Araştırma Makalesi
BibTex RIS Kaynak Göster

Yıl 2019, Cilt: 8 Sayı: 4, 1048 - 1068, 20.12.2019

Rıza Salar , Ümit Turgut

Öz

Kaynakça

  • Adelman, H. S. & Taylor, L. (2005). Classroom climate. In S. W. Lee, P. A. Lowe, & E Robinson (Eds.), Encyclopedia of School Psychology. Thousand Oaks, CA: Sage Publications.
  • Affholder, L. P. (2003). Differentiated instruction in inclusive elementary classrooms (Doktora tezi). ProQuest Dissertations and Theses veri tabanından erişildi. (UMI No. 3107298).
  • Avila, R. (2010). A study of effective practices in reading intervention that increase student achievement (Doktora tezi). ProQuest Dissertations and Theses veri tabanından erişildi. (UMI No. 3410504).
  • Ayers, D. J. (2008). The effect of teacher attitudes on differentiated instruction in two rural elementary schools monroe county, georgia (Doktora tezi). ProQuest Dissertations and Theses veri tabanından erişildi. (UMI No. 3297933).
  • Bafile, C. (2008). Different strokes for little folks: Carol Ann Tomlinson on differentiated instruction. Erişim adresi: http://www.educationworld.com/a_issues/chat/chat107.shtml
  • Beamon, G. W. (1993). Is your classroom “safe” for thinking? Introducing an observation instrument to assess classroom climate and teacher questioning strategies. Research in Middle Level Education, 17(1), 91-110.
  • Blaz, D. D. (2006). Differentiated instruction: A guide for foreign language teachers. Larchmont, NY: Routledge.
  • Boen, L. (2010). Differentiated instruction within a response to intervention framework, a mixed-method study (Doktora tezi). ProQuest Dissertations and Theses veri tabanından erişildi. (UMI No. 3407366).
  • Boushey, G., & Moser, J. (2006). The daily five: Fostering literacy independence in early grades. Portland, ME: Stenhouse.
  • Burns, J. P. (2005). An analysis of the implementation of differentiated instruction in a middle school and high school and the effects of implementation on curriculum content and student achievement (Doktora tezi). Erişim adresi: http://scholarship.shu.edu/cgi/viewcontent.cgi?article=1184&context=dissertations
  • Cobb, C. (2004). Turning on a dime: making change in literacy classrooms. Reading Teacher, 58(1), 104-106.
  • Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th ed.). Abingdon: Routledge.
  • Conner, J. O., Miles, S. B., & Pope, D. C. (2014). How many teachers does it take to support a student? Examining the relationship between teacher support and adverse health outcomes in high-performing, pressure-cooker high schools. High School Journal, 98(1), 22-42.
  • Creswell, J. W. (2013). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks, California: Sage Publications.Cusumano, C. & Mueller, J. (2007). How differentiated instruction helps struggling students. Leadership, 36(4), 8-10.
  • De Feo, M. M. (2015). Teachers' perspectives on classroom climate and teacher outcomes. ETD Collection for Fordham University. AAI1584731. https://fordham.bepress.com/dissertations/AAI1584731
  • Downer, J. T., Rimm-Kaufman, S. E., & Pianta, R. C. (2007). How do classroom conditions and children's risk for school problems contribute to children's behavioral engagement in learning. School Psychology Review, 36(3), 413-432.
  • Ducey, M. N. (2011). Improving secondary science achievement through the implementation of differentiated instruction (Doktora tezi). ProQuest Dissertations and Theses veri tabanından erişildi. (UMI No. 3485882).
  • Fraser, B. J. (1998). Classroom environment instruments: Development, validity, and applications Learning Environments Research, 1, 7-33.
  • Fraser, B. J., & Tobin, K. (1991). Combining qualitative and quantitative methods in classroom environment research. Educational environments: Evaluation, antecedents and consequences, 271-292.
  • Fraser, B. J., McRobbie, C. J., & Fisher, D. (1996). Development, validation and use of personal and class forms of a new classroom environment questionnaire. In Western Australian Institute for Educational Research Forum. Erişim adresi: http://www.waier.org.au/forums/1996/fraser.html
  • Freiberg, H. J. (Ed) (1999). School climate: Measuring, improving, and sustaining healthy learning environments. London: Falmer Press.
  • George, P. (2005). A rationale for differentiating instruction in the regular classroom. Theory into Practice, 44(3), 185-193.
  • Gilbert, D. (2011). Effects of differentiated instruction on student achievement in reading (Doktora tezi). ProQuest Dissertations and Theses veri tabanından erişildi. (UMI No. 48106).
  • Grafi-Sharabi, G. (2009). A phenomenological study of teacher perceptions of implementing the differentiated instruction approach. (Doktora tezi). ProQuest Dissertations and Theses veri tabanından erişildi. (UMI No. 3393495).
  • Gurgle, R. (2015). Building strong relationships in pluralistic music classrooms. Music Educators Journal, 101(4).
  • Hall, T. (2002). Differentiated instruction. Wakefield, MA: National Center on.
  • Hall, T., Strangman, N., & Meyer, A. (2003). Differentiated instruction and implications for UDL implementation. Wakefield, MA: National Center on.
  • Hamre, B. K. & Pianta, R.C. (2001). Early teacher-child relationships and the trajectory of children’s school outcomes through eighth. Child Development, 72, 2, 625-638.
  • Levy, H. M. (2008). Meeting the needs of all students through differentiated instruction: Helping every child reach and exceed standards. The Clearing House, 81(4), 161-1684.
  • McLaughlin, M., & Talbert, J. (1993). Contexts that matter for teaching and learning: Strategic opportunities for meeting the nation’s educational goals. Stanford, CA: Center for Research on the Context of Secondary School Teaching.
  • Merriam, S. B. (2009). Qualitative Research: a guide to design and interpretation. San Francisco: Jos-sey-Bass.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis (2nd ed.). Thousand Oaks, CA: Sage Publications.
  • Napoles, J., & MacLeod, R. B. (2013). The influences of teacher delivery and student progress on preservice teachers’ perceptions of teaching effectiveness. Journal of Research in Music Education, 61(3), 249-261.
  • O’Connor, E., & McCartney, K. (2007). Examining teacher-child relationships and achievement as part of an ecological model of development. American Educational Research Journal, 44, 2, 340-369.
  • Patton, Q. M. (2002). Qualitative research and evaluation methods. California EU: Sage Publications.
  • Pinnell, G. S., & Fountas, I. (2007). The continuum of literacy learning, grades K-2: A guide to teaching. Portsmouth, NH: Heinemann.
  • Ratcliff, N.J., Jones, C.R., Costner, R.H., Savage-Davis, E., & Hunt, G.H. (2010). The elephant in the classroom: The impact of misbehavior on classroom climate. Education 131(2), 306-314.
  • Reis, S. M., Kaplan, S. N., Tomlinson, C. A., Westberg, C. K. L., Callahan, C. M., & Cooper, C. R. (1998). How the brain learns. Educational Leadership, 56(3), 74-77.
  • Roberts-Mahon, V. (2016). A case study on differentiated instruction in an elementary school classroom (Doktora tezi). ProQuest Dissertations and Theses veri tabanından erişildi. (UMI No. 10158880).
  • Schmuck, R., & Schmuck, P. (1978). Group processes in the classroom. Erişim adresi: https://eric.ed.gov/?id=ED137166
  • Schumm, J., & Vaughn, S. (1991). Making adaptations for mainstreamed students: General classroom teachers’ perspectives. Remedial and Special Education, 12(4), 18–27.
  • Somersalo, H., Solantaus, T., & Almqvist, F. (2002). Classroom climate and the mental health of primary school children. Nordic journal of psychiatry, 56(4), 285-290.
  • Sternberg, R. J., & Zhang, L. (2005). Styles of thinking as a basis for differentiated instruction. Theory into Practice, 44(3), 245-53.
  • Stradling, B., & Saunders, L. (1993). Differentiation in practice: Responding to the needs of all pupils. Educational Research, 35, 127–137.
  • Subban, P. (2006). Differentiated instruction: A research basis. International Educational Journal, 7(7), 935-47.
  • Tomlinson, C. A. (1999). The differentiated classroom. Responding to the needs of all learners. Alexandria, VA: Association for Supervision and Curriculum Development.
  • Tomlinson, C. A. (2001). How to differentiate instruction in mixed ability classrooms (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.
  • Tomlinson, C. A. (2003). Fulfilling the promise of a differentiated classroom: Teaching strategies and tools for responsive teaching. Alexandria, VA: Association for Supervision and Curriculum Development.
  • Tulbure, C. (2013). The effects of differentiated approach in higher education: An experimental investigation. Procedia-Social and Behavioral Sciences, 76, 832-836.
  • VanTassel-Baska, J., & Stambaugh, T. (2005). Challenges and possibilities for serving gifted learners in the regular classroom. Theory into Practice, 44(3), 211-217.
  • Willis, S., & Mann, L. (2000). Differentiating instruction: Finding manageable ways to meet individual needs. Curriculum Update, 4, 1-3.
  • Wormeli, R. (2007). Differentiation: from planning to practice, grades 6-12. Portland, Maine: Stenhouse Publishers.
  • Yin, R. K. (2013). Case study research: Design and methods (4th ed.). Thousand Oaks, CA: Sage Publications.
  • Zedan, R. (2010). New dimensions in the classroom climate. Learning Environments Research, 13(1), 75-88.

Farklılaştırılmış Öğretimin Sınıf İklimine Etkisi: Nitel Bir Çalışma

Yıl 2019, Cilt: 8 Sayı: 4, 1048 - 1068, 20.12.2019

Rıza Salar , Ümit Turgut

Öz

Bu araştırmanın amacı, onuncu sınıf fizik dersinde
uygulanan farklılaştırılmış öğretimin sınıf iklimine etkisini araştırmaktır.
Araştırmada nitel araştırma yaklaşımlarından birisi olan durum çalışması
metodolojisi kullanılmıştır. Araştırmanın çalışma grubunu, Erzurum ilinde üç
farklı lisede öğrenim görmekte olan toplam 84 onuncu sınıf öğrencisi
oluşturmuştur. Beş hafta süren uygulama boyunca fizik dersi farklılaştırılmış
öğretim ile işlenmiştir. Dersleri öğrencilerin kendi öğretmenleri anlatırken
araştırmacılardan birisi sınıf ortamını gözlemlemiştir. Araştırmanın verileri
“Sınıf İklimi Gözlem Formu” (SİGF) kullanılarak toplanmıştır. Toplanan
verilerin analizinde betimsel analiz kullanılmıştır. Sonuç olarak
farklılaştırılmış öğretimin olumlu bir sınıf iklimi oluşturduğu
gözlemlenmiştir. Bu sonuçtan yola çıkılarak öğrencileri ile iletişim kurmakta
zorlanan öğretmenlerin sınıflarında farklılaştırılmış öğretim kullanmaları
tavsiye edilebilir. 

Anahtar Kelimeler

Farklılaştırılmış Öğretim Fizik Eğitimi Sınıf İklimi

Kaynakça

  • Adelman, H. S. & Taylor, L. (2005). Classroom climate. In S. W. Lee, P. A. Lowe, & E Robinson (Eds.), Encyclopedia of School Psychology. Thousand Oaks, CA: Sage Publications.
  • Affholder, L. P. (2003). Differentiated instruction in inclusive elementary classrooms (Doktora tezi). ProQuest Dissertations and Theses veri tabanından erişildi. (UMI No. 3107298).
  • Avila, R. (2010). A study of effective practices in reading intervention that increase student achievement (Doktora tezi). ProQuest Dissertations and Theses veri tabanından erişildi. (UMI No. 3410504).
  • Ayers, D. J. (2008). The effect of teacher attitudes on differentiated instruction in two rural elementary schools monroe county, georgia (Doktora tezi). ProQuest Dissertations and Theses veri tabanından erişildi. (UMI No. 3297933).
  • Bafile, C. (2008). Different strokes for little folks: Carol Ann Tomlinson on differentiated instruction. Erişim adresi: http://www.educationworld.com/a_issues/chat/chat107.shtml
  • Beamon, G. W. (1993). Is your classroom “safe” for thinking? Introducing an observation instrument to assess classroom climate and teacher questioning strategies. Research in Middle Level Education, 17(1), 91-110.
  • Blaz, D. D. (2006). Differentiated instruction: A guide for foreign language teachers. Larchmont, NY: Routledge.
  • Boen, L. (2010). Differentiated instruction within a response to intervention framework, a mixed-method study (Doktora tezi). ProQuest Dissertations and Theses veri tabanından erişildi. (UMI No. 3407366).
  • Boushey, G., & Moser, J. (2006). The daily five: Fostering literacy independence in early grades. Portland, ME: Stenhouse.
  • Burns, J. P. (2005). An analysis of the implementation of differentiated instruction in a middle school and high school and the effects of implementation on curriculum content and student achievement (Doktora tezi). Erişim adresi: http://scholarship.shu.edu/cgi/viewcontent.cgi?article=1184&context=dissertations
  • Cobb, C. (2004). Turning on a dime: making change in literacy classrooms. Reading Teacher, 58(1), 104-106.
  • Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th ed.). Abingdon: Routledge.
  • Conner, J. O., Miles, S. B., & Pope, D. C. (2014). How many teachers does it take to support a student? Examining the relationship between teacher support and adverse health outcomes in high-performing, pressure-cooker high schools. High School Journal, 98(1), 22-42.
  • Creswell, J. W. (2013). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks, California: Sage Publications.Cusumano, C. & Mueller, J. (2007). How differentiated instruction helps struggling students. Leadership, 36(4), 8-10.
  • De Feo, M. M. (2015). Teachers' perspectives on classroom climate and teacher outcomes. ETD Collection for Fordham University. AAI1584731. https://fordham.bepress.com/dissertations/AAI1584731
  • Downer, J. T., Rimm-Kaufman, S. E., & Pianta, R. C. (2007). How do classroom conditions and children's risk for school problems contribute to children's behavioral engagement in learning. School Psychology Review, 36(3), 413-432.
  • Ducey, M. N. (2011). Improving secondary science achievement through the implementation of differentiated instruction (Doktora tezi). ProQuest Dissertations and Theses veri tabanından erişildi. (UMI No. 3485882).
  • Fraser, B. J. (1998). Classroom environment instruments: Development, validity, and applications Learning Environments Research, 1, 7-33.
  • Fraser, B. J., & Tobin, K. (1991). Combining qualitative and quantitative methods in classroom environment research. Educational environments: Evaluation, antecedents and consequences, 271-292.
  • Fraser, B. J., McRobbie, C. J., & Fisher, D. (1996). Development, validation and use of personal and class forms of a new classroom environment questionnaire. In Western Australian Institute for Educational Research Forum. Erişim adresi: http://www.waier.org.au/forums/1996/fraser.html
  • Freiberg, H. J. (Ed) (1999). School climate: Measuring, improving, and sustaining healthy learning environments. London: Falmer Press.
  • George, P. (2005). A rationale for differentiating instruction in the regular classroom. Theory into Practice, 44(3), 185-193.
  • Gilbert, D. (2011). Effects of differentiated instruction on student achievement in reading (Doktora tezi). ProQuest Dissertations and Theses veri tabanından erişildi. (UMI No. 48106).
  • Grafi-Sharabi, G. (2009). A phenomenological study of teacher perceptions of implementing the differentiated instruction approach. (Doktora tezi). ProQuest Dissertations and Theses veri tabanından erişildi. (UMI No. 3393495).
  • Gurgle, R. (2015). Building strong relationships in pluralistic music classrooms. Music Educators Journal, 101(4).
  • Hall, T. (2002). Differentiated instruction. Wakefield, MA: National Center on.
  • Hall, T., Strangman, N., & Meyer, A. (2003). Differentiated instruction and implications for UDL implementation. Wakefield, MA: National Center on.
  • Hamre, B. K. & Pianta, R.C. (2001). Early teacher-child relationships and the trajectory of children’s school outcomes through eighth. Child Development, 72, 2, 625-638.
  • Levy, H. M. (2008). Meeting the needs of all students through differentiated instruction: Helping every child reach and exceed standards. The Clearing House, 81(4), 161-1684.
  • McLaughlin, M., & Talbert, J. (1993). Contexts that matter for teaching and learning: Strategic opportunities for meeting the nation’s educational goals. Stanford, CA: Center for Research on the Context of Secondary School Teaching.
  • Merriam, S. B. (2009). Qualitative Research: a guide to design and interpretation. San Francisco: Jos-sey-Bass.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis (2nd ed.). Thousand Oaks, CA: Sage Publications.
  • Napoles, J., & MacLeod, R. B. (2013). The influences of teacher delivery and student progress on preservice teachers’ perceptions of teaching effectiveness. Journal of Research in Music Education, 61(3), 249-261.
  • O’Connor, E., & McCartney, K. (2007). Examining teacher-child relationships and achievement as part of an ecological model of development. American Educational Research Journal, 44, 2, 340-369.
  • Patton, Q. M. (2002). Qualitative research and evaluation methods. California EU: Sage Publications.
  • Pinnell, G. S., & Fountas, I. (2007). The continuum of literacy learning, grades K-2: A guide to teaching. Portsmouth, NH: Heinemann.
  • Ratcliff, N.J., Jones, C.R., Costner, R.H., Savage-Davis, E., & Hunt, G.H. (2010). The elephant in the classroom: The impact of misbehavior on classroom climate. Education 131(2), 306-314.
  • Reis, S. M., Kaplan, S. N., Tomlinson, C. A., Westberg, C. K. L., Callahan, C. M., & Cooper, C. R. (1998). How the brain learns. Educational Leadership, 56(3), 74-77.
  • Roberts-Mahon, V. (2016). A case study on differentiated instruction in an elementary school classroom (Doktora tezi). ProQuest Dissertations and Theses veri tabanından erişildi. (UMI No. 10158880).
  • Schmuck, R., & Schmuck, P. (1978). Group processes in the classroom. Erişim adresi: https://eric.ed.gov/?id=ED137166
  • Schumm, J., & Vaughn, S. (1991). Making adaptations for mainstreamed students: General classroom teachers’ perspectives. Remedial and Special Education, 12(4), 18–27.
  • Somersalo, H., Solantaus, T., & Almqvist, F. (2002). Classroom climate and the mental health of primary school children. Nordic journal of psychiatry, 56(4), 285-290.
  • Sternberg, R. J., & Zhang, L. (2005). Styles of thinking as a basis for differentiated instruction. Theory into Practice, 44(3), 245-53.
  • Stradling, B., & Saunders, L. (1993). Differentiation in practice: Responding to the needs of all pupils. Educational Research, 35, 127–137.
  • Subban, P. (2006). Differentiated instruction: A research basis. International Educational Journal, 7(7), 935-47.
  • Tomlinson, C. A. (1999). The differentiated classroom. Responding to the needs of all learners. Alexandria, VA: Association for Supervision and Curriculum Development.
  • Tomlinson, C. A. (2001). How to differentiate instruction in mixed ability classrooms (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.
  • Tomlinson, C. A. (2003). Fulfilling the promise of a differentiated classroom: Teaching strategies and tools for responsive teaching. Alexandria, VA: Association for Supervision and Curriculum Development.
  • Tulbure, C. (2013). The effects of differentiated approach in higher education: An experimental investigation. Procedia-Social and Behavioral Sciences, 76, 832-836.
  • VanTassel-Baska, J., & Stambaugh, T. (2005). Challenges and possibilities for serving gifted learners in the regular classroom. Theory into Practice, 44(3), 211-217.
  • Willis, S., & Mann, L. (2000). Differentiating instruction: Finding manageable ways to meet individual needs. Curriculum Update, 4, 1-3.
  • Wormeli, R. (2007). Differentiation: from planning to practice, grades 6-12. Portland, Maine: Stenhouse Publishers.
  • Yin, R. K. (2013). Case study research: Design and methods (4th ed.). Thousand Oaks, CA: Sage Publications.
  • Zedan, R. (2010). New dimensions in the classroom climate. Learning Environments Research, 13(1), 75-88.
Toplam 54 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Araştırma Makalesi
Yazarlar

Rıza Salar

Ümit Turgut

Yayımlanma Tarihi 20 Aralık 2019
Yayımlandığı Sayı Yıl 2019Cilt: 8 Sayı: 4

Kaynak Göster

APA Salar, R., & Turgut, Ü. (2019). Farklılaştırılmış Öğretimin Sınıf İklimine Etkisi: Nitel Bir Çalışma. Cumhuriyet Uluslararası Eğitim Dergisi, 8(4), 1048-1068.
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