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Dergiler / Öneri Dergisi / 1998 / Cilt: 2 - Sayı: 9

EĞİTİM SÜRECİNDE KİŞİLERARASI İLETİŞİM

Alev ÖNDER
Sayfa
209–211
Yayın Tarihi
1998-01-20
DOI
—
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⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

İn addition, some ideas of general theory of interpersonal communication such as empathy, to-way communication, non-verbal communication and seating arrangements were discussed.

📌 3 Maddede Bu Makale

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Amaç & Hipotez:In this paper, the educational process at school was reviewed considering interpersonal communication.
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Temel Bulgular & Veri:At first it was underlined how interpersonal communication plays a role in face to face education at schools.
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Sonuç & Katkı:İn addition, some ideas of general theory of interpersonal communication such as empathy, to-way communication, non-verbal communication and seating arrangements were discussed.
🔬Tür:Literatür & Derleme Çalışması
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:Eğitim süreci · Kişilerarası iletişim

Özet

In this paper, the educational process at school was reviewed considering interpersonal communication. At first it was underlined how interpersonal communication plays a role in face to face education at schools. İn addition, some ideas of general theory of interpersonal communication such as empathy, to-way communication, non-verbal communication and seating arrangements were discussed.

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Bu Makaleye Atıf Yap

ÖNDER, A. (1998). EĞİTİM SÜRECİNDE KİŞİLERARASI İLETİŞİM. Öneri Dergisi, Cilt: 2 - Sayı: 9, 209–211. https://ajindex.com/articles/36464

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  1. [1 ] Rian, A. H. (1972). Forslar vi eleveme- og forstar de oss. Artikler til Undervisningslare, Gyldendals Pedagogıske Bibliotek, Damnark, 1, 100-113. [2] Shmuck, R. A. ve Shmuck, P. A. ( 1983).Group Processes in the Classroom. Iowa: Wm. C. Brown Company. [3] Wallin, E. (1988). Notes on didactics as a fıeld of research. Scandinavian Journal of Educational Research, 32, 1-7. [4] Jackson, E. (1987). Behavior in groups as a predictor of intemal emphaty and communicated emphaty.Social work with groups. 10, 1, 3-16. [5] Piaget, J. (1953). The Origins of Intelligence in the Child. Routledge and Kegan Paul. [6] Haigh, G. (1980). Den Langsomnıe Elev. Kopenhavn: Munksgaards Undervisningsbibliotek. [7] Dalin, P.(1987). Skole Utvikling. Oslo: Universitetslaget [8] Nelson-Le Gal, S. (1986). Academic lıelp-seeking and peer relations in school. Contemporary Educational Psychology, 11, 187-193. [9] Nelson-Le Gal, S. (1990). Academic achievement orientation and help-seeking behavior in early adolescent giriş. Journal of Early Adolescence,10, 176-190. [10] Fidan, N. (1996). Okulda Öğrenme ve Öğretme. Ankara: Alkım Yayıncılık. [11] Cüceloğlu, D. (1992). Yeniden İnsan İnsana. İst: Remzi Kitabevi. [12] Dökmen, Ü. (1994). İletişim Çatışmaları ve Empati. İst: Sistem Yayıncılık. [ 13] Smith, M. ve Glass, G., (1979).Relationship of Class-Size to Classroom Procesess. Teacher Satisfaction and Pupil Affect. San Francisco: Fanvest Educational Laboratory. [14] Haıısen, E. M. (1986). Jon Laerer Tegn. Innlaeringen av de forste tegn hos en horende gutt med alvorlıge kommunikasj onshemninger. Spesialpedagogiske Forskningsbidrag, Norway, 9, 84-95. [ 15] Steere, B.F. (1989). Becoming An Effective Classroom Manager. Albany: State University of New York Press. [ 16] Leavıtt, H. J. (1951). Some effects of certain communication pattems on group performance, Journal of Abnormal and Social Psychology, 46, 38-51.