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    A Study of Determining Teacher Candidates’ Violence Perception
    (Eğitim Araştırmaları Birliği Derneği, 2017) Güleç, Havise Çakmak; Güven, Bülent-
    Violence defined as situation or behaviors like toughness, being sternandrude behaviour, supressing people defined as theuse of bruteforce, intimating or leaving people emotionally helpless is a concept also defined as a social problem which can be analyzed with its different kinds and has been described several times in different periods. Violenceis  seen more frequently in recenty ears that its reasons, kinds and the results of precautions are constantly examined and problem solving researche shave lead to expectations.This study aims to determine Teacher can did ate’s violence perception  of University students that are going to work in pre-schoolor primary schools and to find out whether there are any differences between their perception features among different variances. As a paradigm, teacher can did ates who are studying at the departments of pre-school and primary school teaching in the Faculty of Teaching. Indetermining the paradigm in this way, that the age groups that the teacher can did ates will serve shows the features of a critical period especially in personality development and earning positive affective qualities has become a starting point for researchers.In the study performed in descriptive features, the answers the participant teacher can didates gave to the violence perception determining scale developed by Güven and Güleç (2010) have been examined through non-parametical statistical calculation techniques; in the findings achieved as a result of the examining, in the answers the participants gave, it has been assigned that the education level of the parents does not differ with regards to the settlement they reside in, and that it may differonly a little in some factors from the point of the department they studied, the education level of the father, the time of the education, the level of class in which they studied and gender parameters. Depending on the findings, comment, discussionand conclusion parts are addressed in the fulltext.
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    An evaluation of the interviews between teachers and parents about school and family cooperation in preschool education institutions
    (2010) Güleç, Havise Çakmak; Genç, Salih Zeki
    The primary aim of this study is to determine teachers and parents' views about school- family cooperation at the first level of early childhood education. To this end, 180 parents and 35 teachers from 9 early childhood education schools in Qanakkale city centre were included in the study. Questionnaires, designed especially for this study were used for data collection. The reliability (The Cronbach's Alpha) of the questionnaire was 0.82 and 0.76 for teachers and parents respectively. Data were analyzed by means of a frequency and percentage analysis. As a result, it has been indicated that teacher-parent meetings are carried out accordingly.
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    Öğe
    Examining The Effect of The Storyline Method of Education on The Level of Elementary School Preparedness of Five Year-Old Children
    (Eğitim Araştırmaları Birliği Derneği, 2018) Özsarı, Elif; Güleç, Havise Çakmak
    This study examined the effect of the storyline method of education on the level of elementary school preparedness of five year-old children. The study was of experimental research design and used the pretest/posttest with control group experimental model. The universe of the study constituted 5 year-old children attending a pre-school program in the district of Edremit, Balıkesir during the 2015-2016 academic year. The study sample comprised 23 experimental, 23 control group children, a total of 46 children, who were afternoon attendees of the Sarıkız Preschool located in the district of Edremit in Balıkesir, Turkey. The Marmara Elementary School Preparedness Scale was used to collect data for the research and the data analysis was performed with the non-parametric Wilcoxon Signed Rank Test. The research entailed conducting activities with the experimental group every day for 7 weeks during the hours of 3 p.m. - 5:30 p.m., according to an activity plan based on the storyline method. The research results revealed a significant difference in the five year-olds who were taught with the Storyline method in terms of their Mathematical skills, Science Skills, Mental and Language Development, Socio-emotional Development and Self-care Skills. The storyline method is not an approach that is widely used in Turkey and because of this, there is only a scant number of studies that have been conducted on this technique. Since this study entails a comprehensive examination of the effects of the storyline method of children's education, it is believed that it will make a significant contribution to the literature. At the same time, the study includes a recommendation that the method of storyline education should be improved in the light of its findings and be more widely employed in the school system.