23
IV. Uluslararası Türk Kültür Coğrafyasında Eğitim ve
Sosyal Bilimler Sempozyumu
27-30 Haziran 2018/Bakü-Azerbaycan
IV. International Symposium on Educational and
Social Sciences in Turkish Cultural Geography
27-30 June 2018/Baku-Azerbaijan
Examining the Level of Informing of Parent Meetings Towards a Learning Supporting
Home Environment
Recep Kahramanoglu
Gaziantep Üniversitesi
recepkahramanoglu@gmail.com
Hamza Şahin
MEB
hamzasahin0227@gmail.com
It is directly proportional to the importance of the students' success in the school education.
The interest of the parents to the school and the students will ensure the motivation of the students. This will help
increase the student's success. Families who know the importance of the school and know the value of their
children better will be able to better guide their children. Family involvement encourages children and young
people to achieve their academic success as well as raise their students and increase their school attendance.
Besides, family-school relations; enhances the positive aspects of the class, makes the students more internally
supervised, increases the working trends and supports the students to obtain higher educational goals. When the
issue of communication with the school, which is the basis of the school-family relationship, is handled, it seems
that the parents often think that they are summoned to the school for reasons such as complaints about their
children, financial assistance, notification of the student's taking notes and reporting of negative behaviors.
Emotions that appear in families due to such thoughts often cause feelings of anxiety, anxiety, lack of empathy,
disregard and anger. These drawbacks prevent parents and children from taking an active role in the education
of their children. In this context, it depends on the content of parent meetings and the attitude of teachers to the
active participation of parents in education process. The ability of students to achieve academic achievements and
developments at the desired level depends on the enrichment of student life both at the school level and at home.
Therefore, in this study, it is aimed to investigate how the supportive home environment, which is a dimension of
parental participation in educational process, takes place in parent meetings and what is done to orient parents.
The following questions have been sought for this purpose:
1. According to parents, how and in what ways do teachers guide parents about the home
environment that supports learning in interviews?
2. How and in what ways do teachers guide parents about the home environment that they support
learning?
3. What are the decisions made by the teachers about the supportive home environment in parents'
meeting minutes?
In the qualitative research model for the purpose of the study, the case study was designed with a pattern.
25 teachers and 30 parents participated in the study group. Data from the study group were obtained by semi-
structured interview form and observation forms. In the analysis of the data, content analysis method was used.
The results were analyzed and 8 themes were determined. These themes include: (1) the area of use for
individual study, (2) the use of materials, (3) the peacefulness of the study environment, (4) attentive to creating a
quiet environment, (5) parents' incentive behaviors, (6) home library or bookcase, (7) communication in the home
environment (using a successful driving language) and (8) the content of conservation at the same times spent
together. The vast majority of the parents stated that teachers were touching this theme on the theme of "the area
of use for individual study", emphasizing parental information. If it is related to "theme of material" as a result of
the interview with the parents; the vast majority of the parents said teachers did not touch at all about the course
materials they should have at home, while only a few parents said their teachers were touching this topic in the
teachers' meetings. In the interview with the parents about the theme of "encouraging behaviors to the
parents"; most of the parents expressed that they were informed by their teachers, while some parents stated that
they were not informed. While the vast majority of the parents concerned about reading books on this topic stated
that their teachers gave relevant information on this topic, only a few parents said that teachers gave information
about educational games on this subject. In addition, it was found that a parent had been informed by the teachers
about the contests while none of the nine parents were informed about these issues. In the interview with the
parents about "the theme of library or bookcase at home"; some parents stated that they were informed about the
theme, and most of them stated that they were not informed about the theme. Very few of them have told that their
teachers recommended about the library or bookcase. However, the vast majority of the parents have not
commented on the theme.
Keywords: parent involvement, home learning environment, teacher, parent
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