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    A qualitative evaluation of a non-thesis graduate program of human resources development in education
    (Kastamonu Üniversitesi, 2021) Yıldırım Taştı, Özlem; Yılmaz, Elanur; Engin Demir, Cennet; Aksu, Meral
    This study intended to evaluate Human Resources Development in Education program, a non-thesis graduate program offeredwithin the Education Faculty of a public university located in Ankara, based on the perceptions of the stakeholders.Design/Methodology/Approach: In this qualitative evaluation study, the data were collected through a questionnaire, developed bythe researchers, and semi-structured individual interviews. The questionnaire was administered to current students (n = 15) andavailable graduate students (n = 60). Later, a purposeful sampling method was used to select the participants for the interviews. In thisregard, volunteer students (n = 5) and graduates (n = 20) of the program were involved in semi-structured individual interviews. Thequestionnaire was descriptively analyzed and presented in the form of frequencies and percentages. The qualitative data, on the otherhand, were content analyzed. In doing so, codes were assigned to meaningful segments, and categories were generated throughbringing the codes together which are listed as (1) the factors that affect participants’ preferences to the program; (2) the degree towhich participants’ expectations from the program were met; (3) strengths of the program; (4) the difficulties encountered during theprogram; and (5) the aspects of the program that need improvement.Findings: The findings reveal that professional development (n = 56) and the reputation of the university (n =56) are ranked among thechief factors affecting the participants’ enrollment in the program. In addition, the participants emphasized that the program wassuccessful in meeting their expectations regarding personal interest (n = 54) and professional development (n = 49). Besides, despitethe deficiencies such as internship and evening classes, it was unveiled that the program was found to be successful in equipping thestudents with the knowledge and skills specified in the field of human resources.Highlights: The findings of this study are expected to contribute to the revising of the program. Besides, the results are expected toguide the development of similar programs and evaluation of the current programs within higher education institutions. Lastly, futurestudies might be conducted to reach enhanced findings through interviewing with also employers and conducting observations atworkplaces of the students and graduates.
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    Gölgelerden ışığa gölge eğitim: Türkiye'de temel liseler örneği
    (Türk Eğitim Derneği (TED) İktisadi İşletmesi, 2022) Yıldırım Taştı, Özlem; Engin Demir, Cennet
    Bu çalışma, 2014 yılında özel öğretim merkezlerinin, diğer adıyla dershanelerin kapatılmasını ve bunların Temel Lise adı verilen yeni bir özel okula türüne dönüştürülmesini düzenleyen bir eğitim politikası değişikliğinden sonra gölge eğitimin Türkiye'de nasıl daha görünür hale geldiğini ortaya koymaktadır. Bu çoklu durum çalışmasında okul paydaşlarıyla görüştük ve Ankara, Türkiye'deki beş Temel Lisede dersler ve soru çözüm saatleri gibi çeşitli süreçleri gözlemledik. Bulgular temel olarak Temel Liselerin resmi öğretim programlarının uygulandığı ve ağırlıklı olarak öğrencilerin üniversite giriş sınavına hazırlandığı ikili bir eğitim yapısına sahip olduğunu ortaya koymuştur. Bu gölge okullarda kâr elde etmek amacıyla sınav için öğretme yaklaşımına öncelik verilirken, okul kalitesinin çoğu yönü ihmal edilmiştir. Ayrıca, bu okullar özel okul olarak sınıflandırıldığından, bu okulların okul ücretleri, elit okullardan daha düşük olmasına rağmen orta ve yüksek sosyoekonomik statülü aileler için karşılanabilirdi. Böyle bir yaklaşımın, farklı sosyoekonomik sınıflara mensup öğrenciler arasında üniversite giriş sınavındaki başarı farkını genişletirken Türkiye'deki mevcut eğitim eşitsizliklerini daha da kötüleştirdiği sonucuna varıyoruz. Bu çalışmanın bulguları, herkes için nitelikli eğitim sağlayarak eğitim eşitsizliklerini ortadan kaldırmak amacıyla özel okullarda okullaşma sürecinin düzenlenmesinde eğitimcilere ve politika yapıcılara yardımcı olabilir.
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    Shadow education from shadows to the light: case of basic high schools in Turkey
    (Turkish Education Association, 2022) Yıldırım Taştı, Özlem; Engin Demir, Cennet
    This study situates how shadow education has become more visible in Turkey after an educational policy change in 2014 that regulated the closure of private tutoring centers ???dershanes- and their transformation into a new type of private school called Basic High School -Temel Lise. In this multiple-case study, we interviewed school stakeholders and observed various processes such as classes and recitation hours at five Basic High Schools in Ankara, Turkey. The findings mainly revealed that Basic High Schools had a dual education structure in which the formal curricula were implemented and students were prepared for the university entrance examination, with an emphasis on the latter. Teaching to test was prioritized in these shadow schools for profit while most of the aspects of school quality were neglected. Further, since these schools were categorized as private schools, the school fee for these schools, although lower than the elite ones, was affordable for middle and high-socio-economic-status families. Such an approach, we conclude, exacerbated existing educational inequalities in Turkey while widening the achievement gap on the university entrance examination between students from different socioeconomic classes. The findings of this study might help educators and policy-makers in the organization of the schooling process at private schools to eliminate educational inequalities while ensuring quality education for all.