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Year 2013, Volume: 28 Issue: 28-1, 269 - 280, 01.06.2013

Nilüfer Özabacı Bircan Ergün Başak

Abstract

This study will attempt to demonstrate that the metaphors produced by teachers working with students with Learning Disability (LD) give clues about the teachers’ relationship with such students. Therefore, this research will investigate primary school teachers’ perceptions of students with LD using a metaphor analysis. In order to attain this general aim, the following questions are addressed; 1. What metaphors do the teachers use to describe the concept of the student with LD? 2. How are the conceptual categories distributed in terms of the teachers’ gender? It was conducted in the 2007-2008 academic year with 171 primary school teachers in Eskisehir, Turkey. In order to reveal the participant teachers’ perceptions of the students with LD, they were asked to complete the sentence “Children with LD are like …..… because ……..”. The 106 metaphors obtained and those were grouped into eight conceptual categories.

Keywords

Metaphor Learning Disabled Teacher

References

  • Adler, A. (1956). The individual psychology of Adler: A systematic presentation in selections from his writings. (Ed: H. L. Ansbacher ve R. R. Ansbacher). New York: Harper Torchbooks.
  • Agaliotis, I., Kalyva, E. (2011). A survey of Greek general and special education teachers’ perceptions regarding the role of the special needs coordinator: Implications for educational policy on inclusion and teacher education. Teaching and Teacher Education 27, 543-551
  • Cheminais, R. (2005). Every child matters: A new role for SENCos. London: David
  • Crowther, D., Dyson, A., & Millward, A. (2001). Supporting pupils with special comparison. European Journal of Special Needs Education, 16(2), 133-142.
  • DeLoach, T. F., Earl, J.M. Brown, B.S., Poplin, M.S. & Warner, M.M. (1991). LD Teachers' perceptions of severely learning disabled students. Learning Disability Quarterly, 4(4), 343-358.
  • Elbaum, B., & Vaughn, S. (2001). School-based interventions to enhance the self-concept of students with learning disabilities: A meta analysis. The Elementary School Journal 101(3), 303-329.
  • Emanuelsson, I. (2001). Reactive versus proactive support coordinator roles: an international educational needs: issues and dilemmas for special needs coordinators in English inclusive education programmes: reframing their work as teacher leadership. International Journal of Inclusive Education, 9(2), 193-215.
  • Erikson, E. (1956). The problem of ego identity. Journal of the American Psychoanalytic Association, 4, 56-121.
  • Esen, A. ve Çiftçi, İ. (1998). Sınıf öğretmenlerinin öğrenme yetersizliği ile ilgili bilgilerinin belirlenmesi. (The defininig of class teachers’ knowledge about learning disabilities) Journal of Education of the Pamukkale University, 8, 95-101.
  • Forman, B. R., & Liberman, D. (1989). Visual and phonological processing of words. A comparison of good and poor readers. Journal of Learning Disabilities, 22, 15-19. Fulton Publishers.
  • Guerrero M. C. M. & Villamil, O. S. (2002). Metaphorical conceptualizations of ESL teaching and learning. Language Teaching Research, 6(2), 95–120.
  • Jordan, A., Glenn, C., McGhie-Richmond, D.(2010). The Supporting Effective Teaching (SET) project: The relationship of inclusive teaching practices to teachers’beliefs about disability and ability, and about their roles as teachers. Teaching and Teacher Education, 26 (2010) 259–266
  • Hallahan, P.D., Lloyd, J.W., Kaufman, J.M., Weiss, P.M. & Martinez, E.A. (2005). Learning disabilities: Foundations, characteristic and effective teaching. USA: Allyn and Bacon.
  • Kavale K. A., & Reese, J.H. (1991). Teacher beliefs and perceptions about learning disabilities: A survey of Iowa practitioners. Learning Disability Quarterly, 14, 141-160.
  • Lakoff, G., & Johnson, M. (1980). Metaphors we live. Chicago: University of Chicago Press.
  • Larsen S. (1978). Learning disabilities and the professional educator. Learning Disability Quarterly, 1(1), 5-12.
  • Mcmullen R. C., Shippen M. C., & Dangel H.L. (2007). Middle school teachers' expectations of organizational behaviors of students with learning disabilities. Journal of Instructional Psychology, 34, 19-23
  • Moser, K. S. (2000). Metaphor analysis in psychology: Method, theory, and fields of application. Qulitative Social Research, 1(2), 25-27.
  • Pattinson, S. (2005). Making a difference for young people with learning disabilities: A model for inclusive counselling practice. Counselling and Psychotherapy Research, 5(2), 120–130.
  • Saban, A. (2004). Giriş düzeyindeki sınıf oğretmenlerini adaylarının “oğretmen” kavramına ilişki ileri sürdükleri metaforlar. ( the metaphors of candidate teachers in the senior level about the concept of “teacher”) Journal of Turkish Educational Science, 2(2), 131–151.
  • Saban, A. (2008). Primary school teachers’ and their students’ mental images about the concept of knowledge. Elementary Education Online, 7(2), 421-455.
  • Semerci, Ç. (2007). “Program geliştirme” kavramına ilişkin metaforlarla yeni ilköğretim programlarına farklı bir bakış. (The focus on metaphors about the new primary school cirucullum on “program development”) The Journal of Social Sciences of Çukurova University, 31(2), 125-140.
  • Silver, L. (1998). The misunderstood child: Understanding and coping with your child’s learning disabilities. New York: Three Rivers Press.
  • York-Barr, J., Sommerness, J., Duke, K., & Ghere, G. (2005). Special educators in primary schools. European Journal of Special Needs Education, 16(2), 85-97.
  • Citation Information: Özabacı, N., & Ergün-Başak, B. (2013). A metaphor analysis of teachers’ perceptions of students with learning disabilities. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi [Hacettepe Unıversıty Journal of Education], 28(1), 269-280.

Öğretmenlerin Öğrenme Yetersizliği olan Öğrencileri ile İlgili Algılarının Metafor Analizi Yoluyla İncelenmesi

Year 2013, Volume: 28 Issue: 28-1, 269 - 280, 01.06.2013

Nilüfer Özabacı Bircan Ergün Başak

Abstract

Sınıf öğretmenlerinin öğrenme yetersizliği olan öğrencilere ilişkin algılarının metafor analizi ile incelendiği bu çalışma ile şu sorulara yanıt aranmıştır: 1. Sınıf öğretmenlerini öğrenme yetersizliği olan öğrencilerini tanımlarken kulandıkları metaforlar nelerdir? 2. Metaforlar öğretmenlerin cinsiyetlerine göre hangi kategoriler altında toplanmaktadır? Bu çalışma, 2007–2008 öğretim yılında ilköğretim okullarında görevli 171 ilkokul öğretmeniyle gerçekleştirilmiştir. Öğretmenlerin algılarını belirlemek için öğretmenlere “Öğrenme yetersizliği olan öğrenciler …….. gibidir. Çünkü ……..” yazılı bir ibare verilmiş ve tamamlamaları istenmiştir. Çalışmanın bulgularında öğretmenlerin 106 metafor ürettikleri ve bu metaforların sekiz kategori altında toplandığı görülmüştür.

Keywords

Öğrenme yetersizliği ilkokul öğretmeni metafor analizi

References

  • Adler, A. (1956). The individual psychology of Adler: A systematic presentation in selections from his writings. (Ed: H. L. Ansbacher ve R. R. Ansbacher). New York: Harper Torchbooks.
  • Agaliotis, I., Kalyva, E. (2011). A survey of Greek general and special education teachers’ perceptions regarding the role of the special needs coordinator: Implications for educational policy on inclusion and teacher education. Teaching and Teacher Education 27, 543-551
  • Cheminais, R. (2005). Every child matters: A new role for SENCos. London: David
  • Crowther, D., Dyson, A., & Millward, A. (2001). Supporting pupils with special comparison. European Journal of Special Needs Education, 16(2), 133-142.
  • DeLoach, T. F., Earl, J.M. Brown, B.S., Poplin, M.S. & Warner, M.M. (1991). LD Teachers' perceptions of severely learning disabled students. Learning Disability Quarterly, 4(4), 343-358.
  • Elbaum, B., & Vaughn, S. (2001). School-based interventions to enhance the self-concept of students with learning disabilities: A meta analysis. The Elementary School Journal 101(3), 303-329.
  • Emanuelsson, I. (2001). Reactive versus proactive support coordinator roles: an international educational needs: issues and dilemmas for special needs coordinators in English inclusive education programmes: reframing their work as teacher leadership. International Journal of Inclusive Education, 9(2), 193-215.
  • Erikson, E. (1956). The problem of ego identity. Journal of the American Psychoanalytic Association, 4, 56-121.
  • Esen, A. ve Çiftçi, İ. (1998). Sınıf öğretmenlerinin öğrenme yetersizliği ile ilgili bilgilerinin belirlenmesi. (The defininig of class teachers’ knowledge about learning disabilities) Journal of Education of the Pamukkale University, 8, 95-101.
  • Forman, B. R., & Liberman, D. (1989). Visual and phonological processing of words. A comparison of good and poor readers. Journal of Learning Disabilities, 22, 15-19. Fulton Publishers.
  • Guerrero M. C. M. & Villamil, O. S. (2002). Metaphorical conceptualizations of ESL teaching and learning. Language Teaching Research, 6(2), 95–120.
  • Jordan, A., Glenn, C., McGhie-Richmond, D.(2010). The Supporting Effective Teaching (SET) project: The relationship of inclusive teaching practices to teachers’beliefs about disability and ability, and about their roles as teachers. Teaching and Teacher Education, 26 (2010) 259–266
  • Hallahan, P.D., Lloyd, J.W., Kaufman, J.M., Weiss, P.M. & Martinez, E.A. (2005). Learning disabilities: Foundations, characteristic and effective teaching. USA: Allyn and Bacon.
  • Kavale K. A., & Reese, J.H. (1991). Teacher beliefs and perceptions about learning disabilities: A survey of Iowa practitioners. Learning Disability Quarterly, 14, 141-160.
  • Lakoff, G., & Johnson, M. (1980). Metaphors we live. Chicago: University of Chicago Press.
  • Larsen S. (1978). Learning disabilities and the professional educator. Learning Disability Quarterly, 1(1), 5-12.
  • Mcmullen R. C., Shippen M. C., & Dangel H.L. (2007). Middle school teachers' expectations of organizational behaviors of students with learning disabilities. Journal of Instructional Psychology, 34, 19-23
  • Moser, K. S. (2000). Metaphor analysis in psychology: Method, theory, and fields of application. Qulitative Social Research, 1(2), 25-27.
  • Pattinson, S. (2005). Making a difference for young people with learning disabilities: A model for inclusive counselling practice. Counselling and Psychotherapy Research, 5(2), 120–130.
  • Saban, A. (2004). Giriş düzeyindeki sınıf oğretmenlerini adaylarının “oğretmen” kavramına ilişki ileri sürdükleri metaforlar. ( the metaphors of candidate teachers in the senior level about the concept of “teacher”) Journal of Turkish Educational Science, 2(2), 131–151.
  • Saban, A. (2008). Primary school teachers’ and their students’ mental images about the concept of knowledge. Elementary Education Online, 7(2), 421-455.
  • Semerci, Ç. (2007). “Program geliştirme” kavramına ilişkin metaforlarla yeni ilköğretim programlarına farklı bir bakış. (The focus on metaphors about the new primary school cirucullum on “program development”) The Journal of Social Sciences of Çukurova University, 31(2), 125-140.
  • Silver, L. (1998). The misunderstood child: Understanding and coping with your child’s learning disabilities. New York: Three Rivers Press.
  • York-Barr, J., Sommerness, J., Duke, K., & Ghere, G. (2005). Special educators in primary schools. European Journal of Special Needs Education, 16(2), 85-97.
  • Citation Information: Özabacı, N., & Ergün-Başak, B. (2013). A metaphor analysis of teachers’ perceptions of students with learning disabilities. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi [Hacettepe Unıversıty Journal of Education], 28(1), 269-280.
There are 25 citations in total.

Details

Primary Language Turkish
Journal Section Makaleler
Authors

Nilüfer Özabacı This is me

Bircan Ergün Başak This is me

Publication Date June 1, 2013
Published in Issue Year 2013 Volume: 28 Issue: 28-1

Cite

APA Özabacı, N., & Başak, B. E. (2013). Öğretmenlerin Öğrenme Yetersizliği olan Öğrencileri ile İlgili Algılarının Metafor Analizi Yoluyla İncelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 28(28-1), 269-280.