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Sınıf Sorunlarına Eylem Araştırmasıyla Çözüm Arayışı*

Year 2017, Volume: 16 Issue: 1, 0 - 0, 29.12.2016

Nevin Güner Yıldız , Ceren Kurtova

https://doi.org/10.17051/io.2017.63625
Cited By: 1

Abstract

Bu çalışma, bireysel gereksinimlerinin farklılığı nedeniyle uyum güçlükleri yaşayan öğrencilerin problem kaynağı olarak görüldükleri bir sınıftaki davranış ve öğrenme sorunlarına çözüm üretmek amacıyla bir öğretim üyesi, bir öğretmen adayı ve sınıf öğretmeninin işbirliği ile gerçekleştirilmiş bir eylem araştırmasıdır. Araştırmanın yapıldığı sınıf Eskişehir merkezdeki bir ilkokulda bulunan ve 30 öğrenciden oluşan bir birinci sınıftır. Araştırmaya, öğretim yılının başında öğrencilerin birbirlerine ve okula uyum sorunları yaşaması üzerine sınıf öğretmeninin ve velilerin, sınıf velilerinden olan öğretim üyesinden yardım istemeleri üzerine başlanmıştır. Araştırmanın verileri, öğretmen ve velilerle yapılan yarı yapılandırılmış görüşmeler, sınıf gözlemleri ve araştırma sürecine ait günlük kayıtları, sosyometri sonuçları ve öğrenci çalışmalarından oluşan dosyaların incelenmesi ile elde edilmiştir. Araştırmadan elde edilen veriler, sınıf öğretmeninin aldığı danışmanlık ve destek sonucunda, problem davranışları önleme, öğrencilerin istendik davranışlarını arttırmada ödül kullanımı, öğrencilerin davranışlarına karşı tutarlı tepkiler verme ve bireysel farklılıklara uygun öğretimsel düzenlemeler yapma konularında sınıf düzenini olumlu yönde etkileyen davranış değişikliği gösterdiğini ortaya koymuştur.

Anahtar sözcükler: eylem araştırması, derse katılım davranışı, problem davranış, sınıf yönetimi, bireyselleştirme

References

  • Argyropoulos, V. & Stamouli, M. (2006). A collaborative action research project in an inclusive setting: assisting a blind student. British Journal of Visual Impairment, 24(3),128-134.
  • Berry, B. (2002). What it means to be a “highly qualified teacher. Southeast Center for
  • Teaching Quality. http://www.teachingqulaity.org/resources/pdfs/definingHQ.pdf adresinden 13 Ekim 2008 tarihinde alınmıştır.
  • Brophy, J. E. (1979). Teacher behavior and ıts effects. Journal of Educational Psychology, 71(6),733–750.
  • Bruce, S.M. & Pine, G.J. (2010). Action research in special education: an inquiry approach for effective teaching and learning. Teachers College Press, New York.
  • Cheney, D. (1998). Using action research as a collobrative process to enhance educators’ and families knowledge and skills for youth with emotional or behavioral disorders. Preventing School Failure, 42(2),88-93.
  • Cook, B.G., Cameron, D.L. & Tankersley, M. (2007). Inclusive teachers’ attitudinal ratings of their students with disabilities. The Journal of Special Education, 40(4),230-238.
  • Cox, S. & Robinson-Pant, A. (2008). Power, participation and decision making in the primary classroom: children as action researchers. Educational Action Research, 16(4),457-468.
  • Çolak, A. Vuran, S. ve Uzuner, Y. (2013). Kaynaştırma uygulanan bir ilköğretim sınıfındaki sosyal yeterlik özelliklerinin betimlenmesi ve iyileştirilmesi çalışmaları. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 14(2),33-49.
  • Emmer, E.T. & Stough, L. M. (2001). Classroom management: A critical part of education. Educational Psychologist, 36(2).
  • Evertson, C. M. (1985). Training teachers in classroom management: An experimental study in secondary school classrooms. Journal of Educational Research, 79(1),51–58.
  • Evertson, C. M. (1995). Classroom organization and management program. The Educational Resources Information Center (ERIC) veri tabanından 15 Ağustos 2009’da alınmıstır.
  • Evertson, C. M., Emmer, E. T., Sanford, J. P. & Clements, B. S. (1983). Improving classroom management: An experiment in elementary school classrooms. The Elementary School Journal, 84(2),173-188.
  • Giallo, R. & 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 & Developmental Psychology, 7,108–119.
  • Goodnough, K. (2011). Examining the long-term impact of collaborative action research on teacher identity and practice: the perceptions of K-12 teachers. Educational Action Research, 19(1),73-86.
  • Greenwood, C. R., & Carta, J.J. (1987). An ecobehavioral ınteraction analysis of instruction within special education. Focus on Exceptional Children, 19(9),1-12.
  • Güleç-Aslan, Y. (2013) A training programme for a teacher working with a student with ASD: an action research. Educational Sciences: Theory&Practice, 13(4),2229-2246.
  • Güner, N. (2010). Kaynaştırma uygulamaları yapılan sınıflarda çalışan öğretmenlerin sınıf yönetimi bilgi düzeyleri ile önleyici sınıf yönetimi eğitim programının öğretmenlerin sınıf yönetimine etkisinin incelenmesi. Doktora Tezi, Ankara Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Feldman, (2007). Teachers, responsibility and action research. Educational Action Research, 15(2),239-252.
  • Ferrance, E. (2000). Themes in Education: Action Research. The Education Alliance: Brown University, Providence, Rhode Island.
  • Hansen, J.H. (2012). Limits to inclusion. International Journal of Inclusive Education, 16(1),89-98.
  • Helskog, G.H. (2014) Justifying action research. Educational Action Research, 22(1),4-20.
  • Jaipal, K. & Figg, C. (2011). Collaborative action research approaches promoting professional development for elementary school teachers. Educational Action Research, 19(1),59-72.
  • Johnson, A.P. (2005). A short guide to action research. Boston: Pearson/Allyn & Bacon.
  • Killoran, I., Woronko, D. & Zaretsky, H. (2013). Exploring preservice teachers’ attitudes towards inclusion. International Journal of Inclusive Education, 18(4):427-442.
  • Leff, S.S., Costigan, T. &e Power, T.J. (2004). Using participatory research to develop a playground-based prevention program. Journal of School Psychology, 42, 3-21.
  • Marzano, R. J. & Marzano, J. S. (2003). The key to classroom management. Educational Leadership, 61(1),6.
  • Mitchem, K. & Benyo, J. (2000). A classwide peer-assisted self-management program all teachers can use: Adaptations and ımplications for rural educators. ED 439868 The Educational Resources Information Center (ERIC) veri tabanından 15 Ağustos 2009’da alınmıstır.
  • Morton, M. L. (2005). Practicing praxis: mentoring teachers in a low-income school through collaborative action research and transformative pedagogy. Mentoring and Tutoring, 13(1),53-72.
  • Polirstok, S. & Gottlieb, J. (2006). The ımpact of positive behavior ıntervention training for teachers on referral rates for misbehavior, special education evaluation and student reading achievement in the elementary grades. International Journal of Behavioral Consultation and Therapy, 2(3).
  • Sadioğlu, Ö., Bilgin, A., Batu, S. ve Oksal, A. (2013). Sınıf öğretmenlerinin kaynaştırmaya ilişkin sorunları, beklentileri ve önerileri. Kuram ve Uygulamada Eğitim Bilimleri, 13(3),1743-65.
  • Schoen, S.F. & Nolen, J. (2004). Action research: Decreasing acting-out behavior and increasing learning. Teaching Exceptional Children, 37(1),26-29.
  • Scruggs, T. E. & Mastropieri, M. A. (1996). Teacher perceptions of mainstreaming/ınclusion, 1958–1995: A research synthesis. Exceptional Children, 63(1),59–74.
  • Sen, R. & Goldbart, J.(2005). Partnership in Action: Introducing family-based intervention for children with disability in urban slums of Kolkata, India, International Journal of Disability, Development & Education, 52(4),275-311.
  • Slider, Noell & Williams, (2006). Partnership in action: introducing family-based intervention for children with disability in urban slums of Kolkata, India. International Journal of Disability Development and Education, 52(4),275-311.
  • Strambler, M.J. & McKown, C. (2013). Promoting student engagement through evidence-based action research with teachers. Journal of Educational and Psychological Consultation, 23:87-114.
  • Stringer, E.T. (2007). Action research (Third edition). London: Sage Publications.
  • Uzuner, Y. (2005). Baş Makale: Özel eğitimden örneklerle eylem araştırmaları. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 6(2),1-12.
  • Uzuner, Y., İçden, G.,Girgin, Ü., Beral, A. ve Kırcaali-İftar, G. (2005). An examination of impacts of text related questions on story gramer acquisition of three Turkish Youths with hearing loss. International Journal of Special Education, 20(2),111-121.
  • von der Embse, N., Brown, A. & Fortain, J. (2011). Facilitating inclusion by reducing problem behaviors for students with autism spectrum disorders. Intervention in Schools and Clinic, 47(1),22-30.
  • Webster-Stratton, C., Reid, M. J. & Hammond, M. (2001). Preventing conduct problems, promoting social competence: A parent and teacher training partnership in Head Start. Journal of Clinical Child Psychology, 30(3),283–302.
  • Welch, M. & Chisholm, K. (1994). Action research as a tool for preparing specialists to use strategic interventions in educational partnerships. Teacher Education and Special Education, 17(4),269-279.
  • West, C. (2011). Action research as a professional development activity. Arts Education Policy Review, 112:89-94.

Year 2017, Volume: 16 Issue: 1, 0 - 0, 29.12.2016

Nevin Güner Yıldız , Ceren Kurtova

https://doi.org/10.17051/io.2017.63625
Cited By: 1

Abstract

References

  • Argyropoulos, V. & Stamouli, M. (2006). A collaborative action research project in an inclusive setting: assisting a blind student. British Journal of Visual Impairment, 24(3),128-134.
  • Berry, B. (2002). What it means to be a “highly qualified teacher. Southeast Center for
  • Teaching Quality. http://www.teachingqulaity.org/resources/pdfs/definingHQ.pdf adresinden 13 Ekim 2008 tarihinde alınmıştır.
  • Brophy, J. E. (1979). Teacher behavior and ıts effects. Journal of Educational Psychology, 71(6),733–750.
  • Bruce, S.M. & Pine, G.J. (2010). Action research in special education: an inquiry approach for effective teaching and learning. Teachers College Press, New York.
  • Cheney, D. (1998). Using action research as a collobrative process to enhance educators’ and families knowledge and skills for youth with emotional or behavioral disorders. Preventing School Failure, 42(2),88-93.
  • Cook, B.G., Cameron, D.L. & Tankersley, M. (2007). Inclusive teachers’ attitudinal ratings of their students with disabilities. The Journal of Special Education, 40(4),230-238.
  • Cox, S. & Robinson-Pant, A. (2008). Power, participation and decision making in the primary classroom: children as action researchers. Educational Action Research, 16(4),457-468.
  • Çolak, A. Vuran, S. ve Uzuner, Y. (2013). Kaynaştırma uygulanan bir ilköğretim sınıfındaki sosyal yeterlik özelliklerinin betimlenmesi ve iyileştirilmesi çalışmaları. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 14(2),33-49.
  • Emmer, E.T. & Stough, L. M. (2001). Classroom management: A critical part of education. Educational Psychologist, 36(2).
  • Evertson, C. M. (1985). Training teachers in classroom management: An experimental study in secondary school classrooms. Journal of Educational Research, 79(1),51–58.
  • Evertson, C. M. (1995). Classroom organization and management program. The Educational Resources Information Center (ERIC) veri tabanından 15 Ağustos 2009’da alınmıstır.
  • Evertson, C. M., Emmer, E. T., Sanford, J. P. & Clements, B. S. (1983). Improving classroom management: An experiment in elementary school classrooms. The Elementary School Journal, 84(2),173-188.
  • Giallo, R. & 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 & Developmental Psychology, 7,108–119.
  • Goodnough, K. (2011). Examining the long-term impact of collaborative action research on teacher identity and practice: the perceptions of K-12 teachers. Educational Action Research, 19(1),73-86.
  • Greenwood, C. R., & Carta, J.J. (1987). An ecobehavioral ınteraction analysis of instruction within special education. Focus on Exceptional Children, 19(9),1-12.
  • Güleç-Aslan, Y. (2013) A training programme for a teacher working with a student with ASD: an action research. Educational Sciences: Theory&Practice, 13(4),2229-2246.
  • Güner, N. (2010). Kaynaştırma uygulamaları yapılan sınıflarda çalışan öğretmenlerin sınıf yönetimi bilgi düzeyleri ile önleyici sınıf yönetimi eğitim programının öğretmenlerin sınıf yönetimine etkisinin incelenmesi. Doktora Tezi, Ankara Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Feldman, (2007). Teachers, responsibility and action research. Educational Action Research, 15(2),239-252.
  • Ferrance, E. (2000). Themes in Education: Action Research. The Education Alliance: Brown University, Providence, Rhode Island.
  • Hansen, J.H. (2012). Limits to inclusion. International Journal of Inclusive Education, 16(1),89-98.
  • Helskog, G.H. (2014) Justifying action research. Educational Action Research, 22(1),4-20.
  • Jaipal, K. & Figg, C. (2011). Collaborative action research approaches promoting professional development for elementary school teachers. Educational Action Research, 19(1),59-72.
  • Johnson, A.P. (2005). A short guide to action research. Boston: Pearson/Allyn & Bacon.
  • Killoran, I., Woronko, D. & Zaretsky, H. (2013). Exploring preservice teachers’ attitudes towards inclusion. International Journal of Inclusive Education, 18(4):427-442.
  • Leff, S.S., Costigan, T. &e Power, T.J. (2004). Using participatory research to develop a playground-based prevention program. Journal of School Psychology, 42, 3-21.
  • Marzano, R. J. & Marzano, J. S. (2003). The key to classroom management. Educational Leadership, 61(1),6.
  • Mitchem, K. & Benyo, J. (2000). A classwide peer-assisted self-management program all teachers can use: Adaptations and ımplications for rural educators. ED 439868 The Educational Resources Information Center (ERIC) veri tabanından 15 Ağustos 2009’da alınmıstır.
  • Morton, M. L. (2005). Practicing praxis: mentoring teachers in a low-income school through collaborative action research and transformative pedagogy. Mentoring and Tutoring, 13(1),53-72.
  • Polirstok, S. & Gottlieb, J. (2006). The ımpact of positive behavior ıntervention training for teachers on referral rates for misbehavior, special education evaluation and student reading achievement in the elementary grades. International Journal of Behavioral Consultation and Therapy, 2(3).
  • Sadioğlu, Ö., Bilgin, A., Batu, S. ve Oksal, A. (2013). Sınıf öğretmenlerinin kaynaştırmaya ilişkin sorunları, beklentileri ve önerileri. Kuram ve Uygulamada Eğitim Bilimleri, 13(3),1743-65.
  • Schoen, S.F. & Nolen, J. (2004). Action research: Decreasing acting-out behavior and increasing learning. Teaching Exceptional Children, 37(1),26-29.
  • Scruggs, T. E. & Mastropieri, M. A. (1996). Teacher perceptions of mainstreaming/ınclusion, 1958–1995: A research synthesis. Exceptional Children, 63(1),59–74.
  • Sen, R. & Goldbart, J.(2005). Partnership in Action: Introducing family-based intervention for children with disability in urban slums of Kolkata, India, International Journal of Disability, Development & Education, 52(4),275-311.
  • Slider, Noell & Williams, (2006). Partnership in action: introducing family-based intervention for children with disability in urban slums of Kolkata, India. International Journal of Disability Development and Education, 52(4),275-311.
  • Strambler, M.J. & McKown, C. (2013). Promoting student engagement through evidence-based action research with teachers. Journal of Educational and Psychological Consultation, 23:87-114.
  • Stringer, E.T. (2007). Action research (Third edition). London: Sage Publications.
  • Uzuner, Y. (2005). Baş Makale: Özel eğitimden örneklerle eylem araştırmaları. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 6(2),1-12.
  • Uzuner, Y., İçden, G.,Girgin, Ü., Beral, A. ve Kırcaali-İftar, G. (2005). An examination of impacts of text related questions on story gramer acquisition of three Turkish Youths with hearing loss. International Journal of Special Education, 20(2),111-121.
  • von der Embse, N., Brown, A. & Fortain, J. (2011). Facilitating inclusion by reducing problem behaviors for students with autism spectrum disorders. Intervention in Schools and Clinic, 47(1),22-30.
  • Webster-Stratton, C., Reid, M. J. & Hammond, M. (2001). Preventing conduct problems, promoting social competence: A parent and teacher training partnership in Head Start. Journal of Clinical Child Psychology, 30(3),283–302.
  • Welch, M. & Chisholm, K. (1994). Action research as a tool for preparing specialists to use strategic interventions in educational partnerships. Teacher Education and Special Education, 17(4),269-279.
  • West, C. (2011). Action research as a professional development activity. Arts Education Policy Review, 112:89-94.
There are 43 citations in total.

Details

Journal Section Araştırma Articlesi
Authors

Nevin Güner Yıldız

Ceren Kurtova

Publication Date December 29, 2016
Published in Issue Year 2017 Volume: 16 Issue: 1

Cite

APA Güner Yıldız, N., & Kurtova, C. (2016). Sınıf Sorunlarına Eylem Araştırmasıyla Çözüm Arayışı*. İlköğretim Online, 16(1). https://doi.org/10.17051/io.2017.63625
AMA Güner Yıldız N, Kurtova C. Sınıf Sorunlarına Eylem Araştırmasıyla Çözüm Arayışı*. İOO. December 2016;16(1). doi:10.17051/io.2017.63625
Chicago Güner Yıldız, Nevin, and Ceren Kurtova. “Sınıf Sorunlarına Eylem Araştırmasıyla Çözüm Arayışı*”. İlköğretim Online 16, no. 1 (December 2016). https://doi.org/10.17051/io.2017.63625.
EndNote Güner Yıldız N, Kurtova C (December 1, 2016) Sınıf Sorunlarına Eylem Araştırmasıyla Çözüm Arayışı*. İlköğretim Online 16 1
IEEE N. Güner Yıldız and C. Kurtova, “Sınıf Sorunlarına Eylem Araştırmasıyla Çözüm Arayışı*”, İOO, vol. 16, no. 1, 2016, doi: 10.17051/io.2017.63625.
ISNAD Güner Yıldız, Nevin - Kurtova, Ceren. “Sınıf Sorunlarına Eylem Araştırmasıyla Çözüm Arayışı*”. İlköğretim Online 16/1 (December 2016). https://doi.org/10.17051/io.2017.63625.
JAMA Güner Yıldız N, Kurtova C. Sınıf Sorunlarına Eylem Araştırmasıyla Çözüm Arayışı*. İOO. 2016;16. doi:10.17051/io.2017.63625.
MLA Güner Yıldız, Nevin and Ceren Kurtova. “Sınıf Sorunlarına Eylem Araştırmasıyla Çözüm Arayışı*”. İlköğretim Online, vol. 16, no. 1, 2016, doi:10.17051/io.2017.63625.
Vancouver Güner Yıldız N, Kurtova C. Sınıf Sorunlarına Eylem Araştırmasıyla Çözüm Arayışı*. İOO. 2016;16(1).

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