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Year 2012, Volume: 3 Issue: 2, 141 - 161, 01.06.2012

Abstract

References

  • Akbulut, Y. (2010). Sosyal bilimlerde SPSS uygulamalari [SPSS applications in social sciences]. İstanbul: İdeal.
  • Aljabber, J.M. (2004). Attitudes of Saudi Arabian secondary preservice teachers toward teaching practices in science: The adequacy of preaparation to use teaching strategies in classrooms. (Unpublished doctoral dissertation). Bloomington, IN: Indiana University Graduate School of Education.
  • Babadogan, C. (1996). Modern ogretim stratejilerinin ogretim–ogrenim sureclerine yansimasi. [Reflection of modern teaching strategies, teaching-learning processes]. (Unpublished doctoral dissertation). Ankara: Ankara Universitesi Sosyal Bilimler Enstitusu.
  • Baker, R. M. & Dwyer, F. (2005). Effects of instructional strategies and individual differences: a meta-analytic assessment. International Journal of Instructional Media, 32(1), 69-84.
  • Bazan, D. E. (2007). Teaching and learning strategies used by student-directed teachers of middle school band (Unpublished doctoral dissertation). Cleveland, OH: Case Western Reserve University.
  • Canady, R. L. & Retting, M. D. (1996). Teaching in the block: Strategies for engaging active learners. Princeton, NJ: Eye on Education.
  • Clarck, L. H. & Starr, I. (1968). Secondary school teaching method (3nd edition). New York: Collier-McMillan Lt.
  • Comrey, A. L. & Lee, H. B. (1992). A first course in factor analysis. Hillsdale, NJ: Erlbaum.
  • Cokluk, O., Sekercioglu, G. & Buyukozturk, S. (2010). Sosyal bilimler icin cok degiskenli istatistik: SPSS ve lisrel uygulamalari. [Multivariate statistics for social sciences: SPSS and Lisrel applications]. Ankara: Pegem Akademi.
  • Henry, B. B. (2003). Frequency of use of constructivist teaching strategies: Effect on academic performance, student social behavior and relationship to class size (Unpublished doctoral dissertation). Orlando, FL: University of Central Florida.
  • Huang, H. Y. (2006). Brain-based teaching strategies used to teach English as a foreign language (EFL) in Taiwan high schools, colleges, and universities (Unpublished doctoral dissertation). Louisville, KY: Spalding University.
  • Jeck, D. C. (2010). The relationship between levels of teacher efficacy and variability in instructional strategies (Unpublished doctoral dissertation). Alexandria, VA: University of Virginia.
  • Joyce, B. & Marsha, W. (2000). Models of teaching (6th edition). Boston: Allyn and Bacon.
  • Kalayci, S. (2005). Faktor Analizi. SPSS uygulamali cok degiskenli istatistik teknikleri. [Factor analysis: Applied multivariate statistical techniques in SPSS]. Ankara: Asil.
  • Karasar, N. (2005). Bilimsel arastırma yontemi. [Scientific method of research]. Ankara: Nobel.
  • Kline, P. (1995). An easy guide to factor analysis. London: Routledge.
  • Kline, R. B. (2005). Principles and practice of structural equation modeling (2nd edition). New York: Guilford.
  • Marzano, R. J. (2003). What works in schools: Translating research into action. Alexandria, VA: ASCD
  • Marzano, R. J., Pickering, D. J. & Pollock, E. J. (2001). Classroom instruction that works. Alexandria, VA: ASCD.
  • Miller, M. & Veatch, N. (2010). Teaching literacy in context: choosing and using instructional strategies. The Reading Teacher, 64(3), 154-165.
  • Moore, K.D. (2000). Classroom teaching skills (5th edition). New York: McGraw Hill.
  • O'Brien, M. (2005). Block Scheduling: A study of teaching strategies found in one public high school in south central Pennsylvania (Unpublished doctoral dissertation). Pennsylvania: Immaculata University.
  • Oakleaf, M. & Vanscoy, A. (2010). Instructional strategies for digital reference: methods to facilitate student learning. Reference & User Services Quarterly, 49(4), 380-390.
  • Ray, J. B. (2005). Examination of web-based teaching strategies at the University of North Texas. Texas: University of North Texas.
  • Richardson, V.E. (2001). Handbook of research on teaching (4th edition). New York: Macmillan.
  • Saskatchewan Education Department. (1985). Toward the year 2000: Future directions in curriculum and instruction. Regina, SK: Saskatchewan Education Department.
  • Saskatchewan Education Department. (1991). Instructional approaches: A framework for professional practice. Regina, SK: Saskatchewan Education Department.
  • Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22.
  • Silver, H. F., Hanson, J. R., Strong, R. W. & Schwartz, P. B. (1996). Teaching styles and strategies (3rd edition). Woodbridge, NJ: Thoughtful Education Press.
  • Simsek, A. (2011). Ogretim Tasarımı. [Instructional design]. Ankara: Nobel.
  • Tabachnick, B.G. & Fidell, L.S. (2001). Using multivariate statistics (4th edition). Boston, MA: Allyn & Bacon.
  • Tavsancil, E. (2005). Tutumlarin olculmesi ve SPSS ile veri analizi. [Measurement of attitudes and data analysis with SPSS]. Ankara: Nobel.
  • Williams, A. (2011). Teachers' implementation of instructional strategies: frequencies, views on importance, inhibiting factors and relationship to student achievement (Unpublished doctoral dissertation). Arizona: Northcentral University
  • Correspondence: Bahadir Eristi, Assistant Professor, Department of Educational Sciences,
  • Faculty of Education, Anadolu University, Yunus Emre Campus, Eskisehir, Turkey.

Development of a Scale to Diagnose Instructional Strategies

Year 2012, Volume: 3 Issue: 2, 141 - 161, 01.06.2012

Abstract

The present study aimed at developing a scale for diagnosing instructional strategies to be used to determine the instructional strategies applied in the instructional process. In the process of the scale development, first the related literature was reviewed. Following this, field experts were asked for their views, and the instructional activities to be carried out in the instructional process were identified. Afterwards, considering the similar and different features of the instructional activities, they were grouped by associating them with instructional strategies. The draft scale, which made up of a total of 291 items in the beginning, was exposed to a four-phase application process prior to the actual application. At the end of this process, it was transformed into a 70-item scale applied to 614 home teachers and field teachers. For the content validity of the scale, field experts were asked for their views. Data collected were analyzed with the methods of principle components analysis and exploratory factor analysis. As a result of the exploratory factor analysis conducted to determine the construct validity of the scale, the factor load of each item in the scale was found over .30. In order to determine the factors involving the items in the scale, the orthogonal rotation was applied with the Varimax technique to the data collected. The scale included two sub-scales. The rate of the factors in the sub-scale of meeting the total variance was 43% for the sub-scale of focus strategies and 62% for the sub-scale of process strategies. The value obtained by testing the internal consistency for the whole scale was found as α=.964. With respect to the item-whole scale correlational consistency, the items in the scale ranged between.406 and .816. The findings obtained in the process of developing this five-point Likert-type scale demonstrated that the scale could be used successfully in determining the nature of instructional strategies applied in the instructional process.

References

  • Akbulut, Y. (2010). Sosyal bilimlerde SPSS uygulamalari [SPSS applications in social sciences]. İstanbul: İdeal.
  • Aljabber, J.M. (2004). Attitudes of Saudi Arabian secondary preservice teachers toward teaching practices in science: The adequacy of preaparation to use teaching strategies in classrooms. (Unpublished doctoral dissertation). Bloomington, IN: Indiana University Graduate School of Education.
  • Babadogan, C. (1996). Modern ogretim stratejilerinin ogretim–ogrenim sureclerine yansimasi. [Reflection of modern teaching strategies, teaching-learning processes]. (Unpublished doctoral dissertation). Ankara: Ankara Universitesi Sosyal Bilimler Enstitusu.
  • Baker, R. M. & Dwyer, F. (2005). Effects of instructional strategies and individual differences: a meta-analytic assessment. International Journal of Instructional Media, 32(1), 69-84.
  • Bazan, D. E. (2007). Teaching and learning strategies used by student-directed teachers of middle school band (Unpublished doctoral dissertation). Cleveland, OH: Case Western Reserve University.
  • Canady, R. L. & Retting, M. D. (1996). Teaching in the block: Strategies for engaging active learners. Princeton, NJ: Eye on Education.
  • Clarck, L. H. & Starr, I. (1968). Secondary school teaching method (3nd edition). New York: Collier-McMillan Lt.
  • Comrey, A. L. & Lee, H. B. (1992). A first course in factor analysis. Hillsdale, NJ: Erlbaum.
  • Cokluk, O., Sekercioglu, G. & Buyukozturk, S. (2010). Sosyal bilimler icin cok degiskenli istatistik: SPSS ve lisrel uygulamalari. [Multivariate statistics for social sciences: SPSS and Lisrel applications]. Ankara: Pegem Akademi.
  • Henry, B. B. (2003). Frequency of use of constructivist teaching strategies: Effect on academic performance, student social behavior and relationship to class size (Unpublished doctoral dissertation). Orlando, FL: University of Central Florida.
  • Huang, H. Y. (2006). Brain-based teaching strategies used to teach English as a foreign language (EFL) in Taiwan high schools, colleges, and universities (Unpublished doctoral dissertation). Louisville, KY: Spalding University.
  • Jeck, D. C. (2010). The relationship between levels of teacher efficacy and variability in instructional strategies (Unpublished doctoral dissertation). Alexandria, VA: University of Virginia.
  • Joyce, B. & Marsha, W. (2000). Models of teaching (6th edition). Boston: Allyn and Bacon.
  • Kalayci, S. (2005). Faktor Analizi. SPSS uygulamali cok degiskenli istatistik teknikleri. [Factor analysis: Applied multivariate statistical techniques in SPSS]. Ankara: Asil.
  • Karasar, N. (2005). Bilimsel arastırma yontemi. [Scientific method of research]. Ankara: Nobel.
  • Kline, P. (1995). An easy guide to factor analysis. London: Routledge.
  • Kline, R. B. (2005). Principles and practice of structural equation modeling (2nd edition). New York: Guilford.
  • Marzano, R. J. (2003). What works in schools: Translating research into action. Alexandria, VA: ASCD
  • Marzano, R. J., Pickering, D. J. & Pollock, E. J. (2001). Classroom instruction that works. Alexandria, VA: ASCD.
  • Miller, M. & Veatch, N. (2010). Teaching literacy in context: choosing and using instructional strategies. The Reading Teacher, 64(3), 154-165.
  • Moore, K.D. (2000). Classroom teaching skills (5th edition). New York: McGraw Hill.
  • O'Brien, M. (2005). Block Scheduling: A study of teaching strategies found in one public high school in south central Pennsylvania (Unpublished doctoral dissertation). Pennsylvania: Immaculata University.
  • Oakleaf, M. & Vanscoy, A. (2010). Instructional strategies for digital reference: methods to facilitate student learning. Reference & User Services Quarterly, 49(4), 380-390.
  • Ray, J. B. (2005). Examination of web-based teaching strategies at the University of North Texas. Texas: University of North Texas.
  • Richardson, V.E. (2001). Handbook of research on teaching (4th edition). New York: Macmillan.
  • Saskatchewan Education Department. (1985). Toward the year 2000: Future directions in curriculum and instruction. Regina, SK: Saskatchewan Education Department.
  • Saskatchewan Education Department. (1991). Instructional approaches: A framework for professional practice. Regina, SK: Saskatchewan Education Department.
  • Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22.
  • Silver, H. F., Hanson, J. R., Strong, R. W. & Schwartz, P. B. (1996). Teaching styles and strategies (3rd edition). Woodbridge, NJ: Thoughtful Education Press.
  • Simsek, A. (2011). Ogretim Tasarımı. [Instructional design]. Ankara: Nobel.
  • Tabachnick, B.G. & Fidell, L.S. (2001). Using multivariate statistics (4th edition). Boston, MA: Allyn & Bacon.
  • Tavsancil, E. (2005). Tutumlarin olculmesi ve SPSS ile veri analizi. [Measurement of attitudes and data analysis with SPSS]. Ankara: Nobel.
  • Williams, A. (2011). Teachers' implementation of instructional strategies: frequencies, views on importance, inhibiting factors and relationship to student achievement (Unpublished doctoral dissertation). Arizona: Northcentral University
  • Correspondence: Bahadir Eristi, Assistant Professor, Department of Educational Sciences,
  • Faculty of Education, Anadolu University, Yunus Emre Campus, Eskisehir, Turkey.
There are 35 citations in total.

Details

Other ID JA38BV47KM
Journal Section Articles
Authors

Bahadir Eristi This is me

Celal Akdeniz This is me

Publication Date June 1, 2012
Published in Issue Year 2012 Volume: 3 Issue: 2

Cite

APA Eristi, B., & Akdeniz, C. (2012). Development of a Scale to Diagnose Instructional Strategies. Contemporary Educational Technology, 3(2), 141-161.
AMA Eristi B, Akdeniz C. Development of a Scale to Diagnose Instructional Strategies. Contemporary Educational Technology. June 2012;3(2):141-161.
Chicago Eristi, Bahadir, and Celal Akdeniz. “Development of a Scale to Diagnose Instructional Strategies”. Contemporary Educational Technology 3, no. 2 (June 2012): 141-61.
EndNote Eristi B, Akdeniz C (June 1, 2012) Development of a Scale to Diagnose Instructional Strategies. Contemporary Educational Technology 3 2 141–161.
IEEE B. Eristi and C. Akdeniz, “Development of a Scale to Diagnose Instructional Strategies”, Contemporary Educational Technology, vol. 3, no. 2, pp. 141–161, 2012.
ISNAD Eristi, Bahadir - Akdeniz, Celal. “Development of a Scale to Diagnose Instructional Strategies”. Contemporary Educational Technology 3/2 (June 2012), 141-161.
JAMA Eristi B, Akdeniz C. Development of a Scale to Diagnose Instructional Strategies. Contemporary Educational Technology. 2012;3:141–161.
MLA Eristi, Bahadir and Celal Akdeniz. “Development of a Scale to Diagnose Instructional Strategies”. Contemporary Educational Technology, vol. 3, no. 2, 2012, pp. 141-6.
Vancouver Eristi B, Akdeniz C. Development of a Scale to Diagnose Instructional Strategies. Contemporary Educational Technology. 2012;3(2):141-6.