Araştırma Makalesi
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The Relationship Between Classroom Management and Students’ Learning: A Systematic Review

Yıl 2021, Cilt: 11 Sayı: 2, 843 - 861, 26.06.2021
https://doi.org/10.30783/nevsosbilen.894503

Öz

In the contemporary classrooms, teachers need to be creators of productive learning environments in which students can develop necessary skills and competencies to thrive in the 21st century. Establishing a productive and positive learning environment is a challenging task for the teachers as there are various factors affecting actual classroom activities that may result in effective or ineffective teaching (Hardin, 2011; Weinstein & Novodvorsky, 2015). How effectively the students learn and improve their skills, and how well they behave are affected by a teacher’s ability to manage different aspects of the classroom (Oyinloye, 2010). Within this framework, the main purpose of the present study was to synthesize the research studies on classroom management conducted between 2009 and 2019. It was also aimed to investigate the relationship between classroom management and students’ learning by examining the current perspectives and practices of classroom management. In order to synthesize the qualitative data on classroom management and to generate common themes with respect to learning and classroom management, content analysis of main findings of the analyzed studies was carried out. The synthesis of the reviewed studies indicated that different dimensions of classroom management and learning were studied extensively in relation to four themes “positive learning environment”, “physical environment in the classrooms”, “management of learning tasks and instructional activities”, and “motivation and academic engagement”. A synthesis of current perspectives and practices of classroom management in the literature may contribute to provide solutions for the educational/learning problems, if any, stemming from ineffective classroom management implementations. Results may provide teachers practical insights to improve the quality of teaching and learning in their classrooms.
Keywords: Classroom Management, Positive Learning Environment, Instructional Activities, Motivation, Academic Engagement.

Kaynakça

  • Akar, H.,Tor, D., Tantekin Erden, F. and Şahin, İ.T. (2010). Study on teachers’ classroom management approaches and experiences. Elementary Education Online 9(2), 792-806
  • Akar, H., and Yildirim, A. (2009). Change in teacher candidates’ metaphorical images about classroom management in a social constructivist learning environment. Teaching in Higher Education, 14 (4), 401–415.
  • Akan, D., & Basar, M. (2013). The effect of the classroom activities on classroom management in the teaching-learning process: The case of Uşak City. Mevlana International Journal of Education, 3(4). http://dx.doi.org/10.13054/mije.13.63.3.4
  • Akın S., Yıldırım, A., and Lin Goodwin (2016). Classroom management through the eyes of elementary teachers in turkey: a phenomenological study. Educational Sciences: Theory & Practice,16(3), 771-797 DOI: 10.12738/estp.2016.3.0376
  • Arın, E., Kızılaslan Tunçer, B., & Demir, M. K. (2017). Primary school teachers' views on constructive classroom management. International Electronic Journal of Elementary Education, 8(3), 363-378.
  • Baker, C., Gentry, J., & Larmer, W. (2016). A Model for Online Support in Classroom Management: Perceptions of Beginning Teachers. Administrative Issues Journal: Connecting Education, Practice, and Research, 6(1), 22-37. DOI: 10.5929/2016.6.1.3
  • Bassiouni, D. H., & Hackley, C. (2014). ‘Generation Z’ children’s adaptation to digital consumer culture: A critical literature review. Journal of Customer Behaviour, 13(2), 113-133.
  • Batı, U. & Ünal, G. T. (2011). Sekizinci Sanatın İnşası: “Dijital Oyunlar Kesişiminde Postmodenizm, Tüketim Kültürü, Üst Gerçeklik, Kimlik ve Olağan Şiddet”. (s.3-33). Dijital Oyunlar: Kendi Dünyanda Yaşa, Bizimkinde Oyna, Istanbul: Der Publishing.
  • Bearman, M., Smith, C. D., Carbone, A., Slade, S., Baik, C., Hughes-Warrington, M., & Neumann, D. L. (2012). Systematic review methodology in higher education. Higher Education Research & Development, 31(5), 625-640.
  • Bosch, K. A. (2006). Planning classroom management: A five-step process to creating a positive learning environment (2nd ed.). Thousand Oaks, CA: Sage
  • Boyacı, A. (2010). Pre-service teachers’ views on web-based classroom management. The Turkish Online Journal of Distance Education, 11(2), 208-234
  • Brocato, K. (2009). Studio Based Learning: Proposing, Critiquing, Iterating Our Way to Person-Centeredness for Better Classroom Management. Theory Into Practice, 48(2), 138–146.
  • Broome, J. L. (2013). A case study in classroom management and school involvement: Designing an art room for effective learning. Art Education, 66(3), 39-46
  • Brophy, J. (1988). Educating teachers about managing classrooms and students. Teaching and Teacher Education, 4 (1), 1-18.
  • Collier-Meek, M. A., Johnson, A. H., Sanetti, L. H., & Minami, T. (2019). Identifying Critical Components of Classroom Management Implementation. School Psychology Review, 48(4), 348-361. DOI: 10.17105/SPR-2018-0026.V48-4
  • Çandar, H. and Şahin (2013), Teachers’ views about effects of constructivist approach on classroom management. Hacettepe University Journal of Education, 44, 109-119.
  • Demir, S. (2009). Teacher perceptions of classroom management and problematic behaviors in primary schools. Procedia Social and Behavioral Sciences, 1, 584-589
  • Djigic G. and Stojiljkovic, S. (2011). Classroom management style, classroom climate and school achivement. Procedia Social and Behavioral Sciences, 29,819-828.
  • Erdogan, M., Kursun, E., Sisman, G. T., Saltan, F., Gok, A., & Yildiz, I. (2010). A Qualitative Study on Classroom Management and Classroom Discipline Problems, Reasons, and Solutions: A Case of Information Technologies Class. Educational Sciences: Theory and Practice, 10(2), 881-891.
  • Ersozlu, A., & Cayci, D. (2016). The Changes in Experienced Teachers' Understanding towards Classroom Management. Universal Journal of Educational Research, 4(1), 144-150. DOI: 10.13189/ujer.2016.040118
  • Evertson, C. M., & 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, NJ: Lawrence Erlbaum Associates
  • Foxworthy, J. E. (2006). Teachers’ beliefs about classroom management. Unpublished Master’s Thesis. Lakehead University, Canada.
  • Freiberg, H. J., Huzinec, C. A. and Templeton, S. M. (2009). Classroom management-a pathway to student achievement: A study of fourteen inner city elementary schools. The Elementary School Journal, 110(1), 63-80.
  • Garrett, T. (2008). Student-centered and teacher-centered classroom management : A case study of three elementary teachers, Journal of Classroom Interaction, 43(1), 34–47.
  • Guardino, C.A., Fullerton, E.,(2010). Changing Behaviors by Changing the Classroom Environment. Teaching Exceptional Children, 42 (6), 8-13.
  • Glickman, C. and Tamashiro, R. (1980). Classifying teachers’ beliefs about discipline. Educational Leadership, 37 (6), 459-464.
  • Hardin, C. J. (2011). Effective classroom management: Models and strategies for today's classrooms. Pearson Higher Ed.
  • Hildenbrand, S. M., & Arndt, K. (2016). Student teachers’ management practices in elementary classrooms: a qualitative study. Teacher Development, 20(2), 147-161. http://dx.doi.org/10.1080/13664530.2016.1143869
  • Khan, K., Khan, M. S. & Majoka, M. I. (2011). Gender differences in classroom management strategies at secondary level. Interdisciplinary Journal of Contemporary Research in Business, 3(3), 580-589
  • Kubat, U., & Dedebali, N. C. (2018). Opinions of Science Teachers for Classroom Management. Journal of Education and e-Learning Research, 5(2), 110-117. DOI: 10.20448/journal.509.2018.52.110.117
  • Kurawa, G. (2010). Teaching diversity in a primary school: examining teachers classroom strategies for inclusion. Procedia - Social and Behavioral Sciences, 5, 1585-1591
  • Kunter, M., Baumert, J., & Köller, O. (2007). Effective classroom management and the development of subject-related interest. Learning and Instruction, 17(5), 494–509.
  • Laut, J. (1999).Classroom management: beliefs of preservice teachers and classroom teachers concerning classroom management styles. Paper presented at the Fall Teachers Education Conference, Charleston, SC.
  • Lew, M. M., & Nelson, R. F. (2016). New teachers’ challenges: How culturally responsive teaching, classroom management, & assessment literacy are intertwined. Multicultural Education, 23(3-4), 7-13
  • Mader, C. E. (2009). “I will never teach the old way again”: Classroom management and external incentives. Theory Into Practice, 48(2), 147–155.
  • Manning, M.,L & Buthcer, K. T. (2003). Clasroom management: models applications and cases. New Jersey, Merril-Prentice-Hall.
  • Martin, N. & Baldwin, B. (1992). Beliefs regarding classroom management style: Differences between novice and experienced teachers. Paper presented at the Annual Meeting of the Mid-South Educational Research Association. Knoxville, TN.
  • Martin, J., & Sugarman, J. (1993). Models of classroom management: Principles, applications and critical perspectives (2nd ed.). Calgary, AB: Temeron Books.
  • Martin, N. and Yin, Z. (1997). Attitudes and Beliefs regarding classroom management style: Differences between Male and Female Teachers. Paper presented at the Annual Meeting of the Southwest educational research Association, Austin, TX.
  • Martin, N., Yin, Z., & Mayall, H. (2006). Classroom management training, teaching experience and gender: Do these variables impact teachers’ attitudes and beliefs toward classroom management style? Paper presented at the annual conference of the Southwest Educational Research Association. Austin, TX.
  • Merç, A., & Subaşı, G. (2015). Classroom management problems and coping strategies of Turkish student EFL teachers. Turkish Online Journal of Qualitative Inquiry, 6(1), 39-71.
  • Oyinloye, G.O. (2010). Primary school teachers’ perceptions of classroom management and its influence on pupils’ activities. European Journal of Educational Studies, 2(3), 305-312.
  • Paliç, G., & Keleş, E. (2011). Sınıf yönetimine ilişkin öğretmen görüşleri.Educational Administration: Theory and Practice, 17(2), 199-220.
  • Poon, C.L., Tan, D. and Tan A.L. (2009) Classroom Management and Inquiry-Based Learning: Finding the Balance. Science Scope, 32(9),18-21
  • Saeed, S. (2009). Evaluation Study Of Competencies Of Secondary School Teachers In Punjab In The Context Of Classroom Management, 6(7), 79–85.
  • Soar, R. and Soar, R. (1987). Classroom management and affect expression. Professional School Psychology, 2(1), 3-14.
  • UNESCO. (2012). A place to learn: Lessons from research on learning environments (Technical paper No. 9). Montreal: United Nations Educational, Scientific and Cultural Organization, Institute for Statistics. Retrived from: 21.06.2020 https://unesdoc.unesco.org/ark:/48223/pf0000215468
  • Walters, J., & Frei, S. (2007). Managing classroom behavior and discipline. CA: Shell Education.
  • Webster-Stratton, C., Reinke, W. M., Herman, K. C., & Newcomer, L. L. (2011). The incredible years teacher classroom management training: The methods and principles that support fidelity of training delivery. School Psychology Review, 40(4), 509-529.
  • Weinstein, C. S. & Novodvorsky, I. (2015). Middle and secondary classroom management: lessons from research and practice. Boston: McGraw Hill.
  • Vors, O., & Gal-Petitfaux, N. (2015). Relation between students' involvement and teacher management strategies in French ‘difficult'classrooms. Physical Education and Sport Pedagogy, 20(6), 647-669.
  • Yıldırım, M. C. and Dönmez, B. (2008). A study about the effects of Constructivist Learning Approach practices on classroom management. Elementary Education Online, 7(3), 664–679.

THE RELATIONSHIP BETWEEN CLASSROOM MANAGEMENT AND LEARNING: A SYSTEMATIC REVIEW

Yıl 2021, Cilt: 11 Sayı: 2, 843 - 861, 26.06.2021
https://doi.org/10.30783/nevsosbilen.894503

Öz

Çağdaş sınıflarda öğretmenler, öğrencilerin 21.yüzyılda başarılı olabilmeleri için gerekli beceri ve yetkinlikleri kazanmalarına olanak sağlayacak verimli öğrenme ortamı oluşturabilmelidir. Sınıfta verimli ve olumlu bir öğrenme ortamı oluşturabilmek öğretmenler için zorlu bir görevdir çünkü gerçek sınıf ortamında öğrenmenin etkili ya da etkisiz sonuçlanmasını etkileyen çeşitli faktörler vardır (Hardin, 2011; Weinstein & Novodvorsky, 2015). Öğrencilerin ne kadar etkili öğrendiklerini, becerilerini ne kadar iyi geliştirdiklerini ve sınıfta ne kadar iyi davranış sergilediklerini belirleyen en önemli faktör öğretmenin sınıf yönetimi becerileridir (Oyinloye, 2010). Bu çerçevede, bu çalışmanın temel amacı, 2009-2019 yılları arasında sınıf yönetimi konusunda yapılan araştırma çalışmalarını sistematik bir şekilde değerlendirmektir. Ayrıca, sınıf yönetimi ile öğrencilerin öğrenmesi arasındaki ilişkinin, sınıf yönetimine dair güncel bakış açıları ve uygulamaları incelenerek araştırılması amaçlanmıştır. Sınıf yönetimi ile ilgili nitel verilerin sistematik bir şekilde sentezlenmesi ve öğrenme ve sınıf yönetimi ile ilgili ortak temaların oluşturulması amacıyla incelenen araştırmaların ana bulgularının içerik analizi yapılmıştır. Yapılan sistematik değerlendirmenin sonuçları sınıf yönetimi ve öğrenmenin dört ana tema çerçevesinde incelendiğini göstermiştir: “pozitif öğrenme ortamı”, “sınıfın fiziksel ortamı”, “öğrenme görevlerinin ve öğretim etkinliklerinin yönetimi” ve “motivasyon ve akademik katılım”. Alınyazındaki sınıf yönetimi ile ilgili güncel bakış açıları ve uygulamalarının bir sentez çalışmasının yapılması, etkisiz sınıf yönetimi uygulamalarından kaynaklanan eğitim/öğrenme sorunlarına çözüm getirilmesine katkı sağlayabilir. Araştırmanın sonuçları öğretmenlere sınıf uygulamalarını şekillendirecek ve eğitim öğretim faaliyetlerinin kalitesini arttıracak fikirler verebilir.
Anahtar Kelimeler: Sınıf Yönetimi, Olumlu Öğrenme Ortamı, Öğretim Faaliyetleri, Motivasyon, Akademik Katılım

Kaynakça

  • Akar, H.,Tor, D., Tantekin Erden, F. and Şahin, İ.T. (2010). Study on teachers’ classroom management approaches and experiences. Elementary Education Online 9(2), 792-806
  • Akar, H., and Yildirim, A. (2009). Change in teacher candidates’ metaphorical images about classroom management in a social constructivist learning environment. Teaching in Higher Education, 14 (4), 401–415.
  • Akan, D., & Basar, M. (2013). The effect of the classroom activities on classroom management in the teaching-learning process: The case of Uşak City. Mevlana International Journal of Education, 3(4). http://dx.doi.org/10.13054/mije.13.63.3.4
  • Akın S., Yıldırım, A., and Lin Goodwin (2016). Classroom management through the eyes of elementary teachers in turkey: a phenomenological study. Educational Sciences: Theory & Practice,16(3), 771-797 DOI: 10.12738/estp.2016.3.0376
  • Arın, E., Kızılaslan Tunçer, B., & Demir, M. K. (2017). Primary school teachers' views on constructive classroom management. International Electronic Journal of Elementary Education, 8(3), 363-378.
  • Baker, C., Gentry, J., & Larmer, W. (2016). A Model for Online Support in Classroom Management: Perceptions of Beginning Teachers. Administrative Issues Journal: Connecting Education, Practice, and Research, 6(1), 22-37. DOI: 10.5929/2016.6.1.3
  • Bassiouni, D. H., & Hackley, C. (2014). ‘Generation Z’ children’s adaptation to digital consumer culture: A critical literature review. Journal of Customer Behaviour, 13(2), 113-133.
  • Batı, U. & Ünal, G. T. (2011). Sekizinci Sanatın İnşası: “Dijital Oyunlar Kesişiminde Postmodenizm, Tüketim Kültürü, Üst Gerçeklik, Kimlik ve Olağan Şiddet”. (s.3-33). Dijital Oyunlar: Kendi Dünyanda Yaşa, Bizimkinde Oyna, Istanbul: Der Publishing.
  • Bearman, M., Smith, C. D., Carbone, A., Slade, S., Baik, C., Hughes-Warrington, M., & Neumann, D. L. (2012). Systematic review methodology in higher education. Higher Education Research & Development, 31(5), 625-640.
  • Bosch, K. A. (2006). Planning classroom management: A five-step process to creating a positive learning environment (2nd ed.). Thousand Oaks, CA: Sage
  • Boyacı, A. (2010). Pre-service teachers’ views on web-based classroom management. The Turkish Online Journal of Distance Education, 11(2), 208-234
  • Brocato, K. (2009). Studio Based Learning: Proposing, Critiquing, Iterating Our Way to Person-Centeredness for Better Classroom Management. Theory Into Practice, 48(2), 138–146.
  • Broome, J. L. (2013). A case study in classroom management and school involvement: Designing an art room for effective learning. Art Education, 66(3), 39-46
  • Brophy, J. (1988). Educating teachers about managing classrooms and students. Teaching and Teacher Education, 4 (1), 1-18.
  • Collier-Meek, M. A., Johnson, A. H., Sanetti, L. H., & Minami, T. (2019). Identifying Critical Components of Classroom Management Implementation. School Psychology Review, 48(4), 348-361. DOI: 10.17105/SPR-2018-0026.V48-4
  • Çandar, H. and Şahin (2013), Teachers’ views about effects of constructivist approach on classroom management. Hacettepe University Journal of Education, 44, 109-119.
  • Demir, S. (2009). Teacher perceptions of classroom management and problematic behaviors in primary schools. Procedia Social and Behavioral Sciences, 1, 584-589
  • Djigic G. and Stojiljkovic, S. (2011). Classroom management style, classroom climate and school achivement. Procedia Social and Behavioral Sciences, 29,819-828.
  • Erdogan, M., Kursun, E., Sisman, G. T., Saltan, F., Gok, A., & Yildiz, I. (2010). A Qualitative Study on Classroom Management and Classroom Discipline Problems, Reasons, and Solutions: A Case of Information Technologies Class. Educational Sciences: Theory and Practice, 10(2), 881-891.
  • Ersozlu, A., & Cayci, D. (2016). The Changes in Experienced Teachers' Understanding towards Classroom Management. Universal Journal of Educational Research, 4(1), 144-150. DOI: 10.13189/ujer.2016.040118
  • Evertson, C. M., & 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, NJ: Lawrence Erlbaum Associates
  • Foxworthy, J. E. (2006). Teachers’ beliefs about classroom management. Unpublished Master’s Thesis. Lakehead University, Canada.
  • Freiberg, H. J., Huzinec, C. A. and Templeton, S. M. (2009). Classroom management-a pathway to student achievement: A study of fourteen inner city elementary schools. The Elementary School Journal, 110(1), 63-80.
  • Garrett, T. (2008). Student-centered and teacher-centered classroom management : A case study of three elementary teachers, Journal of Classroom Interaction, 43(1), 34–47.
  • Guardino, C.A., Fullerton, E.,(2010). Changing Behaviors by Changing the Classroom Environment. Teaching Exceptional Children, 42 (6), 8-13.
  • Glickman, C. and Tamashiro, R. (1980). Classifying teachers’ beliefs about discipline. Educational Leadership, 37 (6), 459-464.
  • Hardin, C. J. (2011). Effective classroom management: Models and strategies for today's classrooms. Pearson Higher Ed.
  • Hildenbrand, S. M., & Arndt, K. (2016). Student teachers’ management practices in elementary classrooms: a qualitative study. Teacher Development, 20(2), 147-161. http://dx.doi.org/10.1080/13664530.2016.1143869
  • Khan, K., Khan, M. S. & Majoka, M. I. (2011). Gender differences in classroom management strategies at secondary level. Interdisciplinary Journal of Contemporary Research in Business, 3(3), 580-589
  • Kubat, U., & Dedebali, N. C. (2018). Opinions of Science Teachers for Classroom Management. Journal of Education and e-Learning Research, 5(2), 110-117. DOI: 10.20448/journal.509.2018.52.110.117
  • Kurawa, G. (2010). Teaching diversity in a primary school: examining teachers classroom strategies for inclusion. Procedia - Social and Behavioral Sciences, 5, 1585-1591
  • Kunter, M., Baumert, J., & Köller, O. (2007). Effective classroom management and the development of subject-related interest. Learning and Instruction, 17(5), 494–509.
  • Laut, J. (1999).Classroom management: beliefs of preservice teachers and classroom teachers concerning classroom management styles. Paper presented at the Fall Teachers Education Conference, Charleston, SC.
  • Lew, M. M., & Nelson, R. F. (2016). New teachers’ challenges: How culturally responsive teaching, classroom management, & assessment literacy are intertwined. Multicultural Education, 23(3-4), 7-13
  • Mader, C. E. (2009). “I will never teach the old way again”: Classroom management and external incentives. Theory Into Practice, 48(2), 147–155.
  • Manning, M.,L & Buthcer, K. T. (2003). Clasroom management: models applications and cases. New Jersey, Merril-Prentice-Hall.
  • Martin, N. & Baldwin, B. (1992). Beliefs regarding classroom management style: Differences between novice and experienced teachers. Paper presented at the Annual Meeting of the Mid-South Educational Research Association. Knoxville, TN.
  • Martin, J., & Sugarman, J. (1993). Models of classroom management: Principles, applications and critical perspectives (2nd ed.). Calgary, AB: Temeron Books.
  • Martin, N. and Yin, Z. (1997). Attitudes and Beliefs regarding classroom management style: Differences between Male and Female Teachers. Paper presented at the Annual Meeting of the Southwest educational research Association, Austin, TX.
  • Martin, N., Yin, Z., & Mayall, H. (2006). Classroom management training, teaching experience and gender: Do these variables impact teachers’ attitudes and beliefs toward classroom management style? Paper presented at the annual conference of the Southwest Educational Research Association. Austin, TX.
  • Merç, A., & Subaşı, G. (2015). Classroom management problems and coping strategies of Turkish student EFL teachers. Turkish Online Journal of Qualitative Inquiry, 6(1), 39-71.
  • Oyinloye, G.O. (2010). Primary school teachers’ perceptions of classroom management and its influence on pupils’ activities. European Journal of Educational Studies, 2(3), 305-312.
  • Paliç, G., & Keleş, E. (2011). Sınıf yönetimine ilişkin öğretmen görüşleri.Educational Administration: Theory and Practice, 17(2), 199-220.
  • Poon, C.L., Tan, D. and Tan A.L. (2009) Classroom Management and Inquiry-Based Learning: Finding the Balance. Science Scope, 32(9),18-21
  • Saeed, S. (2009). Evaluation Study Of Competencies Of Secondary School Teachers In Punjab In The Context Of Classroom Management, 6(7), 79–85.
  • Soar, R. and Soar, R. (1987). Classroom management and affect expression. Professional School Psychology, 2(1), 3-14.
  • UNESCO. (2012). A place to learn: Lessons from research on learning environments (Technical paper No. 9). Montreal: United Nations Educational, Scientific and Cultural Organization, Institute for Statistics. Retrived from: 21.06.2020 https://unesdoc.unesco.org/ark:/48223/pf0000215468
  • Walters, J., & Frei, S. (2007). Managing classroom behavior and discipline. CA: Shell Education.
  • Webster-Stratton, C., Reinke, W. M., Herman, K. C., & Newcomer, L. L. (2011). The incredible years teacher classroom management training: The methods and principles that support fidelity of training delivery. School Psychology Review, 40(4), 509-529.
  • Weinstein, C. S. & Novodvorsky, I. (2015). Middle and secondary classroom management: lessons from research and practice. Boston: McGraw Hill.
  • Vors, O., & Gal-Petitfaux, N. (2015). Relation between students' involvement and teacher management strategies in French ‘difficult'classrooms. Physical Education and Sport Pedagogy, 20(6), 647-669.
  • Yıldırım, M. C. and Dönmez, B. (2008). A study about the effects of Constructivist Learning Approach practices on classroom management. Elementary Education Online, 7(3), 664–679.
Toplam 52 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Pinar Kucukakin 0000-0002-6966-0555

Cennet Göloğlu Demir 0000-0002-8770-6107

Yayımlanma Tarihi 26 Haziran 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 11 Sayı: 2

Kaynak Göster

APA Kucukakin, P., & Göloğlu Demir, C. (2021). The Relationship Between Classroom Management and Students’ Learning: A Systematic Review. Nevşehir Hacı Bektaş Veli Üniversitesi SBE Dergisi, 11(2), 843-861. https://doi.org/10.30783/nevsosbilen.894503