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Class teachers have a meaningful role in the life of primary school students as they are responsible for the majority of their students' instruction. Previous research has shown that teachers who make efforts to learn and develop in their work also promote their students' learning and well-being. This learning orientation is referred to in this study as teachers' professional agency. The well-being of students has been shown to be challenged in many ways already in primary school. However, we need more research on how primary school students experience well-being in classrooms in relation to their studies and whether their class teacher's professional agency relates to their well-being. We examined students' study well-being from two perspectives: study engagement and study burnout. Multilevel structural equation modelling was applied in the analysis to explore perceived study well-being in the classroom (student and class level) and its relation to class teachers' sense of professional agency. The results indicate that a high level of study burnout at the class level decreases students' study well-being over time and also challenges class teachers' sense of professional agency. [ABSTRACT FROM AUTHOR]

Class teachers in China have to take care of many student issues, such as academic achievement, morality cultivation, and class management. Drawing upon Margaret Archer's social morphogenesis approach, this study scrutinizes the dimensions of class teacher's professionalism and the general trajectories of class teacher's professional growth. The findings reveal that subject teaching skills work as the foundational competence for credibility, whereas communication and class management are higher-level competences. Empathy and guidance are the necessary abilities at the highest level. Self-reflexivity and the ability to seek institutional support, are crucial drivers for class teacher's growth across levels. [ABSTRACT FROM AUTHOR]

Based on archival materials, the article examines the educational process in Leningrad theological academy and seminary in the 1940 s. The first inspector after the revival of theological schools in Leningrad was Archpriest Alexander Osipov. It was he who, with the active participation of Metropolitan Grigory (Chukov) of Leningrad, Chairman of the Educational Committee at the Holy Synod, had to solve those educational tasks and problems that took place in the pre-revolutionary theological school. The article discusses the first instructions for students adopted in 1946–1947. Based on archival sources, the problems that the administration faced in the first years of its activity are demonstrated. Life has shown that students who entered theological schools had different life experiences. As a result, conflict situations also occurred in everyday life. In the 1949–1950 academic year, the “Regulations on Educational Work” was drawn up, a document in which the basic principles of educational work in the theological school were spelled out. It follows from the text of the Regulation that the main instrument of education in theological schools should be the activity of classroom teachers. Mentors had to conduct spiritual and moral conversations with pupils as often as possible, delve into the inner world of students, exhort and instruct in difficult life situations. Archival materials also show that the key place in the education was given to general lectures, conversations, organization of various kinds of excursions, trips, concerts to improve the cultural and educational level of students. The central place in the education was occupied by the participation of students in the liturgical life of the theological school. The materials reviewed allow us to conclude that the members of the teaching corporation did everything possible to improve the system of education in Leningrad theological schools in the very first post-war years taking into account the mistakes of the pre-revolutionary spiritual and educational system.

The paper focuses on the importance of the class teacher as a key factor in building and maintaining strong links between the family and the school, with an emphasis on mutual understanding, respect and cooperation. It describes how the class teacher's communicative competencies are manifested in the development of individual approaches to pupils and how these teachers can be instrumental in addressing the various challenges presented by the classroom. [ABSTRACT FROM AUTHOR]

The basic key to achieving success in education is the teacher. When studies and the literature about effective teacher qualities are investigated, it appears that personality traits, academic educational history and experiences of teachers are important. Current research revealed that teachers provide qualified education with their professional values and this elevates the quality of education. Class teachers, especially, have a duty in socialization of the child. The professional values of teachers in the primary school period appear to have a significant effect on the academic success and future of students. In this research, the professional values of primary school teachers were investigated according to the opinions of parents of primary school students. This research used qualitative methods and techniques for data collection and analysis. The results of the research revealed the importance of being a researcher teacher in the context of class teaching as a profession requiring continuity in primary school, parents of students had very high levels of awareness about the professional values of class teachers and had high expectations from class teachers. These results show the need to invest in class teacher education to cultivate versatile class teachers who are equipped with professional values to be able to cope with changing problems in the 21st century and to achieve success in education. [ABSTRACT FROM AUTHOR]

This research examines the perspective of class teachers at SDN 105 Sidorukun regarding negative factors that influence students' interest in learning. So, this type of research is qualitative descriptive research. The subjects of this research were class teachers at SDN 105 who taught or were assigned to the counseling guidance process. The data collection technique uses interview techniques, so the results of the interviews are described by ordering the largest to smallest negative factors that influence students' interest in learning. According to the class teacher's perspective, this study found that the most dominant negative factor influencing interest in learning was playing more actively than studying.

Bu çalışmanın amacı sınıf öğretmenlerinde dijital akıcılığı geliştirmek için hazırlanan programın etkililiğini değerlendirmektir. Bu amaç doğrultusunda öğretmenlerin dijital akıcılık düzeylerini belirlemede kullanabilecek geçerli ve güvenilir bir ölçme aracı geliştirilmiştir. Çalışma nicel araştırma desenlerinden öntest-sontest kontrol gruplu yarı deneysel desende yürütülmüştür. Bu araştırmanın bağımsız değişkeni deney grubuna ön-test ile son-test arasında verilen Dijital Akıcılık Öğretmen Eğitimi olup, bağımlı değişkeni katılımcıların dijital akıcılık düzeyleridir. Araştırma kapsamında deney grubundaki öğretmenlere 30 saatlik Dijital Akıcılık Öğretmen Eğitimi uygulanmış, kontrol grubuna ise herhangi bir uygulama yapılmamıştır. Verilerin analizinden elde edilen bulgulara göre, deneysel uygulamalar sonrasında, deney grubundaki öğretmenlerin dijital akıcılık düzeylerinin kontrol grubundaki öğretmenlere göre anlamlı düzeyde yüksek olduğu görülmüştür. Bu çalışma sonucunda, uygulanan Dijital Akıcılık Öğretmen Eğitim Programının deney grubundaki öğretmenlerin dijital akıcılık düzeylerinde artış sağladığı bulguları elde edilmiştir. Araştırma kapsamında elde edilen bulgular alanyazın temelli tartışılarak yorumlanmış ve öneriler sunulmuştur.

The article is devoted to determining the need for the formation of a system of knowledge and skills in the field of psychology among students of a pedagogical university, among future classroom teachers, taking into account modern trends in education. The article presents the results of a psychological and pedagogical study conducted to identify the psychological climate of the class collective, in which 28 students of the 5th grade from the MOAU “SOSH No. 87” of Orenburg took part. The following methods were used in the course of the study: analysis and synthesis, questionnaire (survey), observation. The study revealed the need to form a system of knowledge and skills in the field of psychology in future teachers. The results obtained suggest that distance learning has a negative impact on the formation process of a class collective and prevents its cohesion, which indicates the need to study psychological disciplines at a pedagogical university. This work may be of interest to students of pedagogical colleges and universities, employees of educational organizations, since with the introduction of the distance learning format, the problem of establishing a favorable psychological climate in the classroom, which has not lost its relevance for a long time, has significantly become aggravated.

Copyright of Journal of Mother Tongue Education / Ana Dili Egitim Dergisi is the property of Journal of Mother Tongue Education / Ana Dili Egitim Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Mediterranean Educational Research Journal / Akdeniz Eğitim Araştırmaları Dergisi is the property of Turkish Educational Research Association (TERA) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The present paper reports on the perceptions of inclusion in students with formally diagnosed behavioral, emotional and social difficulties (BESD) by taking into account social and didactic characteristics of the class teachers' behavior as possible predicting variables. N = 119 students with BESD attending either special or inclusive secondary schools in North-Rhine Westphalia, Germany were questioned about their self-perceived emotional inclusion, social inclusion and academic self-concept, as well as about their perception of the class teacher's behavior in the dimensions 'care' and 'pressure for achievement'. In this context, the present study pursued two key objectives: Firstly, to identify possible differences in perceptions of inclusion and perceived class teacher behavior between students with BESD in inclusive and special schools. Secondly, to examine whether perceived aspects of the class teacher behavior function as significant predictors for perceptions of inclusion. To examine these research issues, one-way analyses of variance (ANOVA) and structural equation modelling (SEM) were applied. The findings suggest that academic self-concept and perception of class teacher behavior are significantly more positive in special schools than in inclusive schools. Furthermore, a substantial link between perceived class teacher behavior and self-perceived inclusion was identified with 'care' predicting emotional and social inclusion as well as 'pressure for achievement' predicting academic self-concept. Concerning this structural pattern, a significant moderating effect through 'school setting' was detected. Further comparative and longitudinal studies should evaluate the subjective perceptions of students with diagnosed BESD in school with special regard to a broader range of potentially influencing (subjective and objective) class teacher variables. [ABSTRACT FROM AUTHOR]

The relationship between the class teacher and the students is an important part of the interpersonal relationship within the class. The students' feeling about the class teacher' s lasting and fair love for them is an important prerequisite for maintaining the teacher-student relationship, resolving the teacher student conflict, and cultivating class identity. In order to explore the measurement indicators of class teachers' love for students in primary and secondary schools, the peer nomination method has been used to construct a nomination network for teachers' love. Drawing on the indicators of the resource allocation in the field of economics, the indicators of class teachers' love intensity, bias and acquisition rate have been constructed based on students' feeling, and 5796 students from 117 primary and secondary school classes in a province of central China have been tested with them. The result shows that the class teachers' teacher-love intensity and the students' teacher-love acquisition rate are positively skewed, the class teachers' teacher-love bias is negatively skewed, and the class teachers' love is negatively affected by the increase of class size; and that class teachers' love for female students, compared with male students, is more intensive and less biased [ABSTRACT FROM AUTHOR]

Copyright of E-International Journal of Educational Research is the property of E-International Journal of Educational Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In research, it is aimed to examination of teachers' attitudes towards values education. The mixed research method was used in the research. Descriptive sequential design was used from the mixed research designs. İn the research, first quantitative data were collected and then qualitative data were collected. The universe of the research is 8524 teachers working in Elazig in the academic year 2019-2020. The sample of the research in the quantitative level was composed of 525 teachers, 273 classroom teachers and 252 branch teachers who worked in Elazig province in 2019- 2020 academic year. The sample of the research in the qualitative level was composed of 30 teachers determined among these teachers. In the research, firstly, "attitude scale towards values education" was applied. In the qualitative part of the research, a semistructured interview form was used. In the quantitative analysis of the data; frequency, percentage distributions, standard error, mean, standard deviation, skewness, kurtosis values, reliability, independent groups t test and Single factor Anova were used. The data obtained from the research were analyzed with the statistical package SPSS 22.0. In the analysis of the interview data, content analysis was made. According to the findings of the research; There is no significant difference in teachers' attitudes towards values education according to age, professional branch, professional seniority and school type variable, ıt was determined that there was a significant difference according to the gender variable. In the qualitative part, the answers given by the teachers were gathered under six topics; culture, belief, love, respect, social rula, experience, tolerance, family, role model were transformed into various codes and suggestions were made at the end of the research findings. [ABSTRACT FROM AUTHOR]

Copyright of Journal of the Association of Arab Universities for Higher Education Research is the property of Journal of the Association of Arab Universities for Higher Education Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Academic Social Science Studies is the property of Journal of Academic Social Science Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of E-Pedagogium is the property of Palacky University in Olomouc and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Beiträge zur Lehrerinnen - und Lehrerbildung is the property of Schweizerische Gesellschaft fur Lehrerinnen- und Lehrerbildung (SGL) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Beiträge zur Lehrerinnen - und Lehrerbildung is the property of Schweizerische Gesellschaft fur Lehrerinnen- und Lehrerbildung (SGL) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Leadership behavior of classroom teachers has a significant impact on students' academic success. However, little empirical research on this subject has been undertaken in China. By developing truth tables and doing necessary computations, this study examines the influence of differential combinations of parameters connected to class teachers' qualities and leadership behavior on student academic performance. It has been discovered that the democratic leadership behavior displayed by class teachers is the most popular among students and is helpful to student academic achievement; the numerous combinations of linked characteristics have varying effects on student academic performance. The study compensates for a dearth of empirical research on the subject and sheds light on the process by which class teacher leadership influences student academic progress. [ABSTRACT FROM AUTHOR]

The article provides information about the upcoming on October 25–27, 2022 All-Russian scientific and practical conference with international participation “Class Teacher and Student Group Curator: Updating the Training Strategy and Methodology”. The purpose of the conference is to determine the specifics and methods of training class teachers and student group curators, to generalize advanced pedagogical experience, scientific and methodological support in the course of training class teachers and student group curators. The conference will beheld on the basis of Novosibirsk State Pedagogical University.

The quality of interpersonal relationships between participants in the educational process (class teachers, students, parents) affects the creation of a favourable socio-emotional climate in and out of the classroom, and is also a significant factor of integration or disintegration of the collective, good or bad interpersonal relationships, satisfaction or dissatisfaction, success or failure achieved by students. In general, it always has a positive effect on the development of students' behaviour, and it depends on the conditions under which a class was formed, the way the class is managed, the position that students have in the class, their mutual relations and students' readiness for appropriate cooperation. With this paper, we explored the social distance that the class teacher sets in relation to students and their parents as an important prerequisite for a qualitative, open and productive cooperation among the actors of the educational process. The sample consisted of teachers in the role of class teachers, students and their parents from 36 primary and secondary schools in the Zlatibor district. The results of this research indicate that class teachers in primary and secondary schools generally have a close relationship with students and parents, although a more direct cooperation is achieved by class teachers in primary schools than in secondary ones. This confirms a more intensive educational function of primary school, as opposed to a more dominant educational function of secondary school and thus a more dynamic, complex, open and direct work of class teachers in primary school with students and parents.

The article reveals the system of basic methods and techniques of forming a student body in vocational education institutions. The team is seen as the ultimate goal of education, as a comfortable environment in which each individual has the opportunity to develop their abilities, implement didactic tasks, to preserve their individuality. By team we mean not a random gathering of people, but one that is united by a common socially significant goal, group activities to achieve this goal, where there are bodies of self-government and coordination and there are relations of responsible dependence. An important place in our study was given to building a system of relationships between the class teacher, assets and members of the study group both horizontally and vertically. In an organized team there should be a relationship of responsible dependence, joint responsibility for the collective cause. On the way to forming a cohesive student body it was important to apply an individual approach to personality, taking into account the individual psychological qualities of each student, creative use of pedagogical ideas of prominent scientists, practitioners to implement results in modern vocational education institutions. [ABSTRACT FROM AUTHOR]

The study aimed to identify the attitudes of students of a classroom teacher in Jordanian universities towards specialization from their point of view. To achieve the goal of the study, the researchers developed a tool that consisted of a questionnaire consisting of (25) paragraphs distributed in three areas: the psychological field, the academic field, and the social field. The study population reached 6262 male and female students during the first semester (2019-2020). The sample was randomly selected and consisted of (274) male and female students, including (74) male and (200) male and female students. The results of the study showed that the psychological field ranked first, followed by the academic field, and the social field came in the last rank, and the estimates of the study sample individuals on the tool as a whole reached an average degree, and the presence of statistically significant differences attributed to the gender variable and in favor of female estimates, and the absence of statistically significant differences attributable to the characteristic variable University, and the presence of differences attributable to the variable of the general secondary school rate excluding the social field and in favor of estimates of those with rates (higher than 80%), and the presence of differences attributable to those with a university cumulative average less than (76%) on the one hand, and for those with a university cumulative average (from 76% - 84% ). The study recommended working on developing plans and programs for teacher preparation and identifying new technological developments to add to the plans of the courses taught by the student. [ABSTRACT FROM AUTHOR]

As We All Know, Special Education Is Always Unique In All Respects And Circumstances. This Unique Situation Requires A Different Approach In Implementing Special Education Leadership. Apart From School Leadership, Classroom Teachers Also Play An Important Role In Leading Students With Special Needs In The Classroom. This Study Was Conducted To Explore The Role Of Classroom Teachers In Leading Students With Special Needs In The Classroom To Achieve The Desired Outcomes. This Brief Study Uses A Qualitative Approach In Collecting Data. Interview Sessions Were Conducted On 10 Respondents Consisting Of Special Education Class Teachers Selected At Random. The Findings Of The Study Found That, Among The Main Roles That Need To Be Performed By Special Education Class Teachers Are As Mentors, Instructors, Facilitators, Babysitters And Entertainers. It Is Hoped That The Findings Of This Study Can Be A Basic Guide For Future Researchers In Conducting Further Research. [ABSTRACT FROM AUTHOR]

Copyright of European Journal of Open, Distance & E-Learning is the property of Sciendo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cyprus Turkish Journal of Psychiatry & Psychology (CTJPP) / Kıbrıs Türk Psikiyatri ve Psikoloji Dergisi is the property of Cyprus Turkish Journal of Psychiatry & Psychology (CTJPP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In the first part of the article, we present the characteristics of marginalized groups of pupils and the role of the class teacher in integrating them into the class. The experimental part reports the results of the study, which included 381 class teachers from Slovenian elementary schools. Through this research, we sought to establish whether the statistics show characteristic differences in self-assessment of the qualification for working with marginalized groups of pupils; differences in the quantity of knowledge about integration of marginalized groups gained through education; differences in the quantity of experience in integrating marginalized groups of pupils; and differences in the quantity of additional work with integration of marginalized groups of pupils into the classroom, based on years of service, town size and educational level of the class teachers.We researched the difficulty of including various marginalized groups into classes. We also tried to find out the opinions of class teachers on the success of integration strategies for these groups of pupils in the classroom.

Copyright of IUG Journal of Educational & Psychological Studies is the property of Islamic University of Gaza and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Purpose: This research was conducted to identify the responsibilities the parents did not fulfill. It was carried out in a primary school in Aydin province in the first half of the 2018-2019 academic year. Research Method: The research was a qualitative research design and a case study. A descriptive case study was adopted in this study. Nine primary school teachers were recruited according to the criterion sampling method. The data was gathered by a semistructured interview form and descriptive data analysis was conducted. Results: According to the results of the study, it was found that the parents in the primary school did not fulfill their responsibilities adequately. These unfulfilled responsibilities were physical, educational and emotional responsibilities. The reasons for not being able to perform parental responsibilities were listed as economic, parent or family-related causes. Implications for Research and Practice: The study suggested that students should get free breakfast at school; couples should get parental training both before and after they have become parents, public service advertisements on responsibilities of parents should be broadcasted on TVs, and talks of imams should include the importance of parental responsibilities in their Friday preaches. These suggestions are believed to increase parents' participation in school activities and encourage them to comply with their parental responsibilities. Also, suggestions for researchers are given. The same research could be carried out in schools with low and high socio-economic students or private schools and public schools to make comparisons. Problem durumu: Eğitimde öğretmen-öğrenci-veli işbirliğinin kurulması özelde çocukların, genelde ise okulların ve eğitim sisteminin ve en geniş anlamda da devletlerin iyiliği için gereklidir. Bu üçlü saç ayağından oluşan işbirliğinde velilere büyük görevler düşmektedir. Kimlerin veli olabileceğine ilişkin Türk eğitim sistemindeki mevzuat incelendiğinde; velinin, okula devam eden öğrencinin sorumluluğunu üstlenen aile ya da aile dışında kişiler olabileceği belirtilmektedir. Veli olan kişilerin bir takım sorumlulukları vardır. Her evli ebeveyn çocuklarının doğumuyla birlikte otomatik olarak bir takım sorumluluklar kazanmaktadır (Hall, 1999; Lowe, 2005). Bu sorumluluklar çocuğun ölümü veya ebeveynlerin boşanması ile; velayetin verilmediği ebeveynin ve/veya ebeveynlerden birisinin ölümü ile kaybedilmektedir (Lowe, 2005). Velilerin yükümlülükleri çocuğun yetiştirilmesi ile ilgili her şeyi içermektedir. Çocuğun yaşamı ile ilgili tüm kararlar, yaşayacağı ortam, hangi okula gideceği, hangi tıbbi tedaviyi görmesi gerektiği veya tedavinin reddedilmesi gerektiği gibi sorumluluklar da bunun içerisindedir (Henricson, 2008; Moyo, 2014). Bunun yanı sıra velilerin çocuklarına karşı, onların gelişimine yönelik sorumlulukları da olup, çocuklarının karakter ve yetenek gelişiminde, kültürel ve toplumsal kuralları öğrenmelerinde önemli rolleri ve görevleri vardır (Dethloff, 2005). Sayılanların dışında ailelerin okulla ilgili faaliyetlerde görev almaları da sorumlulukları arasındadır. Öyle ki ailelerin okulla ilgili faaliyetlerde görev almaları, çocuğun topluma kazandırılmasında, akademik başarısının artmasında oldukça etkilidir. Bu sebeple ailelerle/velilerle olan iletişim kanalları sürekli açık tutulmalıdır. Bu iletişim kanalları arasında veli ve öğretmenlerin birebir görüşmeleri, veli toplantıları, telefon görüşmeleri, mailler, WhatsApp mesajları, mektuplar ve ev ziyaretleri sayılabilir (Kıral, 2017a). Bu iletişim kanallarının kullanılması ile velilere, çocukları hakkında sürekli bilgi aktarılarak, sorumlulukları da hatırlatılabilir. Görüldüğü gibi velilerin çocukları üzerinde bir takım sorumlulukları vardır. Bunların bilinmesinin ise önce çocuğa, ardından eğitim sistemine fayda sağlayacaktır. Yapılan araştırmalar incelendiğinde Türkiye'de bu konuda yeterli araştırmanın olmadığı görülmüştür. Araştırmanın Amacı: Velilerin çocuklarına karşı yerine getirmedikleri sorumluluklarını araştırmak amaçlanmıştır. Bu amaçtan yola çıkarak aşağıdaki sorulara yanıt aranmıştır. Sınıf öğretmenlerinin görüşlerine göre; 1. Velilerin yerine getirmedikleri sorumlulukları nelerdir? 2. Velilerin sorumluluklarını yerine getirmeme nedenleri nelerdir? 3. Velilerin sorumluluklarını yerine getirmeleri için yapılması gerekenlere ilişkin önerileri nelerdir? Araştırmanın Yöntemi: Araştırma nitel araştırma desenlerinden birisi olan durum çalışması ile desenlenmiştir. Mevcut durumun ortaya çıkarılmasını amaçlayan bu araştırma betimsel durum çalışması deseninde yürütülmüştür. Durum çalışması gerçek yaşamdaki var olan, güncel durumların çalışılmasını, betimlenmesini ve ortaya konulmasını amaçlayan çalışmalardır (Creswell, 2016). Araştırma 2018-2019 akademik yılı birinci yarıyılında Aydın ili Efeler ilçesinde bir ilkokulda görev yapan gönüllü sınıf öğretmenleriyle gerçekleştirilmiştir. Katılımcılar Göç İlkokulundan amaçlı örnekleme yöntemlerinden olan ölçüt örnekleme yöntemine göre seçilmişlerdir. Öğretmenleri tercih etmedeki ölçüt en az 10 yıllık mesleki kıdem ve Göç İlkokulunda en az 5 yıllık hizmetlerinin olmasıdır. Çünkü çalışılan okulun veli profilinin anlaşılması için göç ilkokulunda uzun süre çalışmış olmaları ölçüt olarak alınmıştır. Araştırmaya 9 sınıf öğretmeni katılmıştır. Araştırmada veriler yarı yapılandırılmış görüşme formu ile toplanmıştır. Araştırmada güvenirliği sağlamak için Miles ve Huberman (1994) formülünden yararlanılmıştır. Bu çalışma hesaplanan oran % 88 olup; araştırmanın güvenilir olduğu söylenebilir. Araştırmada içerik analizi kullanılmış, doğrudan alıntılar yapılmış, etik unsurlara dikkat edilerek katılımcılara kod ad verilerek çalışmada kullanılmıştır. Araştırmanın Sonuçları ve Önerileri: Araştırma sonuçlarına göre göç ilkokulundaki velilerin sorumluluklarını yeterince yerine getirmedikleri tespit edilmiştir. Velilerin yerine getirmedikleri sorumluluklar yetiştirme, öğretimsel ve duygusal sorumluluklar olarak sınıflandırılmıştır. Velilerin yerine getirmedikleri yetiştirme sorumluluklarý arasýnda bedensel olarak beslenme, temizlik, saðlýk, geliþim ve güvenlik sorumluluklarýnýn karþýlanmadýðý gibi bulgularýna ulaþýlmýþtýr. Sosyal olarak yerine getirilmeyen sorumluluklar ise ilgi ve disiplin olarak ikiye ayrýlmýþtýr. Yerine getirilmeyen bu sorumluluklara örnek olarak; çocuklarýn okula kahvaltý yapmadan gelmeleri, kantindeki hazýr gýdalarýn veliler tarafýndan iyi gýdalar olarak deðerlendirilmesi, kýlýk kýyafet yönünden temiz olmamalarý, veliler tarafýndan çocuklarýnýn fiziksel geliþiminin takip edilmemesi, evin kalabalýk olmasý sebebiyle akrabalar tarafýndan veya baba tarafýndan çocuklarýn þiddet görmeleri vb. öðretmenler tarafýndan ifade edilmiþtir. Velilerin yerine getirmedikleri sorumluluklarından bir diğeri öğretimsel sorumluluklarıdır. Bunlar da ilgilenme, kontrol ve güdüleme olarak sınıflandırılmıştır. Araştırma sonunda, velilerin çocuklarının dersleri ile ilgilenmedikleri, ders çalışma, kitap okuma gibi alışkanlıkları kazandırmadıkları, okula devamlarını sağladıkları fakat sabah çocukların derse geç kaldığı ve kahvaltı yapmadan okula geldikleri, e-okul sistemini kullanmadıkları, çocuklarını ana sınıfına göndermedikleri, çocukların okula eksik materyalle gittiği ve çantalarında programa göre ders materyali, araç-gerecinin olmadığı, çocukların okula ve derslere karşı güdülenmedikleri ve çocukların eğitime, geleceğe dair amaçlarının olmadığı ve velilerin onlara amaç oluşturmadığı tespit edilmiştir. Velilerin yerine getirmedikleri sorumluluklarından sonuncusu ise duygusal sorumluluklarıdır. Velilerin çocukları ile sohbet etmedikleri, ders veya çocukların diğer sorunlarını sorgulamadıkları, arkadaşlarını veya okulda ve mahallede yaptıklarını sormadıkları, paylaşımda bulunmadıkları, çocukları ile vakit geçirmedikleri, geçirdikleri vaktin zorunlu yemek vakitleri olduğu, çocukla birlikte özel bir paylaşımda bulunmadıkları, sevgi ve saygı, sorumluluk gibi değerleri aşılayamadıkları, çocuklara bağırma ile iş yaptırdıkları, çocuklara psikolojik şiddet uyguladıkları vb gibi sonuçlara ulaşılmıştır. Velilerin sorumluluklarını yerine getirmeme nedenlerinin tespit edildiği bu araştırma sonuçlarına göre veliler ekonomik, veli kaynaklı ve ailevi nedenlerden ötürü sorumluluklarını yerine getirmemektedirler. Yapılan bu çalışmada ayrıca katılımcılara velilerin sorumluluklarını yerine getirmeleri için neler yapılması gerektiği sorulmuş ve katılımcıların verdiği cevaplar neticesinde öneriler; devletin ve öğretmenlerin yapacakları faaliyetler olarak iki kategoriye ayrılmıştır. Devletin yapacakları arasında aileye yapılan yardımları özellikle kış mevsiminde artırmak, ücretsiz kahvaltı vermek, anne-baba olmadan evvel her bireye annelik-babalık eğitimi vermek, velilere çeşitli eğitimler vermek ve bu eğitimleri kullanıp kullanmadıklarını kontrol etmek, ev ziyaretleri ve bire bir görüşmeler yapmak, okul dışı farklı mekânlarda velilerle görüşmelerde bulunmak, gençlik merkezleri açmak, cami imamlarının farklı zamanlarda ve özellikle de cuma günleri velilerin sorumluluklarına ilişkin hutbeler vermesini sağlamak, okumayazma kursları açmak, verilen eğitimler ve kurslar sonunda mutlaka bir belge veya çeşitli ödüllendirmeler yapmak, erken evlenmenin önüne geçmek için çalışmalar başlatmak, taziye evlerini boşken eğitim merkezleri olarak kullanmak, televizyon kanallarında dizi ve program aralarında küçük reklamlar, kamu spotları ile velilerin yerine getirmeleri gereken sorumlulukları, annelik-babalık ile ilgili bilgileri halkla paylaşmak gibi öneriler geliştirilmiştir. Geliştirilen bu önerilerin dışında aynı araştırma benzer örneklem gruplarında nicel araştırma yöntemi kullanılarak araştırılabilir, sonuçlar genellenebilir ve devlet ortaya çıkan sorunlara topyekün bir önlem alabilir. Aynı araştırma sosyo-ekonomik düzeyi yüksek ve düşük bir okulda yapılarak velilerin yerine getirdikleri ve getirmedikleri sorumluluklarını kıyaslanabilir. Bu bölgelere yönelik yapılacak Avrupa Birliği, Türkiye Bilimsel ve Teknolojik Araştırma Kurumu veya diğer kurum ve kuruluşlar tarafından projeler yapılabilir. Destekli projelerin sayıları artırılarak bu bölge insanının dışa açılması, yenilikleri görmesi, kendini önemli ve özel hissetmesi sağlanabilir. Projeler vasıtasıyla elde edilen gelir ile söz konusu okullara kaynak sağlanması için çeşitli çalışmalar başlatılabilir. [ABSTRACT FROM AUTHOR]

The purpose of this research is to determine the current situation of the song syllabus used in the implement of the outcomes of the primary school 3rd grade music lesson, to understand the effectiveness of this song repertoire in the learning-teaching process by creating a new song repertoire and to contribute to improving the quality of teaching. Research is designed as an action research from qualitative research designs. The action plan consists of the songs that the researcher composed according to the outcomes, lesson plans and songs recorded. In the framework of the research, the action plan was applied in a total of 8 weeks and music lessons between March 27, 2014 - May 21, 2014. Practice of the research was carried out with the participation of 30 students and class teachers in the third grade of an elementary school in the Central District of Isparta Province in the spring term of the 2013-2014 academic year. The research data were collected by using data collection tools consisting of personal information forms, semi-structured interviews, student, teacher and researcher diaries. "QSR-Nvivo 10", a computer-aided qualitative data analysis program, was used in the audio recordings of semi-structured interviews and in the analysis of video recordings of implementation lessons. The analysis of qualitative data was carried out with descriptive analysis and content analysis, and the findings were interpreted in the direction of the research questions. According to the results of the study, singing is performed in music lessons. It is seen that students remember songs but the achievements haven't been reached. However, during the implementation period and afterwards, it has been seen that the lessons were carried out in accordance with the action plans, that the teacher awareness of the lesson outcomes was expanded, that the students can reach to the lesson outcomes desired to be given in the music lessons with the song repertoire prepared according to the outcomes in this process. In addition, it has been determined that the students' ability to singing, listening, playing and coexisting improve with their song recordings and become aware of the areas of composition and performance during the implementation process. Findings are discussed within literature framework, suggestions offered for implementation and future research. [ABSTRACT FROM AUTHOR]

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Copyright of Journal of Contemporary Educational Studies / Sodobna Pedagogika is the property of Association of Slovenian Educationalists and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)