Theses supervised by Doç. Dr. Yelkin Diker Çoşkun
13 theses · Yeditepe University
Investigation of the curiosity and exploration characteristics of undergraduate students in terms of some variables
The main objective of this thesis, which is a descriptive study, is to investigate the curiosity and exploration perceptions of university students studying a second foreign language. Examining the correspondencebetween students' activities and learning situations in the second foreign language and their perception of curiosity and exploration is important for the development of education programs in this field. The study group of the research consists of students (N = 228) studying at a private university in the province of Istanbul. "Demographic Information Form" and "Curiosity and Exploration Scale" were used to collect data in the study. The Data Collection Form consists of questions about demographic features, features for learning a second foreign language, and the Curiosity and Exploration Scale. "The Data Collection Form consists of questions about demographic features, features for learning a second foreign language, and the Curiosity and Exploration Scale. In the data analysis, descriptive statistics involving mean, percentage, standard deviation, frequency, t-test, and ANOVA test are employed. According to the findings of the research, the correspondence between the students' total scores of Curiosity and Exploration and the sub-scales of Stretching and Embracing Uncertainty was examined in terms of gender, age, faculty, the high school program of graduation, the category of the school from which they graduated, housing, socio-economic status, and an elective second foreign language. Accordingly, students' perceptions of curiosity and exploration and Stretching and Embracing Uncertainty did not differ according to the variables listed above. However, the correspondence between the curiosity and exploration total scores of the students who have a second foreign language at the B1.2 level and the sub-scales of Stretching and Embracing Uncertainty were examined in terms of two or three foreign languages, and these students' total scores of Curiosity and Exploration and their Embracing Uncertainty scores were compared to the others. It was found to be higher. Students who take a second foreign language have a higher perception of Stretching towards curiosity and exploration. Students who take a second foreign language are more curious and more open to exploration than students who do not have a second foreign language. According to this result, we can state that the correspondencebetween the second foreign language and the first foreign language is very strong, and the correspondencebetween the mother tongue and the first foreign language is not very strong. The reason for this can be seen that the first foreign language originated from the native language. While learning the second foreign language, it can be said that the experiences gained in the learning process of the first foreign language make it easier for individuals who have learned two foreign languages to learn the second foreign language. In this context, it can be said that while learning grammar, the first and second foreign languages lay the groundwork for each other and the fact that the first and second foreign languages belong to the same language family also has an effect.
Uluslararası Bakalorya ve MEB kimya dersi öğretim programlarının program öğeleri ile izleme, denetim ve değerlendirme açısından karşılaştırılması
Bu araştırmanın amacı, Milli Eğitim Bakanlığı Talim ve Terbiye Kurulu Başkanlığı'nın Türkiye'de Ortaöğretim kurumlarında okutulması amacıyla 2018 tarihinde onayladığı Ortaöğretim Kimya Dersi Öğretim Programı ile IBO tarafından Diploma Programı olarak uygulanan 2016 tarihli Uluslararası Bakalorya Kimya Dersi Öğretim Programlarının program öğeleri olan; hedefler, içerik, eğitim durumları, ölçme-değerlendirme bağlamında benzerlikler ve farklılıklarını karşılaştırmalı olarak incelenmesi üzerinedir. Bunlara ek olarak eğitim felsefeleri, program yapıları, yönetim ve izleme, denetim ve değerlendirme açılarından da karşılaştırma yapılmıştır. Bu araştırmada betimsel araştırma yöntemlerinden doküman inceleme tekniği kullanılmıştır. Araştırma bulgularına göre ülkemizde uygulanan bu iki öğretim programı arasında hedefleri, içerikleri, eğitim durumları program öğeleri bakımından büyük farklılıklar bulunmadığı en büyük farklılığın ölçme-değerlendirme ile denetim ve değerlendirme alanlarında olduğu gözlemlenmiştir. Bu noktada MEB öğretim programında ölçme-değerlendirme ile denetim ve değerlendirme bölümlerinde öğrencilerin izlenmesinin daha fazla yapılması ve daha sık geri bildirim yapılması, öğrenci farklılıkları göz önüne alınarak değerlendirme çeşitliliğinin arttırılması gerektiği sonucuna varılmıştır. Araştırmanın sonucunda IB DP ve MEB öğretim programı ilişkisine bakılarak Milli Eğitim Bakanlığı tarafından oluşturulacak yeni öğretim programına ışık tutması amacı ile öneriler sunulmuştur. Bu çalışma hem Kimya dersi alanında öğretim programı karşılaştırması hem de karşılaştırmalı eğitim literatürünü zenginleştirmesi sebebiyle önemli görülmektedir.
Secondary school students' learning conceptions and attitudes towards learning foreign language
The aim of this study is to investigate Secondary School Student's Learning Conceptions and Attitudes towards Learning Foreign Language in terms of variables. 595 students from fifth, sixth seventh and eighth grades in a government school participated in the study. Relational scanning method, one of the quantitative methods, was used in the study. Research data was collected by "Secondary School Students Conceptions of Learning Scale" (CLS) and "Secondary School Students' Attitudes of Learning English Scale" (ALES). According to results mean of CLS was calculated (x̄= 61,37) and mean of ALES was calculated (x̄=102,61). There was a correlation between CLS and ALES Scales. (r = .581, n = 575, p = .000) In the study, the effect of gender,( p = .005, p>.05), being abroad ( p = .000, p>.05), habits of reading English books ( p = .000, p>.05), habits of watching subtitled movies ( p = .000, p>.05), attending English course ( p = .044, p>.05) and lastly starting learning English at pre-school ( p = .001, p>.05) on the attitudes toward foreign language learning were determined. Also, in this study the affect score (p = .000, p>.05), having a bedroom (p = .005, p>.05), habits of reading English books, (p = .000, p>.05) habits of watching English movies (p = .001, p>.05), attending an English course (p = .006, p>.05) and starting learning English at pre-school (p = .001, p>.05) on conceptions of learning were determined. Linear regression was carried out to test if students' ALES levels significantly predicted three components of conception (Learning as a Personal Change (F (1,268) = 148.444, p<.001; R2=.336, β=.472 t=13.283 p<.001) , learning as a Development of Social Competence (F (2,371) = 127.525, p<.001; R2=.381, β=.625 t=16.517, p<.001), and Learning as Gaining and Using Information (F (2,221) = 102.652, p<.001; R2=.336, β=.511 t=10.132, p<.001). A positive correlation was defined between them. Compared to the other two components rate for prediction learning as a development of social competence had the highest levels (F (2,371) = 127.525, p<.001; R2=.381, β=.625 t=16.517, p<.001).Key words: Foreign Language Curriculum, Attitudes, Learning Conceptions
The relationship between metacognitive skills and innovative work behaviours of information communication technologies sector employees
The main purpose of this study is to reveal the metacognitive skills of Information and Communication Technologies (ICT) employees and their behavior to innovate in the workplace and also to investigate the relationship between these characteristics. The participants of the research, in which the relational survey model, one of the descriptive research methods, was used, consisted of ICT employees (N=144) who are members of the LinkedIn professional business network. ICT employees were evaluated over the categories following: Gender, education level, English proficiency level, working years in the ICT sector, job band (positioning in organizational hierarchy), employees number (company scales) of the firm, getting any training to develop thinking skills. Metacognition and workplace innovation behaviors of the participants were examined through these categories. In the study, "Demographic Information Form" created by the researcher, "Metacognitive Scale" adapted into Turkish by Turan (2009), and "Innovative Work Behavior Scale (IWB Scale)" adapted into Turkish by Önhon (2016). )" have been applied. Statistical results were obtained by descriptive statistics, t-test, ANOVA test, and correlation test. Metacognition scores of the employees vary significantly according to their Job Band (p=0.013, p<0.05). While the job band with the highest average is "Technician, Trainee, Administrator" (mean=4.35), the second highest average is found as the Management category (mean = 4.2792). The metacognitive scores of those who had previously received any training to improve their thinking skills also differed significantly (p=0.002, p<0.05). Those with this type of training showed a higher score (mean =4.1864). Employees' innovative behavior (IWB) scores at work vary significantly by gender (p= 0.02, P<0.05). Accordingly, men scored higher compared to women (mean= 4.1273). Innovative Work Behavior (IWB) scores in the workplace differ significantly according to the titles of the employees at the workplace (p=0.028, p<0.05). Accordingly, while the highest average belongs to the Senior Management (mean=4.2889), the next highest average belongs to the Management category (mean = 4.2475). When companies are categorized according to the number of employees, the Innovative Work Behavior scores in the workplace also show significant changes (p=0.025, p<0.05). In small business or start-up organizations where the number of firm employees ranges from 0 to 9, employees' Innovation scores at Work (IWB) were found to be higher (mean=4.2626). The Innovative Work Behavior scores of those who had received any training to develop their thinking skills before were higher than those who did not (p=0.003, p<0.05, mean = 4.1447). Along with these, there is a strong correlation between the metacognition and innovative workplace behavior scores of ICT sector employees (r= +0.628). In this study it was revealed that metacognitive skills and innovative work behaviours of ICT sector employees are high and there is a high correlation between metacognition and innovative work behavior skills. Keywords: Metacognition, innovative work behaviour, innovation, Information and Communication Technologies (ICT)
The investigations of scholars' academic procrastination levels in terms of different variables
When the literature is examined, the area where procrastination behavior is most common is the academic life. It has been noticed that academics procrastinate on different subjects and for different reasons. According to the previous research, the main reason for the procrastination behavior is the intensity of academic life and its increasing complexity over time. On the other hand, the personal characteristics of academicians are also critical for the emergence of procrastination. This research aims to determine which variables are associated with the academic procrastination behavior of academicians. In this study, mainly the literature on procrastination behavior and academic procrastination behavior were examined. Building on this, a 16-question survey including demographic information of academics was developed and applied to 94 academicians working at a private university in Istanbul in the spring term of 2020. The data collection tool consisted of two parts. In the first part, an academic procrastination scale which consisted of 16 items and one dimension was used. The second part included the demographic data. The sample's minimum academic procrastination scores was 16 (Min = 16) and the maximum was 59 (Max = 59), with a mean total score of 33,00 (X = 33) and a standard deviation of 10,30 (SD = 10,30). As a result, it was determined that academic procrastination behaviors of academicians were at a moderate level. According to the results of the conducted statistical analyses, it was found that academic procrastination behavior did not differ with regards to any of the demographic variables (i.e., gender, age, title, faculty/institute, course load, administrative/academic additional task, foreign language level, daily internet use, computer use, projector use, frequency of homework that requires computer use, and frequency of homework that requires internet use). In short, it is possible to say that the participants who contributed to the research have similar views on academic procrastination depending on all these demographic variables. During the education-planning process, taking this into consideration and crafting possible solutions will improve efficiency and functionality. Keywords: Academic Procrastination, Academician, Behavior, Demographic Data, Procrastination
Examination of the relationship between 21st century learning skills and digital literacy levels of university students
The aim of this research is to determine relationship between the 21st century skills, digital literacy levels of university students. The sample of the research consists of a total of 122 students, 81 girls and 41 boys, studying at 19 state and 14 private universities in different provinces of Turkey in the 2020-2021 academic year. In this study, survey model one of the descriptive research methods, was used and was applied. Two scales were used as data collection tool in the study. These scales were 21st Century Learner Skills Scale was developed by Orhan Göksun (2016) and Digital Literacy Scale was developed by Hamutoğlu et al (2017). The first scale used in accordance with the purpose of the research is "21st Century Learner Skills Usage Scale. The scale consists of 5-point Likert type and 31 items. The reliability level of the scale is high. (α=.98). The 21st Century Learner Skills Usege Scale consists of four sub-dimensions: cognitive skills, autonomous skills, cooperation and flexibility skills, and innovation skills. The Digital Literacy Scale consists of 5-point Likert type and 17 items. The reliability level of the scale is high. (α=.93). The digital literacy scale consists of four sub-dimensions: attitude, technical, cognitive and social. Frequency, percentage, mean, standard deviation, independent samples t-test, one-way analysis of variance (ANOVA) were used for the analysis of the data. The Pearson Product-Moment Correlation Analysis was conducted for the relationship between university sutdensts' perceptions of 21st century learner skills and their levels of digital literacy. As a result of the analysis of the data obtained in the research, when the 21st century learner skills and digital literacy levels are compared, there does not appear to be a significant difference in the average scores of the variables of gender, department and class level. The sub-dimensions of the 21st century learner skills scale are evaluated; the average of the scores of the university students participating in the research from the expressed sub-dimensions of the scale is x̄ =89.94; It is seen that x̄ =53.61 and x̄=15.5. It can be said that the cognitive skill dimension of university students, one of the sub-dimensions of the 21st century learner skills scale, is at a high level. According to the gender variable, there is no significant difference between the attitude, technical, cognitive and social sub-dimensions of the digital literacy scale of university students according to gender. When the relationship between the 21st century learner skills and digital literacy levels of university students was examined in the sub-dimensions, it was seen that there were generally low and moderate positive significant relationships. students. Cognitive skills (r=,444; p<0.01), which are sub-dimensions of the 21st century learner skills scale, and cooperation and flexibility skills (r=.432; p<0.01), which are one of the sub-dimensions of the digital literacy scale. In line with the results of this study, some suggestions are given to the researchers. The first of these suggestions is to prioritize 21st century skills in the curriculum preparation process. Different studies can be conducted on the application of 21st century skills. Considering that all components of the prepared curricula are interrelated, consistent curricula should be prepared in order to cover all 21st century skills. New content should be added to the education programs for the needs of our age or changes should not be made in the existing content. Considering that students are very intertwined with technology, courses on digital literacy can be added to the curriculum. In order to develop 21st century skills such as digital literacy, information and technology literacy, critical thinking and problem solving of university students, technology-supported lessons should be carried out by using techniques such as learning by doing and experiencing and active learning. Keywords: 21st century learner skills, digital literacy, university students
The effect of the SQ3R reading comprehension strategy on the reading comprehension skills of primary school sophomores
In this study, the effect of the SQ3R reading comprehension strategy on the reading comprehension skills of primary school sophomores was investigated. The research was carried out in the experimental model. In the research, the independent variable is the SQ3R reading comprehension strategy, and the dependent variable is the reading comprehension skill of the second grade primary school students. An experiment and a control group were determined in the study. Turkish lessons in the experimental group were taught according to the SQ3R reading comprehension strategy for eight weeks. In the control group, Turkish lessons were taught for eight weeks according to the instructions in the state textbooks. The teachers of the classes attended the lessons of the experimental and control groups. The reading comprehension achievement test pre-test was applied to the experimental and control groups before the eight-week practice started, and the reading comprehension achievement test post-test was administered after the eight-week practice was completed. This research was carried out with a total of 100 students, 50 in the experimental group and 50 in the control group, in a Public Primary School in the Sancaktepe District of Istanbul in the fall semester of the 2021-2022 academic year. The arithmetic mean and standard deviation values of the reading comprehension achievement test pretest and reading comprehension achievement test posttest scores of the experimental and control groups were determined. Then, the experimental and control groups were divided into upper and lower groups, and the arithmetic mean and standard deviation values of the scores of the lower and upper groups from the pre-test application of the reading comprehension achievement test and the post-test application of the reading comprehension achievement test were calculated. Calculations were made in Excel program using appropriate formulas. When the results were examined after the calculations, it was determined that the SQ3R reading comprehension strategy did not make a positive contribution to the reading comprehension skills of the second grade primary school students.
The relationship between the systems thinking skills and writing skills of English preparatory schools' students
The main purpose of this research which can be stated as a descriptive study is to search for the relationship between the systems thinking skills and writing skills (components of writing skill, which are content, organization, grammar, lexis, and mechanics) of English preparatory schools' students. Additionally, variables of age, gender, high school types of graduation, and university entrance exam score types of the students consisting the study group of this study were handled in terms of systems thinking levels. Students (N=394) studying at the preparatory department of a university in Istanbul make up the study group for the dissertation. Data required for the study were gathered via the "Demographic Information Form" which the researcher developed, writing exam scores obtained via special permission from the university of concern, and the "Systems Thinking Scale" adapted from its English origin into Turkish by the researcher. Descriptive statistics, t-test, ANOVA, Sheffe tests, and regression analyses were used for data analyses through SPSS and LISREL software packages. The summary for the research results are as follows: According to the scores obtained from the systems thinking scale, the highest possible score of which is 80, themean score for the systems thinking skill (STS) levels of preparatory school students was X̅̅=50.01. There is no statistically significant difference in STS scores of students according to the age variable (p=.106, p>.05) and gender variable (p=.763, p>.05). STS scores showed a statistically significant difference in terms of high school types (p=.012, p<.05) and university entrance exam score types (p=.002, p<.05) in favor of Anatolian High Schools and quantitative score type. A statistically significant relation (r=.743) between STS and writing achievement test scores of the preparatory school students was found. The exploration of a relation between STS and five components of writing (content, organization, grammar, lexis, and mechanics) showed statistically significant outcomes. Compared to the other four components, rate for prediction of content through STS had the highest levels (F (1,348) = 286.812, p<.001; R2=.452, β=.672 t=16.936 p<.001). Key words: Curriculum, ELT, Systems Thinking, Writing Skills
Akademisyenlerin program bağlılığına ilişkin görüşlerinin incelenmesi
Öğretim programına bağlılık, tasarlanan programın eğitimci tarafından aslına uygun biçimde olarak uygulanmasıdır. Bu araştırmanın amacı, Yeditepe Üniversitesi'nde görev yapan akademisyenlerin program bağlılığı hakkındaki görüşlerini incelemektir. Araştırmanın çalışma grubunu, 2017 – 2018 öğretim yılında Yeditepe Üniversitesi'nde görev yapan farklı fakültelerdeki 120 akademisyen oluşturmaktadır. Çalışmada, akademisyenlerin programlara bağlılıklarının ne düzeyde olduğunu betimlemek için betimsel araştırma yöntemi kullanılmıştır. Veriler literatür taraması ve anket uygulaması ile elde edilmiştir. Verilerin çözümlenmesi amacıyla frekans ve yüzde istatistikleri kullanılmıştır. Araştırmacı tarafından geliştirilen ankette öğretim programları ve ders programlarına bağlılık hakkındaki maddelere yer verilmiştir. Anketin kapsam geçerliliği için uzman görüşleri alınmış, güvenirliği 0,71 olarak bulunmuştur. Bu çalışma bulguları ile literatür bulgularının paralellik gösterdiği; öğretim üyelerinin öğretim programlarına ve ders planlarına bağlılıklarının hedef ve değerlendirme öğeleri bakımından en yüksek düzeyde olduğu sonucuna ulaşılmıştır. Hedef ve değerlendirme öğelerinin ardından içerik ve eğitim durumu öğelerinin sıralandığı tespit edilmiştir. Genel olarak sonuçlara bakıldığında, tüm öğelerin öğretim programı ve ders planlarına bağlılıklarının orta düzeyde olduğu söylenebilir. Akademisyenlerin program bağlılık kavramı ile ilgili görüşlerinin alındığı bu çalışmada, yükseköğretim programlarının verimliliğini arttırmak amacıyla, akademisyenlerin eğiticilik yeterliliklerinin geliştirilmesi için üniversitelerde program öğrenme çıktıları ve hedeflerin uyumunun öneminin anlatıldığı eğitimlerin verilmesi önerilmektedir.
Examining the relationship between 7th and 8th grade middle school students' perceived social support and empathy levels
This study aims to determine the relationship between perceived social support and the empathy skills of the 7th and 8th grade middle school students. The sample of the study consisted 323 middle school students (158 female, 165 male) in Bornova, Cigli and Bahattin Tatis Campuses of Izmir Private Turk College. The data was obtained from the participants via Child-Adolescent Social Support Scale (Malecki et al., 1999; Yardımcı & Başbakkal, 2010) and An Index of Empathy for Children and Adolecents (Bryant, 1982; Gürtunca, 2013). Independent samples t-test was applied for determining whether perceived social support and empathy levels of middle school students were significantly different according to gender and number of siblings. Pearson correlation analysis was also applied for determining the correlations between the research variables. The empathy levels of the students were significantly different according to gender. It is founded that the empathy levels of female students were higher than male students. The frequency and importance of the students' perceived support from close friends and the importance of the students' perceived support from their teachers showed a significant difference according to gender. Female students had higher perceived support levels from close friends and teachers than male students. The perceived social support levels of the students showed a significant difference according to the number of siblings. It has been found that students with siblings have a higher perceived support frequency from close friends than students who are only children. According to the results of correlation analysis, it is founded that perceived social support and empathy skills had a positive relationship. Keywords: Perceived social support, empathy, middle school students.
Türkiye ve Kanada ortaöğretim matematik öğretim programlarının program ögeleri açısından karşılaştırılması
Bu çalışmada Türkiye ve Kanada ortaöğretim matematik programlarının karşılaştırmalı olarak incelenmesi amaçlanmaktadır. Bu karşılaştırmalı analiz, öğretim programlarının temel unsurları olan; kazanımlar (hedefler), içerik, öğretim durumları ve değerlendirme bağlamında yapılmıştır. Eğitim, ülkelerin kendi sosyolojik yapılarından bağımsız değildir. Yapılan öğretim programları incelemelerinden anlaşıldığı üzere, Kanada nüfusunun önemli bir kısmını göçmenler teşkil etmektedir. Bu sosyal durum eğitime de yansıyarak eğitimde yerel faktörlerin öne çıkmasına neden olmuştur. Buna karşılık Türkiye'de ise milli bir eğitim sistemi mevcuttur. Ortaöğretim matematik programlarının ise her iki ülke arasında çok büyük farklılıklar göstermediği gözlemlenmiştir. Bu noktada önemli olarak ortaya çıkan farkı öğretim programlarının uygulanmasından alınan sonuçlar oluşturmaktadır. Bu bağlamda örneklem olarak Kanada'nın tercih edilmesinin sebebini de PISA'da alınan olumlu sonuçlar oluşturmaktadır. Araştırma sonuçlarına göre Türkiye'de hem üniversiteler hem de milli eğitim bağlamında öğretmen nitelik ve kalitesinin yükseltilmesi ve teknolojinin eğitimin bir parçası haline getirilmesi gerekmektedir. Ayrıca çalışma karşılaştırmalı eğitim çalışmaları literatürünü tamamlaması ve literatürü zenginleştirmesi bakımından da öne çıkmaktadır.
Investigation of the effect of breath control training program on anxiety level
The aim of this research is to examine the effect of the Breath Control Training Program on the anxiety level of the participants. The Breath Control Training Program, consisting of effective breathing techniques that can be used to cope with anxiety in daily life, was applied to the participants. The research was carried out with the participation of individuals (N = 30) who attended a special personal development course in the 2018-2019 academic year within the borders of Istanbul. In the Breath Control Training Program consisting of two sessions, the session duration was determined as 60 minutes, and the sessions were planned once a week. "Single group pretest-posttest control-free group" pattern, which is one of the experimental research methods, was used in the research. Research data were collected using ''Personal Information Collection Form'', ''Body Sensations Scale'', State and ''Trait Anxiety Scale'', and ''Breath Control Training Program'' Evaluation Form. In the evaluation of the data, Correlation and descriptive - content analyzes were done with ShapiroWilk's Paired and Independent sample t-test. After the Breath Control Training Program, it was determined that there was a statistically significant decrease (p <0.05) in the pre-test and post-test body sensations scale scores. Similarly, a statistically decrease in the ''state anxiety'' scores of the participants (p <0.05) was detected. However, there was no significant difference in'' trait anxiety'' scores (p> 0.05).
Okul yöneticileri ve öğretmenlerin dil ve konuşma bozukluğuna sahip öğrencilerin eğitimine ilişkin görüşlerinin incelenmesi
Dil ve konuşma bozukluğuna sahip bir öğrencinin bulunduğu bir eğitim kurumunda öğrenmenin gerçekleşebilmesinde, öğretmenin ve yöneticilerin rolü son derece önemlidir. Bu durumun, çocukların öğrenmeleri üzerindeki etkisi düşünüldüğünde, "Okul Yöneticileri ve Öğretmenlerin Dil ve Konuşma Bozukluğuna Sahip Öğrencilerin Eğitimine İlişkin Görüşlerinin İncelenmesi" çalışmasının yapılmasına ihtiyaç duyulmuştur. Bu araştırmanın amacı, okul yöneticileri ve öğretmenlerin dil ve konuşma bozukluğuna sahip öğrencilerin eğitimine ilişkin görüşlerinin incelenmesidir. Bu amaçla, okul yöneticileri ve öğretmenlerin dil ve konuşma bozukluğuna sahip öğrenciler ve bu öğrencilere verilebilecek eğitim ve öğretim hakkındaki düşünceleri, bilgileri ve uygulamaları bu tez kapsamında ele alınmıştır. Bu çalışma, okul yöneticilerinin ve öğretmenlerin görüşleri ile birlikte dil ve konuşma bozukluğuna sahip öğrencilerin eğitimine ilişkin bilimsel bulguların ortaya konulması ve öğretmenlerin farkındalıklarının artırılması ile bu alanda yapılacak olan hizmetlerin planlanması açısından önem taşımaktadır.Bu çalışmanın, okul yöneticileri ve öğretmenlerin, dil ve konuşma bozukluğuna sahip öğrencilerin eğitimine ilişkin görüşleri hakkında yardımcı olacak çeşitli önerilerin getirilmesine de katkı sağlayacağı düşünülmektedir. Okul yöneticileri ve öğretmenlerin dil ve konuşma bozukluğuna sahip öğrencilerin eğitimine ilişkin görüşlerinin incelendiği bu çalışma, İstanbul ili Kadıköy ilçesi resmi ilkokullarından seçilen 12 okulda görev yapan 131 eğitim yöneticisi ve öğretmene uygulanmıştır. Araştırma sonucunda eğitim yöneticileri ile öğretmenlerin görüşlerinin; cinsiyet ve mesleki kıdem değişkenleri ile dil ve konuşma bozukluklarına ilişkin alınan eğitimin türü değişkenine göre farklılık gösterdiği sonucuna ulaşılmıştır. Anahtar Kelimeler: Dil ve Konuşma Bozukluğu, Kaynaştırma Eğitimi, Eğitim Yöneticisi, Sınıf Öğretmeni