Research Article
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Year 2021, Volume: 10 Issue: 2, 459 - 480, 26.06.2021

Nevin Güner Yıldız , Nermin Elmas

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

Abstract

References

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

Year 2021, Volume: 10 Issue: 2, 459 - 480, 26.06.2021

Nevin Güner Yıldız , Nermin Elmas

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

Abstract

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.

Keywords

ders dışı davranış görev davranışı sınıf yönetimi kaynaştırma öğretmen eğitimi

References

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  • 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
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There are 61 citations in total.

Details

Primary Language Turkish
Journal Section Research Article
Authors

Nevin Güner Yıldız

Nermin Elmas

Publication Date June 26, 2021
Published in Issue Year 2021Volume: 10 Issue: 2

Cite

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
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