), 891-908.
  • Çağlar, D. (2004). Üstün zekâlı çocukların eğitim modelleri. Seçilmiş makaleler kitabı 1. Türkiye Üstün Yetenekli Çocuklar Kongresi. İstanbul: Çocuk Vakfı Yayınları.
  • Çelenk, S. (2003) Okul başarısının ön koşulu: okul aile dayanışması. İlköğretim-Online 2 (2), 2003 sf. 28-34. (http://www.ilkogretim-online.org.tr adresinden 10.01.2012 tarihinde alınmıştır).
  • Çokluk, Ö., Şekercioğlu, G. & Büyüköztürk, Ş. (2010). Sosyal bilimler için çok değişkenli istatistik. SPSS ve LISREL uygulamaları. Ankara: Pegem Akademi.
  • Damiani, V. B. (1996). The ındividual family support plan: a tool to assist special populations of gifted learners. Roeper Review, 18(4), 293-297.
  • Dağlıoğlu, H. E. & Alemdar, M. (2010). Üstün yetenekli bir çocuğun ebeveyni olmak, Kastamonu Eğitim Dergisi, 18, 849-860.
  • David, H., Arnold, A., Doctorraf G., & Ortiz, C. (2008). Parent involvement in preschool; Predictors and the relation on involvement to preliteracy development. School Psychology Review, Preguest.
  • Davis- Simons, J. M. (1995). The effects of parenting workshops on the attitudes and reported behaviors of parents of gifted black and latino primary grade students. Unpublished doctoral thesis, Columbia University Teachers College.
  • DeVellis, R. (2003). Scale development: theory and applications (2nd Ed.). Thousand Oaks, CA: Sage
  • Diken, İ. H. (2016). Erken çocukluk eğitimi, Ankara: PegemA.
  • Enç, M. (2005). Üstün beyin gücü gelişim ve eğitimleri. Ankara: Gündüz Eğitim ve Yayıncılık.
  • Eriş, B., Seyfi, R., & Hanoz, S. (2009). Perceptions of parents with gifted children about gifted education in Turkey. Gifted and Talented International, 23(1), 55-65.
  • Epstein, J. L. (1995). School/family/community partnerships: Caring for the children we share. Phi Delta Kappan, 76, 701-712
  • Fantuzzo, J., Mcwayne, C., & Perry, A. M. (2004). Multiple dimensions of family involvement and their relations to behavioral and learning competencies for urban, low income children. School Pyschology Review, 33(4), 467-480. http//eric.ed.gov adresinden 27.06.2011 tarihinde alınmıştır.
  • Field. A. (2005). Discovering statistics using SPSS(2nd Ed.). London: Sage
  • Gander, M. J. & Gardiner, H. W. (2010). Çocuk ve ergen gelişimi, (Çev. Ali Dönmez, Nermin Çelen, Bekir Onur), Ankara: İmge Kitabevi.
  • Gilliam, J.E., Carpenter, B.O. & Christensen, J.R. (1996). Gifted and talented evaluation scales. Prufrock Press; Waco, TX.
  • Güler Yıldız, T. (2016). Okul öncesi eğitimde ailenin önemi ve okul aile işbirliği. Gelengül Haktanır (Ed.) Okul öncesi eğitime giriş. 9. Baskı (s. Ankara: PegemA.
  • Gürbüztürk, O. & Şad, S.N. (2010). Turkish parental ınvolvement scale: validity and reliability studies. Procedia Social and Behavioral Sciences, 2, 487-491.
  • Gürşimşek, I., Girgen, G., Harmanlı, Z. & Ekici, D. (2002). Çocuğun eğitiminde aile katılımının önemi (Bir pilot çalışma). Erken Çocukluk Gelişimi ve Eğitimi Sempozyumu (s. 262-274). Ankara: Kök.
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  • Kızıltaş, E. (2009). Okul öncesi eğitimde uygulanan aile katılım çalışmalarının 5-6 yaş grubu çocukların dil becerilerinin gelişmesine etkisi. Yayımlanmamış Yüksek Lisans tezi. Erzurum: Atatürk Üniversitesi.
  • Koshy, V. (2002). Teaching gifted children 4-7. London: David Fulton Publishers Ltd.
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  • Kutlu, Ç., Gökdere, M. & Akkanat, N. (2015). Turkish gifted children’s parents’ involvement. Multidisciplinary Academic Conference on Education, Teaching and E-learning 1(1), 1-10., Doi: 10.1155/2011/915326: Prag
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  • Moon S. M., Kelly K. R. & Feldhusen J. F. (1997). Specialized counseling services for gifted youth and their families: A needs assessment. Gifted Child Quarterly, 41, 16-25.
  • Morelock, M. (1992). Giftedness: The view from within. Understanding Our Gifted, 4(3), 1, 11-15.
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  • Rivero, L. (2002). Creative home schooling for gifted children: a resource guide. Scottsdale, AZ: Great Potential Press.
  • Robinson, A., Shore, B. M. & Enersen, D. L. (2014). Üstün zekalılar eğitiminde en iyi uygulamalar (Çev.Ed. Hüseyin Ogurlu, Fatih Kaya), Ankara: Nobel.
  • Robinson, N. M. (1990). Parents and the development and education of gifted students, Fundamentals of gifted education considering multiple perspectives (Ed. Carolyn M. Callahan, Holly L. Hertberg-Davis, UK: Routledge.
  • Rudasill, K. M., Adelson, J. L., Callahan, C. M., Houlihan, D. V., & Keizer, B. M. (2012). Gifted students’ perceptions of parenting styles: Associations with cognitive ability, sex, race, and age. Gifted Child Quarterly, 57(1), 15-24.
  • Sabatella, M. L. (2003). Role of programs: Relationships with parents, schools, and communities. In J. F. Smutny (Ed.), Designing and developing programs for gifted students (pp. 119-128). Thousand Oaks, CA: Corwin Press.
  • Sankar-DeLeeuw, N. (2002). Gifted preschoolers: Parent and teacher views on identification, early admission, and programming. Roeper Review, 24, 172.
  • Saranlı, A. G. & Metin, E. N. (2014). SENG üstün yetenekliler aile eğitimi modelinin üstün yetenekli çocuklar ve ailelerine etkileri. Eğitim ve Bilim Dergisi, 39 (175) 1-13.
Toplam 89 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Melek Gülşah Şahin 0000-0001-5139-9777

Esra Ömeroğlu 0000-0002-8005-7474

Aysun Turupçu Doğan 0000-0002-3840-6802

Elif Dağlıoğlu 0000-0002-7420-815X

Safiye Sarıcı Bulut 0000-0001-6557-3668

Osman Sabancı

Volkan Kukul 0000-0002-9546-3790

Ebru Kılıç Çakmak 0000-0002-3459-6290

Serçin Karataş 0000-0002-1731-0676

Yayımlanma Tarihi 31 Ekim 2018
Yayımlandığı Sayı Yıl 2018 Cilt: 7 Sayı: 3

Kaynak Göster

APA Şahin, M. G., Ömeroğlu, E., Turupçu Doğan, A., Dağlıoğlu, E., vd. (2018). Development of “A Scale for Participation of Families to Inclusive Education Environments of Gifted and Talented Children”. Bartın University Journal of Faculty of Education, 7(3), 1007-1034. https://doi.org/10.14686/buefad.420776

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