İlkokul Öğrencilerinin Ders Dışı Davranışları Üzerinde Öğretmenlere Verilen Sınıf Yönetimi Eğitiminin Etkililiği

Nevin Güner Yıldız; Nermin Elmas

doi:10.30703/cije.733674

TR

İlkokul Öğrencilerinin Ders Dışı Davranışları Üzerinde Öğretmenlere Verilen Sınıf Yönetimi Eğitiminin Etkililiği

Öz

Bu araştırmada, ilkokul öğrencilerinin sınıf içinde sergiledikleri ders dışı davranışlar üzerinde sınıf öğretmenlerine verilen sınıf yönetimi eğitiminin etkililiği incelenmiştir. Tek denekli araştırma modellerinden katılımcılar arası yoklama evreli çoklu yoklama modelinin kullanıldığı araştırmanın katılımcıları Eskişehir Merkez’de bir ilkokulda çalışan üç ilkokul sınıf öğretmeni ile bu öğretmenlerin öğrencileridir. Araştırma için katılımcı sınıflar belirlenirken sınıfta özel gereksinimli ya da davranış problemi olan öğrencilerin bulunması ve ders dışı davranışların yoğun olması kriterleri dikkate alınmıştır. Araştırmada sınıf öğretmenlerine Güner (2010) tarafından hazırlanan ve kaynaştırma uygulaması yürütülen sınıflarda kullanılabilecek etkili sınıf yönetimi stratejilerini içeren Önleyici Sınıf Yönetimi Eğitim Programı (ÖSYEP) ile bireysel olarak sınıf yönetimi eğitimi verilmiştir. Eğitimin ardından sınıf gözlemleri yapılarak öğretmenlere sınıf yönetimi davranışları ve bu davranışlarla öğrenci davranışları arasındaki ilişki hakkında dönüt verilmiştir. Araştırmanın verilerini toplamak amacıyla grup davranışlarına ilişkin veri toplamak için kullanılan Planlanmış Etkinlik Kontrolü Kaydına dayalı olarak araştırmacılar tarafından hazırlanan Ders Dışı Öğrenci Davranışları Gözlem Formu kullanılmıştır. Form ile katılımcı öğretmenlerin sınıflarında ders işlenirken veri toplanmış ve her ders için ders dışı davranış sergileyen öğrenci yüzdesi hesaplanmıştır. Araştırmanın bulguları, ÖSYEP eğitiminin öğrencilerin ders dışı davranışlarının azalmasında etkili olduğunu ve öğrencilerin ders dışı davranışlarında görülen azalmanın araştırma tamamlandıktan sonra da sürdüğünü göstermiştir. Araştırmanın verileri kaynaştırma uygulaması yürütülen sınıflarda sınıf yönetiminin önemi ve gelecek araştırmalar bağlamında tartışılmıştır.

Anahtar Kelimeler

References

Amato-Zech, N., Hoff, K. and Doepke, K. (2006). Increasing on‐task behavior in the classroom: Extension of self‐monitoring strategies. Psychology in the Schools. 43(2), 211-221. 10.1002/pits.20137.
Austin, J. and Soeda, J. (2008). Fixed-time teacher attention to decrease off-task behaviors of typically developing third graders. Journal of Applied Behavior Analysis. 41(2), 279-83. 10.1901/jaba.2008.41-279.
Back, L.T., Polk, E., Keys, C.B. and McMahon, S.D. (2016). Classroom management, school staff relations, school climate, and academic achievement: testing a model with urban high schools. Learning Environ Res, 19, 397–410. https://doi.org/10.1007/s10984-016-9213-x
Baker, J.A., Clark, T.P., Maier, K.S. and Viger, S. (2008). The differential influence of instructional context on the academic engagement of students with behavior problems. Teaching and Teacher Education, 24(7), 1876-1883. https://doi.org/10.1016/j.tate.2008.02.019
Borg, W.R. and Ascione, F.R. (1979). Changing on-task, off-task, and disruptive pupil behavior in elementary mainstreaming classrooms. The Journal of Educational Research, 72(5), 243-252.
Brophy, J. E. (1979). Teacher behavior and its effects. Journal of Educational Psychology, 71(6), 733–750. https://doi.org/10.1037/0022-0663.71.6.733
Brophy, J.E. (1983). Classroom organization and management. The Elemantary School Journal, 83(4), 264-285.
Brophy, J. (1988). Educating teachers about managing classrooms and students. Teaching&Teacher Education, 4(1), 1-8.

Bulgren, J.A. and Carta, J.J. (1992). Examining the instructional contexts of students with learning disabilities. Exceptional Children, 59(3), 182-191.
Burns, M. and Dean, V.J. (2005). Effect of acquisition rates on off-task behavior with children identified as having learning disabilities. Learning Disability Quarterly, 28, 273-281. 10.2307/4126966.
Clare, S.K., Jenson, W.R., Kehle, T.J. and Bray, M.A. (2000). Self‐modeling as a treatment for increasing on‐task behavior. Psychology in the Schools. 37(6). 517 - 522. 10.1002/1520-6807(200011)37:6<517::AID-PITS4>3.0.CO;2-Y.
Clunies-Ross, P., Little, E. and Kienhuis, M. (2008). Self‐reported and actual use of proactive and reactive classroom management strategies and their relationship with teacher stress and student behaviour. Educational Psychology, 28(6), 693-710. https://doi.org/10.1080/01443410802206700
Colvin, G., Flannery, K. B., Sugai, G. and Monegan, J. (2009). Using observational data to provide performance feedback to teachers: A high school case study. Preventing School Failure: Alternative Education for Children and Youth, 53(2), 95-104.
Crawley, S.H., Lynch, P. and Vannest, K. (2006). The use of self-monitoring to reduce off-task behavior and cross-correlation examination of weekends and absences as an antecedent to off-task behavior. Child & Family Behavior Therapy, 28(2), 29-48, DOI: 10.1300/J019v28n02_03
Crum, C. F. (2004). Using a cognitive—behavioral modification strategy to increase on-task behavior of a student with a behavior disorder. Intervention in School and Clinic, 39(5), 305–309. https://doi.org/10.1177/10534512040390050801
Doke, L. A. and Risley, T. R. (1972). The organization of day care environments: Required vs. optional activities. Journal of Applied Behavior Analysis, 5(4), 405-420. doi: 10.1901/jaba.1972.5-405
Emmer, E.T. and Stough, L.M. (2001). Classroom management: a critical part of educational psychology, with implications for teacher education. Educational Psychologist, 36(2), 103-112.
Evertson, C.M. (1989). Improving elemantary classroom management: a school based training program for beginning the year. Journal of Educational Research, 83(2), 82-90.
Evertson, C.M. (1995). Classroom organization and management program. https://eric.ed.gov/?id=ED403247
Evertson, C.M. and Harris, A.H. (1992). What we know about managing classrooms. Educational Leadership, 49(7), 74-78.
Evertson, C.M. and Smithey, M.W. (2000). Mentoring effects on protégés' classroom practice: an experimental field study. The Journal of Educational Research, 93(5), 294-304.
Evertson, C.M. and Weinstein, C.S. (2006). Classroom management as a field of inquiry. In C.M. Evertson & C.S. Weinstein (Eds.), Handbook of classroom management: Research, practice, and contemporary issues (pp. 3–16). Mahwah: Lawrence Erlbaum Associates.
Flower, A., McKenna, J.W. and Haring, C.D. (2017). Behavior and classroom management: Are teacher preparation programs really preparing our teachers? Preventing School Failure: Alternative Education for Children and Youth, 61:2, 163-169. DOI:10.1080/1045988X.2016.1231109
Freeman, J., Simonsen, B., Briere, D. E. and MacSuga-Gage, A. S. (2014). Pre-service teacher training in classroom management: a review of state accreditation policy and teacher preparation programs. Teacher Education and Special Education, 37(2), 106–120. https://doi.org/10.1177/0888406413507002
Fudge, D.L., Skinner, C.H., Williams, J.L., Cowden, D., Clark, J.K. and Bliss, S.L. (2008). Increasing on-task behavior in every student in a second-grade classroom during transitions: validating the Color Wheel system. Journal of School Psychology, 46(5), 575-92.
Furrer, C. and Skinner, E. (2003). Sense of relatedness as a factor in children’s academic engagement and performance. Journal of Educational Psychology, 95, 148-162.
Gage, N.A., Scott, T., Hirn, R. and MacSuga-Gage, A.S. (2018). The relationship between teachers’ implementation of classroom management practices and student behavior in elementary school. Behavioral Disorders, 43(2) 302–315. DOI: 10.1177/0198742917714809
Gest, S. D. and Gest, J. M. (2005). Reading tutoring for students at academic and behavioral risk: Effects on time-on-task in the classroom. Education & Treatment of Children, 28, 25–47.
Gettinger, M. (1985). Time allocated and time spent relative to time needed for learning as determinants of achievement. Journal of Educational Psychology, 77(1), 3–11. https://doi.org/10.1037/0022-0663.77.1.3
Giallo, R. and Hayes, L. (2007). The paradox of teacher professional development programs for behaviour management: Comparing program satisfaction alongside changes in behaviour management practices. Australian Journal of Educational and Developmental Psychology 7:108-119.
Godwin, K.E., Almeda, Ma. V., Seltman, H., Kai, S.,Skerbetz, M.D., Baker, R.S. and Fisher, A.V. (2016). Off-task behavior in elementary school children. Learning and Instruction. 44. 128-143. 10.1016/j.learninstruc.2016.04.003.
Greenwood, C.R., Horton, B.T. and Utley, C.A. (2002). Academic engagement: current perspectives on research and practice. School Psychology Review, 31(3), 328-349.
Güner, N. (2010). Kaynaştırma uygulamaları yapılan sınıflarda çalışan öğretmenlerin sınıf yönetimi bilgi düzeyleri ile önleyici sınıf yönetimi eğitim programının öğretmenlerin sınıf yönetimlerine etkisinin incelenmesi. (Yayımlanmamış doktora tezi). Ankara University, Ankara.
Jessel, J., Ingvarsson, E.T., Whipple, R. and Kirk, H. (2017). Increasing on‐task behavior of an adolescent with autism using momentary differential reinforcement. Behavioral Interventions. 32, 248-254. 10.1002/bin.1480.
Jordan, A., Schwartz, E. ve McGhie-Richmond, D. (2009). Preparing teachers for inclusive classrooms. Teaching and Teacher Education, 25(4), 535–542. https://doi.org/10.1016/j.tate.2009.02.010
Kelly, J.R. and Shogren, K.A. (2014). The impact of teaching self-determination skills on the on-task and off-task behaviors of students with emotional and behavioral disorders. Journal of Emotional and Behavioral Disorders, 22(1) 27–40.DOI: 10.1177/1063426612470515
Korpershoek, H., Harms, T. Boer, H. Kuijk, M and Doolaard, S. (2016). A meta-analysis of the effects of classroom management srategies and classroom management programs on students’ academic, behavioral, emotional, and motivational outcomes. Review of Educational Research. 86, 643-680. 10.3102/0034654315626799.
Kranak, M.P., Alber-Morgan, S.R. and Sawyer, M.R. (2017). A Parametric Analysis of Specific Praise Rates on the On-Task Behavior of Elementary Students with Autism. Education and Training in Autism and Developmental Disabilities, 52, 453-464.
Lee, Y.-Y., Sugai, G. and Horner, R. H. (1999). Using an instructional intervention to reduce problem and off-task behaviors. Journal of Positive Behavior Interventions, 1(4), 195–204. https://doi.org/10.1177/109830079900100402
Lewis, T. J. and Sugai, G. (1999). Effective behavior support: A systems approach to proactive schoolwide management. Focus on Exceptional Children, 31, 1-24.
Marzano, R.J. and Marzano, J.S. (2003). The key to classroom management. Educational Leadership, 61(1), 6-13.
Melnick, S.A. and Meister, D.G. (2008). A comparison of beginning and experienced teachers' concerns. Educational Research Quarterly, 31(3), 39-56.
Moore, D.W., Anderson, A., Glassenbury, M., Lang, R. and Didden, R. (2013). Increasing on-task behavior in students in a regular classroom: effectiveness of a self-management procedure using a tactile prompt. Journal of Behavioral Education. 22, 302-311. 10.1007/s10864-013-9180-6.
Niesyn, M.E. (2009). Strategies for Success: Evidence-Based Instructional Practices for Students With Emotional and Behavioral Disorders. Preventing School Failure: Alternative Education for Children and Youth, 53:4, 227-234, DOI: 10.3200/PSFL.53.4.227-234
Niles, W.J. (2005). Building a classroom management plan for inclusive environments: from fear to F.E.A.R. Teaching Exceptional Children Plus, 2(1), n1.
Pas, E., Cash, A., O'Brennan, L., Debnam, K. and Bradshaw, C. (2015). Profiles of classroom behavior in high schools: Associations with teacher behavior management strategies and classroom composition. Journal of School Psychology. 53, 137-148. 10.1016/j.jsp.2014.12.005.
Polirstok, S. and Gottlieb, J. (2006). The impact of positive behavior intervention training for teachers on referral rates for misbehavior, special education evaluation and student reading achievement in the elementary grades. International Journal of Behavioral Consultation and Therapy, 12(3), 2006. DOI: 10.1037/h0100789
Reinke, W.M., Lewis-Palmer, T. and Merrell, K.W. (2008). The classroom check-up: a classwide teacher consultation model for increasing praise and decreasing disruptive behavior. School Psychology Review, 37, 315 - 332.
Reinke, W. M., Stormont, M., Herman, K. C., Wang, Z., Newcomer, L. and King, K. (2014). Use of coaching and behavior support planning for students with disruptive behavior within a universal classroom management program. Journal of Emotional and Behavioral Disorders, 22(2), 74–82. https://doi.org/10.1177/1063426613519820
Sanders, W.L., Wright, S.P. and Horn, S.P. (1997). Teacher and classroom context effects on student achievement: implications for teacher evaluation. Journal of Personnel Evaluation in Education, 11, 57–67. https://doi.org/10.1023/A:1007999204543
Simonsen, B., Little, C.A. and Fairbanks, S. (2010). Effects of task difficulty and teacher attention on the off-task behavior of high-ability students with behavior issues. Journal for the Education of the Gifted. 34(2), 245-260.
Simonsen, B., Fairbanks, S., Briesch, A., Myers, D. and Sugai, G. (2008). Evidence-based practices in classroom management: considerations for research to practice. Education and Treatment of Children, 31(3), 351-380. 10.1353/etc.0.0007.
Skinner, E. A., Zimmer-Gembeck, M. J. and Connell, J. P. (1998). Individual differences and the development of perceived control. Monographs of the Society for Research in Child Development, 63(2–3, Whole No. 204).
Soodak, L. C. (2003). Classroom management in inclusive settings. Theory into Practice, 42(4), 327–333.
Stough, L.M., Montague, M.L., Landmark, L.J. and Williams-Diehm, K. (2015). Persistent classroom management training needs of experienced teachers. Journal of the Scholarship of Teaching and Learning, 15(5), 36-48. doi: 10.14434/josotl.v15i5.13784
Sutherland, K.S., Wehby, J.H. and Copeland, S.R. (2000). Effect of varying rates of behavior-specific praise on the on-task behavior of students with EBD. Journal of Emotional and Behavioral Disorders, 8(1), 2-8. 10.1177/106342660000800101.
Tekin İftar, E. (2014) Uygulamalı davranış analizi: tanım, tarihçe ve özellikleri. (Ed. Elif Tekin İftar) Uygulamalı davranış analizi. Vize Yayıncılık: Ankara.
Tekin-Iftar, E., Collins, B. C., Spooner, F. and Olcay-Gul, S. (2017). Coaching Teachers to Use a Simultaneous Prompting Procedure to Teach Core Content to Students With Autism. Teacher Education and Special Education, 40(3), 225–245. https://doi.org/10.1177/0888406417703751
Veenman, S. (1984). Perceived problems of beginning teachers. Review of Educational Research, 54(2), 143-178.
Webster-Stratton, C., and Reid, J. (2002). The Incredible Years classroom management teacher training program: Content, methods, and process. Unpublished manuscript, Incredible Years, University of Washington, Seattle.
Wang, M.C., Haertel, G.D. and Walberg, H.J. (1994). What Helps Students Learn? Educational Leadership, 51(4), 74-79.

Details

Primary Language

Turkish

Subjects

-

Journal Section

Research Article

Authors

Nevin Güner Yıldız ^*
Türkiye

Nermin Elmas
Türkiye

Publication Date

June 26, 2021

Submission Date

May 7, 2020

Acceptance Date

March 1, 2021

Published in Issue

Year 2021 Volume: 10 Number: 2

DOI

https://doi.org/10.30703/cije.733674

IZ

https://izlik.org/JA95XA27TB

Cite

RIS / Bibtex

APA

Güner Yıldız, N., & Elmas, N. (2021). İlkokul Öğrencilerinin Ders Dışı Davranışları Üzerinde Öğretmenlere Verilen Sınıf Yönetimi Eğitiminin Etkililiği. Cumhuriyet Uluslararası Eğitim Dergisi, 10(2), 459-480. https://doi.org/10.30703/cije.733674

Cited By

The Effectiveness of the Direct Instruction Model in Teaching the Properties of Matter Unit to Students with Learning Disability and Typically Developing Students

Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi

https://doi.org/10.21565/ozelegitimdergisi.1595480

İlkokul Öğrencilerinin Ders Dışı Davranışları Üzerinde Öğretmenlere Verilen Sınıf Yönetimi Eğitiminin Etkililiği

Abstract

İlkokul Öğrencilerinin Ders Dışı Davranışları Üzerinde Öğretmenlere Verilen Sınıf Yönetimi Eğitiminin Etkililiği

Öz

Anahtar Kelimeler

References

Details

Primary Language

Subjects

Journal Section

Authors

Publication Date

Submission Date

Acceptance Date

Published in Issue

DOI

IZ

Cite

Cited By

The Effectiveness of the Direct Instruction Model in Teaching the Properties of Matter Unit to Students with Learning Disability and Typically Developing Students

© Cumhuriyet University, Faculty of Education