An Investigation of Graduate Theses on Gifted Students Based on "Differentiated Instruction"

Abstract

The aim of this research is to reveal the general status of graduate theses written on the basis of “differentiated teaching” with gifted students in Turkey. In this study, where basic qualitative research method is used, data were obtained by document technique examination. Descriptive analysis method was used in the analysis of the obtained data. In the determination of the graduate theses to be used in the study, the electronic environment of the Higher Education Institution (HEI)’ thesis screening was used. In line with the findings of the study, most of the theses related to the differentiated teaching in the field of gifted people in Turkey were concluded within the Institute of Educational Sciences in 2014, where the most thesis was doctoral theses. The most studies are written within the Istanbul University. In addition, the methods used in research are mostly quantitative research patterns. The most used models in the theses are the parallel curriculum model and integrated curriculum models respectively. Again, the most differentiated disciplines are mathematics, science and social knowledge respectively. The majority of the sample/working group of the research are 5th grade. When the results of the research are examined, it is recommended that differentiation models related to the superior talents be carried out with the courses at the secondary level (high school) level and with the students, qualitative and mixed method researches are also focus attention and studies are carried out at the graduate level.

Keywords

• Gifted
• graduate thesis
• differentiated instruction
• thesis research
• differentiation models

References

1. Anderson, K. M. (2007). Tips for teaching: Differentiating instruction to include all students. Preventing School Failure, 51(3), 49-53. http://dx.doi.org/10.3200/PSFL.51.3.49-54
2. Bildiren, A. (2011). Üstün yetenekli çocuklar. Doğan Kitap.
3. Bloom, B. S. (1985). Developing talent in young people. Ballantine.
4. Csikszentmihalyi M., Rahtunde, K., & Whalen, S., (1993). Talented teen egers: Theroots of successandfailure. Cambridge UniversityPress.
5. Feldhusen, J. F., & Jarwan, F. A. (2000). Identification of gifted and talented youth for educational programs. In Kurt. A. Heller., Franz. J. Mönks., Robert. J.Sternberg & Rena. F. Subotnik, (Eds.), International Handbook of Giftednessa nd Talent, (pp. 271-282).
6. Gül, S. O. (2014). Farklılaştırılmış öğretim ve uyarlamalar. Ufuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 3(5), 111-123. https://dergipark.org.tr/tr/pub/ufuksbedergi/issue/57452/814886
7. Hall, T. (2002). Differentiated instruction. (2024, 3 Ocak). Erişim adresi:
8. Heacox, D. (2002). Differentiating instruction in the regular classroom: How to reach and teach all learners, grades 3-12. Minneapolis, MN: Free Spirit Publishing.

9. Hebert, T. H., & Reis, S. M., (1999). Culturally diverse high-achieving students in an urban high school. Urban education, 34(4), 428-457. https://yuzuncuyilgalerisi.eba.gov.tr/galeriler/gecmisten-gunumuze-sayilarla-egitim-1923-2023-50?sayfa=1
10. Joseph, S., Thomas, M., Simonette, G., & Ramsook, L. (2013). The impact of differentiated ınstruction in a teacher education setting: Successes and Challenges. International journal of higher education, 2(3), 28-40. https://eric.ed.gov/?id=EJ1067355
11. Karadağ, R. (2016). Dünyada ve Türkiye’de farklılaştırılmış öğretimle ilgili yapılmış çalışmaların değerlendirilmesi. Kastamonu Eğitim Dergisi, 22(3), 1301-1322. https://dergipark.org.tr/tr/pub/kefdergi/issue/22601/241484
12. Kaya, N. G., Mertol, H., Turhan, G., Araz, D., & Uçar, H. (2022). Üstün yetenekli öğrencilerin eğitiminde farklılaştırma ve zenginleştirme uygulamalarına ilişkin yapılan lisansüstü tezlerin incelenmesi. Dicle UniversityJournal of Ziya GokalpEducationFaculty, (41), 102-114. http://dx.doi.org/10.14582/DUZGEF.2022.189
13. Kula, S. S., & Karakuş, R. (2023). Farklılaştırılmış öğretim ile ilgili lisansüstü tezlerin analizi. 1. Uluslararası Psiko-Sosyal Eğitim Araştırmaları Dergisi, 3(4), 1-19. https://upsead.com/Sayi/4/1-kula-karakus.pdf
14. Manning, S. (2006). Recognizing gifted students: A practical guide for teachers. Kappa Delta Pi Record, 42, 64-68. https://files.eric.ed.gov/fulltext/EJ724632.pdf
15. Marland, S. P., Jr. (1972). Education of the gifted and talented, volume 1. Report to the Congress of the United States by the U. S. Commissioner of Education. Washington, DC: https://eric.ed.gov/?id=ED056243
16. MEB. (2022). Millî Eğitim Bakanlığı Bilim ve Sanat Merkezleri Yönergesi. (2024, 2 Ocak). T.C. Millî Eğitim Bakanlığı Tebliğler Dergisi (Sayı: 2794). Erişim adresi: http://www.dr-hatfield.com/educ342/Differentiated_Instruction.pdf.
17. MEB. (2024). Geçmişten günümüze sayılarla eğitim 1923-2023. (2024, 21 Mart) Erişim adresi: https://dhgm.meb.gov.tr/meb_iys_dosyalar/2024_01/10220042_2794ocak2024.pdf
18. Özer, S. & Yılmaz, E. (2016). Farklılaştırılmış öğretim. E. Yılmaz, M. Çalışkan & S. A. Sulak (Ed.), Eğitim bilimlerinden yansımalar içinde, (ss.127-140). Çizgi Kitabevi
19. Özüdoğru, F., Sakallıoğlu, G., Girgin, A., & Altıner, N. (2021). Türkiye’de farklılaştırılmış öğretim konusunda yapılan araştırmaların incelenmesi. Erte Congress III. Uluslararası Eğitim Araştırmaları ve Öğretmen Eğitimi Kongresi (ss. 25-27).
20. Patton, M. Q. (2014) Nitel araştırma ve değerlendirme yöntemleri (Çev. Edt: mesut Bütün, Selçuk Beşir Demir). Pegem Akademi.
21. Sak, U. (2017). Üstün zekâlılar özellikleri, tanımlamaları, eğitimleri. Maya Akademi
22. Santangelo, T., & Tomlinson, C. (2009). The application of differentiated instruction in postsecondary environments: Benefits, challenges, and future directions. International Journal of Teaching and Learning in Higher Education, 20(3), 307-323. https://www.scirp.org/reference/referencespapers?referenceid=2600719
23. Sylwester, R. (2003). A biological brain in a cultural classroom: Enhancing cognitive and social development through collaborative classroom management. Thousand Oaks, CA: Corwin Press.
24. Şahin, F. (2018). Özel yeteneklilerin eğitimi: eğitsel stratejiler ve örneklerle zenginleştirilmiş müfredat farklılaştırma modelleri. Nobel Yayıncılık.
25. Tomlinson, C. A. (2005a). How to differentiate instruction in mixed-ability classrooms. (2nd ed.) Upper Saddle River, NJ: Pearson Education.
26. Tomlinson, C. A. (2005b). The differentiated classroom: Responding to the needs of all learners. Upper Saddle River, NJ: PearsonEducation.
27. Tomlinson, C. A., & Imbeau, M. B. (2010). Leading and managing a differentiated classroom. Alexandria, Virginia: ASCD.
28. Tortop, H. S. (2015). Üstün zekâlılar eğitiminde farklılaştırılmış öğretim müfredat farklılaştırma modelleri. Genç Bilge Yayıncılık
29. Yıldırım, A. & Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri 8. Baskı. Seçkin Yayıncılık.