Providing Equity in Gifted Education in a Single-State Country
Yazarlar (1)
Doç. Dr. Sema TAN Sinop Üniversitesi, Türkiye
| Makale Türü | Özgün Makale (SSCI, AHCI, SCI, SCI-Exp dergilerinde yayınlanan tam makale) | ||
| Dergi Adı | Gifted Child Quarterly (Q1) | ||
| Dergi ISSN | 0016-9862 Dergi Bilgileri (2022) | ||
| Makale Dili | İngilizce | Basım Tarihi | 04-2022 |
| Kabul Tarihi | – | Yayınlanma Tarihi | 20-08-2021 |
| Cilt / Sayı / Sayfa | 66 / 2 / 157–158 | DOI | 10.1177/00169862211040523 |
| Makale Linki | https://journals.sagepub.com/doi/10.1177/00169862211040523 | ||
| UAK Araştırma Alanları |
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| Özet |
| Turkey adopts a single-state (centralized/unitary) system that results in following the same identification procedures and providing similar service delivery options for the entire country. At first glance, this might seem like a fair way to achieve equity within public school gifted programs. However, a close look at this system reveals several handicaps such as implementing the same teacher training program for all teacher candidates, ignoring the unequal opportunities provided in the most (İstanbul) and least (Şırnak) economically developed cities, and the accessibility of services delivered to gifted students. Turkey has paid much attention to the education of the gifted and taken several important steps for improvement in the last three decades. However, a need for bigger changes to achieve equity in gifted education is clear. With a careful planning and implementation, appropriate changes might pave the way for gifted students to access more equal opportunities to fulfill their potential. |
| Anahtar Kelimeler |
| accessibility | socio-economic status | teacher training | Turkey |
BM Sürdürülebilir Kalkınma Amaçları
| Atıf Sayıları |