Characteristics of educational institutions readiness level of children and family involvement in their education affects participation in the learning process; individuals are differentiated learning gains.The purpose of this research is to investigate Turkey and the European Union members attending primary school in the country that gifted / talented diagnosed with students, and educational institutions that continued support for the educational model applied in these institutions and staff to examine the comparative terms.In the majority of EU member states have started to children 4-5 years of compulsory education, including pre-school and primary education is found to have
📌 3 Key Takeaways
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Objective & Hypothesis:Characteristics of educational institutions readiness level of children and family involvement in their education affects participation in the learning process; individuals are differentiated learning gains.The purpose of this research is to investigate Turkey and the European Union members attending primary school in the country that gifted / talented diagnosed with students, and educational institutions that continued support for the educational model applied in these institutions and staff to examine the comparative terms.In the majority of EU member states have started to children 4-5 years of compulsory education, including pre-school and primary education is found to have
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Key Findings & Data:Characteristics of educational institutions readiness level of children and family involvement in their education affects participation in the learning process; individuals are differentiated learning gains.The purpose of this research is to investigate Turkey and the European Union members attending primary school in the country that gifted / talented diagnosed with students, and educational institutions that continued support for the educational model applied in these institutions and staff to examine the comparative terms.In the majority of EU member states have started to children 4-5 years of compulsory education, including pre-school and primary education is found to have
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Conclusion & Impact:Characteristics of educational institutions readiness level of children and family involvement in their education affects participation in the learning process; individuals are differentiated learning gains.The purpose of this research is to investigate Turkey and the European Union members attending primary school in the country that gifted / talented diagnosed with students, and educational institutions that continued support for the educational model applied in these institutions and staff to examine the comparative terms.In the majority of EU member states have started to children 4-5 years of compulsory education, including pre-school and primary education is found to have
🔬Design:Modeling & Simulation
📍Scope:Comprehensive Sample
⚙️Variables:primary education · special education · gifted students
Abstract
Characteristics of educational institutions readiness level of children and family involvement in their education affects participation in the learning process; individuals are differentiated learning gains.The purpose of this research is to investigate Turkey and the European Union members attending primary school in the country that gifted / talented diagnosed with students, and educational institutions that continued support for the educational model applied in these institutions and staff to examine the comparative terms.In the majority of EU member states have started to children 4-5 years of compulsory education, including pre-school and primary education is found to have
Özet
Eğitim kurumlarının özellikleri, çocukların hazır bulunuşluk düzeyi ve ailelerin eğitime katılımı öğrenme sürecini etkilemekte; bireylerin öğrenme kazanımlarını farklılaştırmaktadır. Bu araştırmanın amacı Türkiye ve Avrupa Birliği’ne üye ülkelerdeki ilköğretime devam eden üstün zekâlı-yetenekli tanısı alan öğrencilerin, devam ettikleri eğitim kurumlarında uygulanan eğitim modellerinin destek hizmetler ve görevli personel açısından karşılaştırmalı olarak incelenmesidir. Araştırmada yöntem olarak betimsel türde tarama yöntemi benimsenmiştir. AB üye ülkelerin çoğunda çocukların 4-5 yaşında zorunlu eğitime başladıkları belirlenmiştir. Bunun yanında okul öncesi eğitim, ilköğretim, ortaöğretim ve yükseköğretime devam ederken destek hizmet aldıkları belirlenmiştir. Ülkemizde de birlikte eğitim modeli uygulanmakta, sanat, bilim ağırlıklı programın takip edildiği Bilim Sanat Merkezlerinde okul dışı öğrenme kapsamında eğitimler verilmektedir.
İDİN, Ş., KAYHAN, N. (2016). European Union Countries and Primary Period Gifted-Talented Students for Special Education Practices in Turkey. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, Cilt: 17 - Sayı: 2, 17–31. https://ajindex.com/articles/263630
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