Data Collection Methods to use in School Supervision and Supervision Areas

Basit Öğe Kaydı
dc.contributor.authorGöksoy, Süleyman
dc.date.accessioned2020-05-01T09:11:17Z
dc.date.available2020-05-01T09:11:17Z
dc.date.issued2016
dc.departmentDÜ, Eğitim Fakültesi, Eğitim Bilimleri Bölümüen_US
dc.description2nd International Conference on Lifelong Education and Leadership for All (ICLEL) -- JUL 21-23, 2016 -- Liepaja Univ, Liepaja, LATVIAen_US
dc.descriptionWOS: 000392658100090en_US
dc.description.abstractThis research aims to determine the data collection methods to use in school supervision and supervision areas. Case study method from qualitative research methods was used in the research. Data collection was carried out with interview and document examination methods. Purposeful sampling method was used in determining the working group of the research. The working group consists of 18 educators (4 school managers, 4 deputy managers, 10 teachers) who have been commissioned in Duzce Provincial Directorate for National Education. Virtual platform, document examination, observation and interview methods were constituted as data collection methods in school supervision and the following questions were posed to participants: Which areas can educational supervisors supervise using the information communication technologies (virtual platform) without coming to school? Which areas can educational supervisors supervise in schools using the documents examination? Which areas can educational supervisors supervise in schools using the observation or interview methods? The data were summarized and interpreted by descriptive analysis method according to previously determined themes. The following results were obtained in the research: Educational supervisors who are commissioned within The Ministry of National Education and are responsible for school supervision need to use the data collection methods (a) information communication technologies (virtual platform), b) documents examination, c) observation and interview methods) in a system integrity in school supervision. In this way, educational supervisors can benefit from multiple data resources through documents examination, observation and interview both in distance and in school. As a result, they can carry out their counseling, leadership, consultancy responsibilities in higher quality.en_US
dc.identifier.endpage771en_US
dc.identifier.isbn978-605-66495-1-6
dc.identifier.startpage764en_US
dc.identifier.urihttps://hdl.handle.net/20.500.12684/5460
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.language.isoenen_US
dc.publisherIclel Conferencesen_US
dc.relation.ispartof2Nd International Conference On Lifelong Learning And Leadership For All (Iclel 2016)en_US
dc.relation.publicationcategoryKonferans Öğesi - Uluslararası - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectSchoolen_US
dc.subjectschool supervision and supervision areasen_US
dc.titleData Collection Methods to use in School Supervision and Supervision Areasen_US
dc.typeConference Objecten_US

Dosyalar

Koleksiyon

WoS İndeksli Yayınlar Koleksiyonu
Bildiri Koleksiyonu