Ebeveyn Lensinden Bir Bakış: Üstün Yetenekli Çocukların Eğitiminde Hakkaniyet

Year 2022, Volume: 23 Issue: 3, 1555 - 1577, 31.12.2022

Duran Mavi , Pınar Ayyıldız , Murat Özdemir

https://doi.org/10.17679/inuefd.1068432

Abstract

Üstün yetenekli çocuklar ebeveynleri, toplumları ve ülkeleri için özel bireylerdir. Onlara sunulan ve aralarında eğitimin de bulunduğu tüm hizmetler çok önemlidir. Bu nedenle üstün yetenekli çocukların geleceği için ayrıntılı planlar hazırlanmakta, kayda değer harcamalar yapılmaktadır. Bilim ve sanat merkezleri (BİLSEM’ler) de bu amaçla kurulan tesislerden biri olarak üstün yetenekli çocukların eğitiminde kritik bir yere sahiptir. Buna karşın bu kurumlar çeşitli altyapısal, yönetsel ve politik sorunla mücadele etmektedir. Hakkaniyet de bu sorunlardan biridir. Mevcut araştırma üstün yetenekli çocukların BİLSEM’lerdeki eğitimleri sırasında karşılaştıkları hakkaniyet sorunlarını onların ebeveynlerinin bakış açılarından ele almaktadır. Çalışmada nitel araştırma desenlerinden fenomenoloji kullanılmıştır. Bu kapsamda çocukları Kahramanmaraş’ın Elbistan ilçesindeki BİLSEM’de eğitimlerini sürdüren 15 ebeveynin görüşlerine başvurulmuştur. Analizler sırasında MAXQDA 2020 adlı nitel araştırma yazılımı kullanılmıştır. Bulgular tüm katılımcıların ilgili BİLSEM’den genel anlamda memnun olduklarını göstermektedir. Ancak üstün yetenekli çocukların pandemi, zaman, ulaşım zorlukları ve eğitim politikaları nedeniyle çeşitli öğrenme kayıpları yaşadığı görülmektedir. Anılan kayıplar da çeşitli hakkaniyet sorunlarına neden olmaktadır. Bir başka deyişle mevcut çalışmada ele alınan BİLSEM’in sunduğu eğitim hizmetleri hakkaniyet açısından birtakım problemler içermektedir. Katılımcılar bireyselleştirilmiş eğitim planlarının, koçluk uygulamalarının, aile eğitimlerinin ve yöneticinin uzmanlığının hakkaniyet sorunlarını gidereceğini düşünmektedir. Çalışmanın sonuçları, farklı açılardan çıkarımlarda bulunmayı mümkün kılmaktadır. Ayrıca çalışma politika yapıcılar, araştırmacılar ve uygulayıcılar için öneriler içermektedir.

Keywords

Hakkaniyet, üstün yetenekli, BİLSEM, ebeveyn

Thanks

Katkılarından dolayı Samsun Ondokuz Mayıs Üniversitesi'nden Dr. Hakan Topaloğlu'na teşekkür ederiz.

A Glance Through The Parental Lens: Equity In The Education Of Gifted Children

Abstract

Gifted children are unique in their parents, societies, and countries. All the services offered to them, including education, are critical. Therefore, specific plans are being prepared; considerable expenditures are made for their future. Science, and art centers (SACs), as one of the facilities established within this scope, have a unique place in the education of gifted children. These institutions are challenged by various infrastructural, managerial, and political difficulties. One of these is equity problems. In the current research, the equity problems experienced by gifted children during their education in SACs were discussed through the views of parents. Phenomenology, a qualitative research technique, was employed in the research. In this context, 15 parents whose gifted children were educated at a SAC in Elbistan district in Kahramanmaras province in Turkiye were interviewed. During the analysis, qualitative research software called MAXQDA 2020 was used. According to the findings, all participants are generally satisfied with the approach of SACs. However, gifted children experience various learning losses due to the pandemic, time, transportation challenges, and educational policies. The losses mentioned above also cause some equity problems. In other words, the educational services provided by the SAC discussed in the present research pose various issues in terms of equity. Participants think these problems will be solved by referring to individual education programs, coaching, parental education, and managerial expertise. However, the study's results make it possible to make inferences from different perspectives. It also includes suggestions for policy-makers, researchers, and practitioners.

Keywords

Equity, gifted children, BILSEM, parent

References

• Atac, E. (2017). Turkiye’de egitim esitsizligini okumak: Istatistikler ve cografi dagilimlar. Egitim ve Bilim, 42(192), 59-86.
• Benadusi, L. (2002). Equity, and education. In W. Hutmacher, D. Cochrane, & N. Bottani (Eds.), In pursuit of equity in education (pp. 25-64). Springer.
• Bourdieu, P., & Passeron, J. C. (1964/2015). Yeniden uretim: Egitim sistemine iliskin bir teorinin ilkeleri. Heretik.
• Brown, E. F., & Wishney, L. R. (2017). Equity, and excellence: Political forces in the education of gifted students in US, and abroad. Global Education Review, 4(1). 22-33.
• Chmielewski, A. K., & Reardon, S. F. (2016). Patterns of cross-national variation in the association between income, and academic achievement. AERA Open, 2(3), 1-27.
• Cline, S., & Schwartz, D. (1999). Diverse populations of gifted children. MP Hall.
• Colangelo, N., & Dettmann, D. F. (1983). A review of research on parents, and families of gifted children. Exceptional Children, 50(1), 20-27.
• CPE. (2006, January). Educational equity: What does it mean? How do we know when we reach it? CPE.
• Creswell, J. W. (2013). Educational research: Planning, conducting and evaluating quantitative, and qualitative research (4th ed.). Pearson.
• Creswell, J. W. (2017). Arastirma deseni: Nitel, nicel ve karma yontem yaklasimlari (S. B. Demir, Trans. Eds.; 3rd ed.). Egiten.
• Engzell, P., Frey, A., & Verhagen, M. D. (2021). Learning loss due to school closures during COVID-19 pandemic. Proceedings of the National Academy Sciences, 118(17), 1-7.
• ERG. (2020, Mart). Egitimin icerigi: Egitim izleme raporu 2020 (Report: 6). ERG.
• Eris, B., Seyfi, R., & Hanoz, S. (2009). Perceptions of parents with gifted children about gifted education in Turkey. Gifted and Talented International, 24(1), 55-65.
• Evans, P. (2001). Equity indicators based on the provision of supplemental resources for disabled, and disadvantaged students. In W. Hutmacher, D. Cochrane, & N. Bottani (Eds.), In pursuit of equity in education (pp. 253-266). Kluwer Academic.
• Eyre, D., & Geake, J. G. (2002). Trends in research into gifted, and talented education in England. Gifted and Talented International, 17(1), 13-21.
• Feldhusen, J. F., & Kroll, M. D. (1985). Parent perceptions of gifted children's educational needs. Roeper Review, 7(4), 249-252.
• Firat, E. A., & Koksal, M. S. (2018). Ozel yetenekli ogrencilere yonelik fen bilimlerine ozgu uzamsal akil yurutme becerisi testinin gelistirilmesi. Inonu Universitesi Egitim Fakultesi Dergisi, 19(3), 391-405.
• Ford D. Y., Russo C. J., & Russo, J. J. H. (1993) The quest for equity in gifted education. Gifted Child Today Magazine, 16(6), 8-11.
• Ford, D. Y., Davis, J. L., Whiting, G. W., & Moore, J. L. (2021). Going beyond lip service when it comes to equity: Characteristics of equity-minded, culturally responsive allies in gifted, and talented education. Gifted Child Today, 44(3), 174–178.
• Frasier, M. M., & Passow, A. H. (1994, December). Towards a new paradigm for identifying talent potential (No: 94112). National Research Center on the Gifted and Talented.
• Freeman, J. (2002, June). Out-of-school educational provision for the gifted, and talented around the world. Department of Education and Skills.
• Gallagher, J. J. (2008). Psychology, psychologists, and gifted students. In S. I. Pfeiffer (Eds.), Handbook of giftedness in children (pp. 1–12). Springer.
• Gallagher, J. J. (2015). Political issues in gifted education. Journal for the Education of the Gifted, 38(1), 77-89.
• Galloway, M. K., & Ishimaru, A. M. (2020). Leading equity teams: The role of formal leaders in building organizational capacity for equity. Journal of Education for Students Placed at Risk, 25(2), 107-125.
• Gardner, H. (1999). Intelligence reframed: Multiple intelligences for 21st century. Basic.
• GCE. (2012, November). Equity, and inclusion for all in education. GCE.
• GEMR. (2020, June). Inclusion, and education: All means all. GEMR.
• Goldschmidt, K. (2020). The COVID-19 pandemic: Technology use to support the wellbeing of children. Journal of Pediatric Nursing, 53, 88-90.
• Grantham, T. C. (2012). Eminence-focused gifted education: Concerns about forward movement void of an equity vision. Gifted Child Quarterly, 56(4), 215-220.
• Greene, M. J. (2006). Helping build lives: Career, and life development of gifted, and talented students. Professional School Counseling, 34-42.
• Gross, M. U. M. (1999). Inequity in equity: The paradox of gifted education in Australia. Australian Journal of Education, 43(1), 87-103.
• Guest, G., MacQueen, K. M., & Namley, E. E. (2012). Applied thematic analysis. Sage.
• Guthrie, K. H. (2019). Nothing is ever easy: Parent perceptions of intensity in their gifted adolescent children. The Qualitative Report, 24(8), 2080-2101.
• Hamilton, R., McCoach, D. B., Tutwiler, M. S., Siegle, D., Gubbins, E. J., Callahan, C. M., Brodersen, A. V., & Mun, R. U. (2018). Disentangling the roles of institutional, and individual poverty in the identification of gifteds. Gifted Child Quarterly, 62(1), 6-24.
• Hede, A. (1992). Equity reform in public administration: A longitudinal study of executive attitudes. International Journal of Public Sector Management, 5(1), 23-29.
• Huff, R. E., Houskamp, B. M., Watkins, A. V., Stanton, M., & Tavegia, B. (2005). The experiences of parents of gifted African American children: A phenomenological study. Roeper Review, 27(4), 215-221.
• Hutmacher, W. (2001). Introduction. In W. Hutmacher, D. Cochrane, & N. Bottani (Eds.), In pursuit of equity in education (pp. 1-22). Kluwer Academic.
• Kiewra K. A. (2019). Nurturing children’s talents: A guide for parents. Praeger.
• Kraeger, K. A. (2015). Perspectives on equity in gifted education (Publication: 645) [Dissertation, Kennesaw State University]. Digital Commons KSU.
• Kuckartz, U., & Rädiker, S. (2019). Analyzing qualitative data with MAXQDA. Springer.
• Lenner McDonald, J. A. (2014). Stakeholder or gatekeeper: the role of the principal in gifted education (Publication: 1404739353). [Dissertation, GS University]. OhioLINK.
• Lewis, J. D., Cruzeiro, P. A., & Hall, C. A. (2007). Impact of two elementary school principals' leadership on gifted educational in their buildings. Gifted Child Today, 30(2), 56-62.
• Luo, L., & Kiewra, K. A. (2020). Parents’ roles in talent development. Gifted Education International, 1-11.
• Manasawala, S. A., & Desai, D. N. (2019). Meeting the educational needs of a gifted child: A parent’s narrative. Gifted Education International, 35(3), 189-200.
• McBee, M. T., Peters, S. J., & Miller, E. M. (2016). The impact of the nomination stage on gifted program identification: A comprehensive psychometric analysis. Gifted Child Quarterly, 60(4), 258-278.
• MEB. (2010, June). Bilim ve sanat merkezleri sureci (ustun yetenekli bireylerin egitimi) ic denetim raporu (Report: 2010/14). MEB.
• MEB. (2018, October). 2023 Egitim vizyonu. MEB.
• Memmert, D. (2006). Developing creative thinking in a gifted sport enrichment program, and the crucial role of attention processes. High Ability Studies, 17(1), 101-115.
• Merriam, S. B. (2018). Nitel arastirma: Desen ve uygulama icin bir rehber (S. Turan, Trans. Eds.; 3rd ed.). Nobel.
• Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Sage.
• Naglieri, J. A., & Ford, D. Y. (2003). Addressing underrepresentation of gifted minority children using the NNA Test. Gifted Child Quarterly, 47, 155- 160.
• Novak, A. M., Lewis, K. D., & Weber, C. L. (2020). Guiding principles in developing equity-driven professional learning for educators of gifted children. Gifted Child Today, 43(3), 169–183.
• OECD. (2018a). Education at a glance: OECD indicators. OECD.
• OECD. (2018b). Equity in education: Breaking down barriers to social mobility. OECD.
• Olszewski‐Kubilius, P., & Lee, S. Y. (2004). Parent perceptions of the effects of the SEP on gifted students’ talent development. Roeper Review, 26(3), 156-165.
• Patton, M. Q. (2015). Qualitative research and evaluation methods (4th ed.). Sage.
• Peters, S. J. (2021). The challenges of achieving equity within public school gifted, and talented programs. Gifted Child Quarterly, 1-13.
• Pfeiffer, S. I. (2002). Identifying gifted and talented students: Recurring issues and promising solutions. Journal of Applied School Psychology, 19(1), 31-50.
• Plucker, J. A., & Peters, S. J. (2018). Closing poverty-based excellence gaps: Conceptual, measurement, and educational issues. Gifted Child Quarterly, 62(1), 56-67.
• Reis, S. M., & McCoach, D. B. (2002). Underachievement in gifted, and talented students with special needs. Exceptionality, 10(2), 113-125.
• Renzulli, J. S. (1978). What makes giftedness reexamining a definition. PhiDelta Kappan, 60, 180-184.
• Ross, J. A., & Berger, M. J. (2009). Equity, and leadership: Research-based strategies for school leaders. School Leadership and Management, 29(5), 463-476.
• Sahlberg, P. (2018). FinnishED Leadership: Four big, inexpensive ideas to transform education. Corwin.
• Sak, U., Ayas, M. B., Sezerel, B. B., Opengin, E., Ozdemir, N. N., & Gurbuz, S. D. (2015). Turkiye’de ustun yeteneklilerin egitiminin elestirel bir degerlendirilmesi. Turk Ustun Zeka ve Egitim Dergisi, 5(2), 110-132.
• Saldaña, J. (2019). Nitel arastirmacilar icin kodlama el kitabi (A. Tufekci Akcan, & S. N. Sad Trans. Eds.; 3rd ed.). Pegem.
• Saritas, E., Sahin, U., & Catalbas, G. (2019). Velilerin gozuyle BILSEM. Egitimde Nitel Arastirmalar Dergisi, 7(1), 114-133.
• Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55, 5-14.
• Snowden, P. L., & Christian, L. G. (1999). Parenting the young gifted child: Supportive behaviors. Roeper Review, 21(3), 215-221.
• Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory (2nd ed.). Sage.
• TEDMEM. (2020, Subat). 2019 Egitim degerlendirme raporu (Report: 6). Turk Egitim Dernegi.
• UNESCO. (2018, March). Handbook on measuring equity in education. UNESCO.
• UNICEF. (2016, June). The state of the world's children 2016: A fair chance for every child. UNICEF.
• VanTassel-Baska, J., & Stambaugh, T. (2005). Challenges, and possibilities for serving gifted learners in the regular classroom. Theory into Practice, 44(3), 211-217.
• VERBI. (2020). MAXQDA 2020 manuel [Computer software]. VERBI GmbH.
• Vidergor, H. E., & Azar Gordon, L. (2015). The case of a self-contained elementary classroom for the gifted: Student, teacher, and parent perceptions of existing versus desired teaching–learning aspects. Roeper Review, 37(3), 150-164.
• Warne, R. T., Anderson, B., & Johnson, A. O. (2013). The impact of race, and ethnicity on the identification process for giftedness in Utah. Journal for the Education of the Gifted, 36(4), 487-508.
• Weber, C. L., & Stanley, L. (2012). Educating parents of gifted children: Designing effective workshops for changing parent perceptions. Gifted Child Today, 35(2), 128–136.
• WEF. (2020, January). The global social mobility report 2020: Equality, opportunity, and a new economic imperative. WEF.
• Wininger, S., & Rinn, A. (2011). An examination of sport participation among academically gifted students. Journal of Contemporary Athletics, 5(2), 77-87.
• Witte, A. L., Kiewra, K. A., Kasson, S. C., & Perry, K. R. (2015). Parenting talent: A qualitative investigation of roles parents play in talent development. Roeper Review, 37(2), 84-96.
• World Bank. (2019). The changing nature of work 2019. World Bank.
• Yazan, B. (2014). Come on girls, let's go to school: An effort towards gender educational equity in Turkey. International Journal of Inclusive Education, 18(8), 836-856.
• Yildirim, T., & Gocgun, M. (2016). Idarenin duzenleyici islemlerinde esitlik ilkesi. Istanbul Medipol Universitesi Hukuk Fakultesi Dergisi, 3(2), 39-60.