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Farklılaştırılmış Öğretim: Literatürün Bibliyometrik Haritalaması

Year 2022, Volume: 11 Issue: 1, 46 - 62, 31.01.2022
https://doi.org/10.33206/mjss.869766

Abstract

 Bu çalışmanın amacı, farklılaştırılmış öğretim ile ilgili literatürdeki yayınları incelemektir. Web of Science veri tabanında Kasım 2020'ye kadar çeşitli kaynaklarda yayınlanan 667 yayın, bibliyometrik analiz yöntemi kullanılarak analiz edilmiştir. Vosviewer yazılımı kullanılarak analizler yapılmıştır. Yazarlar tarafından kullanılan ortak anahtar kelimeler, ülkelerin, kurumların, kaynakların, yazarların ve yayınların bibliyografik eşleşmeleri ve yazarlara, referanslara ve kaynaklara yapılan ortak atıflar yazılım aracılığıyla analiz edilerek görselleştirilmiştir. Yapılan analizler sonucunda farklılaştırılmış öğretim kavramının en çok farklılaştırma, öğretim programı, kapsayıcı eğitim, evrensel öğrenme tasarımı (UDL), öğrenme stilleri, değerlendirme, mesleki gelişim anahtar kelimeleriyle birlikte kullanıldığı tespit edilmiştir. Farklılaştırılmış öğretim alanında yapılan yayınlarda “Ghent University” ve “Brussel Universty” öne çıktığı görülmüştür. Ayrıca, farklılaştırılmış öğretimle ilgili yayınların yer aldığı dergilerden öne çıkanların “teachers and teaching” and “educational leadership” olduğu tespit edilmiştir. Alanda en etkili yazar analizinin bir sonucu olarak Tomlinson, en çok alıntı yapılan yayınların yazarı olarak öne çıkmıştır. Aynı zamanda farklılaştırılmış öğretim alanında yapılan yayınların kökeni olarak ABD ve Kanada ülkeleri öne çıkmıştır.

References

  • Al, U. (2008). Türkiye’nin bilimsel yayin politikasi: Atif dizinlerine dayali bibliyometrik bir yaklaşim. Yayınlanmamış doktora tezi. Hacettepe Üniversitesi, Sosyal Bilimler Enstitüsü, Ankara.
  • Armstrong, T. (2009). Multiple intelligences in the classroom (3rd Edition). ASCD.
  • Avcı, S. & Yüksel, A. (2016). Farklılaştırılmış öğretim teori ve uygulama. Ankara: Nobel Yayıncılık
  • Bas, G. (2013). Amerika Birleşik Devletleri egitim sistemi: Karşılaştırmalı bir çalısma. Journal of Educational Science, 1(1) , 63-93. Retrieved from https://dergipark.org.tr/tr/pub/jedus/issue/16124/168706
  • Cobo, M. J., Lopez-Herrera, A. G., Herrera-Viedma, E., & Herrera, F. (2011). Science mapping software tools: Review, analysis, and cooperative study among tools. Journal of the American Society for Information Science and Technology, 62 (7), 1382-1402.
  • Çi̇lhoroz, Y. & Arslan, İ. (2018). Yalın yönetim yaklaşımı ve sağlık hizmetlerinde uygulamaları. Süleyman Demirel Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 1(32), 156-185. Retrieved from https://dergipark.org.tr/tr/pub/sbe/issue/41366/430985
  • Davies, R. S., Dean, D. L., & Ball, N. (2013). Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course. Educational Technology Research and Development, 61(4), 563-580.
  • De Neve, D., Devos, G., & Tuytens, M. (2015). The importance of job resources and self-efficacy for beginning teachers' professional learning in differentiated instruction. Teaching and teacher education, 47, 30-41.
  • Demir, H., & Erigüç, G. (2018). Bibliyometrik bir analiz ile yönetim düşünce sisteminin incelenmesi. İş ve İnsan Dergisi, 5(2), 91-114.
  • Dixon, F. A., Yssel, N., McConnell, J. M., & Hardin, T. (2014). Differentiated instruction, professional development, and teacher efficacy. Journal for the Education of the Gifted, 37(2), 111-127.
  • Gamoran, A., Nystrand, M., Berends, M., & LePore, P. C. (1995). An organizational analysis of the effects of ability grouping. American Educational Research Journal, 32(4), 687-715.
  • Garfield E. (1988). Announcing the SCI Compact Disc Edition: CD-ROM Gigabyte Storage Technology, Novel Software, and Bibliographic Coupling Make Desktop Research and Discovery a Reality. Current Contents, 22, 3-13. Retrieved from: http://www.garfield.library.upenn.edu/essays/v11p160y1988.pdf
  • Goksu, I. (2020). Bibliometric mapping of mobile learning. Telematics and Informatics, 101491.
  • Hall, T., Strangman, N., & Meyer, A. (2003). Differentiated instruction and implications for UDL implementation. National Center on Accessing the General Curriculum, 2-22.
  • Heacox, D. (2002). Differentiating instruction in the regular classroom: How to reach and teach all learners, grades 3-12. Minneapolis, MN: Free Spirit.
  • Hollas, B. (2005). Differentiating instruction in a whole-group setting. Peterborough, NH: Crystal Springs Books.
  • Karadağ, R. (2014). Dünyada ve Türkiye’de farklılaştırılmış öğretimle ilgili yapılmış çalışmaların değerlendirilmesi. Kastamonu Eğitim Dergisi, 22(3), 1301-1322.
  • Kessler, M. M. (1963). Bibliographic coupling between scientific papers. American Documentation, 14(1), 10-25
  • Koehler, W. (2001). Information science as "Little Science":The implications of a bibliometric analysis of the Journal of the American Society for Information Science. Scientometrics 51, 117-132.
  • Noyons, E., Moed, H., & Raan, A.V. (2006). Integrating research performance analysis and science mapping. Scientometrics, 46, 591-604.
  • Özçınar, H. (2017). Hesaplamalı düşünme araştırmalarının bibliyometrik analizi. Eğitim Teknolojisi Kuram ve Uygulama, 7(2), 149-171.
  • Park, S. (2005). Student engagement and classroom variables in improving mathematics achievement. Asia Pacific Education Review, 6(1), 87-97.
  • Reis, S. M., McCoach, D. B., Little, C. A., Muller, L. M., & Kaniskan, R. B. (2011). The effects of differentiated instruction and enrichment pedagogy on reading achievement in five elementary schools. American Educational Research Journal,48(2), 462-501.
  • Santamaria, L. J. (2009). Culturally responsive differentiated instruction: Narrowing gaps between best pedagogical practices benefiting all learners. Teachers College Record, 111(1), 214-247.
  • Small, H. (1973). Co‐citation in the scientific literature: A new measure of the relationship between two documents. Journal of the American Society for information Science, 24(4), 265- 269.
  • Smith, D. R. (2007). Historical development of the journal ımpact factor and its relevance for occupational health. Industrial Health, 45(6): 730-742.
  • Soodak, L. C., Podell, D. M., & Lehman, L. R. (1998). Teacher, student, and school attributes as predictors of teachers' responses to inclusion. The Journal of Special Education, 31(4), 480- 497.
  • Subban, P. (2006). Differentiated instruction: A research basis. International Education Journal, 7(7), 935-947. Retrieved from: https://files.eric.ed.gov/fulltext/EJ854351.pdf
  • Tieso, C. (2005). The effects of grouping practices and curricular adjustments on achievement. Journal for the Education of the Gifted, 29, 60–89.
  • Tomlinson, C. (1999). The differentiated classroom: Responding to the needs of all learners. USA: ASCD.
  • Tomlinson, C. A., & Allan, S. D. (2000). Leadership for differentiating schools & classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.
  • Tomlinson, C. A. & Jarvis, J. (2009). Differentiation: Making curriculum work for all students through responsive planning and instruction. In J. S. Renzulli, E. J. Gubbins, K. S. McMillen, R. D. Eckert & C. A. Little (Eds.), Systems and models for developing programs for the gifted and talented (pp. 599-628). Storrs, CT: Creative Learning Press.
  • Tomlinson, C. A. (2000). Differentiation of Instruction in the Elementary Grades. ERIC Digest. 1-7. Retrieved from: https://files.eric.ed.gov/fulltext/ED443572.pdf
  • Turville, J., Allen L., & Nickelsen L. (2010). Differentiating by readiness: Strategies and lesson plans for tiered instruction grades K-8. NY: Eye On Education Larchmont.
  • Ukşul, E. (2016). Türkiye’de eğitimde ölçme ve değerlendirme alanında yapılmış bilimsel yayınların sosyal ağ analizi ile değerlendirilmesi: Bir bibliyometrik çalışma (Yüksek Lisans Tezi). Akdeniz Üniversitesi Eğitim Bilimleri Enstitüsü, Antalya.
  • Valiandes, S. (2015). Evaluating the impact of differentiated instruction on literacy and reading in mixed ability classrooms: Quality and equity dimensions of education effectiveness. Studies in Educational Evaluation, 45, 17-26.
  • Valli, L., & Buese, D. (2007). The changing roles of teachers in an era of high-stakes accountability. American Educational Research Journal, 44(3), 519-558.
  • Van Eck, N. J. (2011). Methodological advances in bibliometric mapping of science (Doctoral Dissertation). Erasmus Research Institute of Management (ERIM).
  • Vaughn, S., Moody, S. W., & Schumm, J. S. (1998). Broken promises: Reading instruction in the resource room. Exceptional children, 64(2), 211-225.
  • Wertheim, C., & Leyser, Y. (2002). Efficacy beliefs, background variables, and differentiated instruction of Israeli prospective teachers. The Journal of Educational Research, 96(1), 54- 63.
  • Westberg, K. L., Archambault Jr, F. X., Dobyns, S. M., & Salvin, T. J. (1993). The classroom practices observation study. Journal for the Education of the Gifted, 16(2), 120-146.
  • White, H. D., & McCain, K. W. (1998). Visualizing a discipline: An author co-citation analysis of information science, 1972-1995. Journal of the American society for information science, 49(4), 327-355.

Differentiated Instruction: Bibliometric Map of Literature

Year 2022, Volume: 11 Issue: 1, 46 - 62, 31.01.2022
https://doi.org/10.33206/mjss.869766

Abstract

 The aim of this study is to analyze the publications in the literature on differentiated instruction. 667 publications published in various sources in the Web of Science database until November 2020 were analyzed using the bibliometric analysis method. Analyzes were made with Vos viewer software. Common keywords used by the authors, the bibliographic coupling of countries, institutions, sources, authors and publications and co-citation of authors, references and sources were analyzed and visualized via the software. As a result of the analysis, it was determined that the concept of differentiated instruction is frequently used together with the keywords as differentiation, curriculum, inclusive education, universal design for learning (UDL), learning styles, assessment, professional development. In the literature of differentiated instruction, Ghent University and Brussel University stand out from the other universities. In addition, “teaching and teacher education”, “teachers and teaching” and “educational leadership” journals that include publications related to the differentiated instruction are prominent journals. As a result of the most influential author analysis, Tomlinson came to the fore as the author of the most cited publications. At the same time, the USA and Canada stand out as the leading countries in publications in the field of differentiated instruction.

References

  • Al, U. (2008). Türkiye’nin bilimsel yayin politikasi: Atif dizinlerine dayali bibliyometrik bir yaklaşim. Yayınlanmamış doktora tezi. Hacettepe Üniversitesi, Sosyal Bilimler Enstitüsü, Ankara.
  • Armstrong, T. (2009). Multiple intelligences in the classroom (3rd Edition). ASCD.
  • Avcı, S. & Yüksel, A. (2016). Farklılaştırılmış öğretim teori ve uygulama. Ankara: Nobel Yayıncılık
  • Bas, G. (2013). Amerika Birleşik Devletleri egitim sistemi: Karşılaştırmalı bir çalısma. Journal of Educational Science, 1(1) , 63-93. Retrieved from https://dergipark.org.tr/tr/pub/jedus/issue/16124/168706
  • Cobo, M. J., Lopez-Herrera, A. G., Herrera-Viedma, E., & Herrera, F. (2011). Science mapping software tools: Review, analysis, and cooperative study among tools. Journal of the American Society for Information Science and Technology, 62 (7), 1382-1402.
  • Çi̇lhoroz, Y. & Arslan, İ. (2018). Yalın yönetim yaklaşımı ve sağlık hizmetlerinde uygulamaları. Süleyman Demirel Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 1(32), 156-185. Retrieved from https://dergipark.org.tr/tr/pub/sbe/issue/41366/430985
  • Davies, R. S., Dean, D. L., & Ball, N. (2013). Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course. Educational Technology Research and Development, 61(4), 563-580.
  • De Neve, D., Devos, G., & Tuytens, M. (2015). The importance of job resources and self-efficacy for beginning teachers' professional learning in differentiated instruction. Teaching and teacher education, 47, 30-41.
  • Demir, H., & Erigüç, G. (2018). Bibliyometrik bir analiz ile yönetim düşünce sisteminin incelenmesi. İş ve İnsan Dergisi, 5(2), 91-114.
  • Dixon, F. A., Yssel, N., McConnell, J. M., & Hardin, T. (2014). Differentiated instruction, professional development, and teacher efficacy. Journal for the Education of the Gifted, 37(2), 111-127.
  • Gamoran, A., Nystrand, M., Berends, M., & LePore, P. C. (1995). An organizational analysis of the effects of ability grouping. American Educational Research Journal, 32(4), 687-715.
  • Garfield E. (1988). Announcing the SCI Compact Disc Edition: CD-ROM Gigabyte Storage Technology, Novel Software, and Bibliographic Coupling Make Desktop Research and Discovery a Reality. Current Contents, 22, 3-13. Retrieved from: http://www.garfield.library.upenn.edu/essays/v11p160y1988.pdf
  • Goksu, I. (2020). Bibliometric mapping of mobile learning. Telematics and Informatics, 101491.
  • Hall, T., Strangman, N., & Meyer, A. (2003). Differentiated instruction and implications for UDL implementation. National Center on Accessing the General Curriculum, 2-22.
  • Heacox, D. (2002). Differentiating instruction in the regular classroom: How to reach and teach all learners, grades 3-12. Minneapolis, MN: Free Spirit.
  • Hollas, B. (2005). Differentiating instruction in a whole-group setting. Peterborough, NH: Crystal Springs Books.
  • Karadağ, R. (2014). Dünyada ve Türkiye’de farklılaştırılmış öğretimle ilgili yapılmış çalışmaların değerlendirilmesi. Kastamonu Eğitim Dergisi, 22(3), 1301-1322.
  • Kessler, M. M. (1963). Bibliographic coupling between scientific papers. American Documentation, 14(1), 10-25
  • Koehler, W. (2001). Information science as "Little Science":The implications of a bibliometric analysis of the Journal of the American Society for Information Science. Scientometrics 51, 117-132.
  • Noyons, E., Moed, H., & Raan, A.V. (2006). Integrating research performance analysis and science mapping. Scientometrics, 46, 591-604.
  • Özçınar, H. (2017). Hesaplamalı düşünme araştırmalarının bibliyometrik analizi. Eğitim Teknolojisi Kuram ve Uygulama, 7(2), 149-171.
  • Park, S. (2005). Student engagement and classroom variables in improving mathematics achievement. Asia Pacific Education Review, 6(1), 87-97.
  • Reis, S. M., McCoach, D. B., Little, C. A., Muller, L. M., & Kaniskan, R. B. (2011). The effects of differentiated instruction and enrichment pedagogy on reading achievement in five elementary schools. American Educational Research Journal,48(2), 462-501.
  • Santamaria, L. J. (2009). Culturally responsive differentiated instruction: Narrowing gaps between best pedagogical practices benefiting all learners. Teachers College Record, 111(1), 214-247.
  • Small, H. (1973). Co‐citation in the scientific literature: A new measure of the relationship between two documents. Journal of the American Society for information Science, 24(4), 265- 269.
  • Smith, D. R. (2007). Historical development of the journal ımpact factor and its relevance for occupational health. Industrial Health, 45(6): 730-742.
  • Soodak, L. C., Podell, D. M., & Lehman, L. R. (1998). Teacher, student, and school attributes as predictors of teachers' responses to inclusion. The Journal of Special Education, 31(4), 480- 497.
  • Subban, P. (2006). Differentiated instruction: A research basis. International Education Journal, 7(7), 935-947. Retrieved from: https://files.eric.ed.gov/fulltext/EJ854351.pdf
  • Tieso, C. (2005). The effects of grouping practices and curricular adjustments on achievement. Journal for the Education of the Gifted, 29, 60–89.
  • Tomlinson, C. (1999). The differentiated classroom: Responding to the needs of all learners. USA: ASCD.
  • Tomlinson, C. A., & Allan, S. D. (2000). Leadership for differentiating schools & classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.
  • Tomlinson, C. A. & Jarvis, J. (2009). Differentiation: Making curriculum work for all students through responsive planning and instruction. In J. S. Renzulli, E. J. Gubbins, K. S. McMillen, R. D. Eckert & C. A. Little (Eds.), Systems and models for developing programs for the gifted and talented (pp. 599-628). Storrs, CT: Creative Learning Press.
  • Tomlinson, C. A. (2000). Differentiation of Instruction in the Elementary Grades. ERIC Digest. 1-7. Retrieved from: https://files.eric.ed.gov/fulltext/ED443572.pdf
  • Turville, J., Allen L., & Nickelsen L. (2010). Differentiating by readiness: Strategies and lesson plans for tiered instruction grades K-8. NY: Eye On Education Larchmont.
  • Ukşul, E. (2016). Türkiye’de eğitimde ölçme ve değerlendirme alanında yapılmış bilimsel yayınların sosyal ağ analizi ile değerlendirilmesi: Bir bibliyometrik çalışma (Yüksek Lisans Tezi). Akdeniz Üniversitesi Eğitim Bilimleri Enstitüsü, Antalya.
  • Valiandes, S. (2015). Evaluating the impact of differentiated instruction on literacy and reading in mixed ability classrooms: Quality and equity dimensions of education effectiveness. Studies in Educational Evaluation, 45, 17-26.
  • Valli, L., & Buese, D. (2007). The changing roles of teachers in an era of high-stakes accountability. American Educational Research Journal, 44(3), 519-558.
  • Van Eck, N. J. (2011). Methodological advances in bibliometric mapping of science (Doctoral Dissertation). Erasmus Research Institute of Management (ERIM).
  • Vaughn, S., Moody, S. W., & Schumm, J. S. (1998). Broken promises: Reading instruction in the resource room. Exceptional children, 64(2), 211-225.
  • Wertheim, C., & Leyser, Y. (2002). Efficacy beliefs, background variables, and differentiated instruction of Israeli prospective teachers. The Journal of Educational Research, 96(1), 54- 63.
  • Westberg, K. L., Archambault Jr, F. X., Dobyns, S. M., & Salvin, T. J. (1993). The classroom practices observation study. Journal for the Education of the Gifted, 16(2), 120-146.
  • White, H. D., & McCain, K. W. (1998). Visualizing a discipline: An author co-citation analysis of information science, 1972-1995. Journal of the American society for information science, 49(4), 327-355.
There are 42 citations in total.

Details

Primary Language English
Journal Section Research Article
Authors

Halil Çoban 0000-0001-6807-1380

Early Pub Date January 31, 2022
Publication Date January 31, 2022
Submission Date January 28, 2021
Published in Issue Year 2022 Volume: 11 Issue: 1

Cite

APA Çoban, H. (2022). Differentiated Instruction: Bibliometric Map of Literature. MANAS Sosyal Araştırmalar Dergisi, 11(1), 46-62. https://doi.org/10.33206/mjss.869766
AMA Çoban H. Differentiated Instruction: Bibliometric Map of Literature. MJSS. January 2022;11(1):46-62. doi:10.33206/mjss.869766
Chicago Çoban, Halil. “Differentiated Instruction: Bibliometric Map of Literature”. MANAS Sosyal Araştırmalar Dergisi 11, no. 1 (January 2022): 46-62. https://doi.org/10.33206/mjss.869766.
EndNote Çoban H (January 1, 2022) Differentiated Instruction: Bibliometric Map of Literature. MANAS Sosyal Araştırmalar Dergisi 11 1 46–62.
IEEE H. Çoban, “Differentiated Instruction: Bibliometric Map of Literature”, MJSS, vol. 11, no. 1, pp. 46–62, 2022, doi: 10.33206/mjss.869766.
ISNAD Çoban, Halil. “Differentiated Instruction: Bibliometric Map of Literature”. MANAS Sosyal Araştırmalar Dergisi 11/1 (January 2022), 46-62. https://doi.org/10.33206/mjss.869766.
JAMA Çoban H. Differentiated Instruction: Bibliometric Map of Literature. MJSS. 2022;11:46–62.
MLA Çoban, Halil. “Differentiated Instruction: Bibliometric Map of Literature”. MANAS Sosyal Araştırmalar Dergisi, vol. 11, no. 1, 2022, pp. 46-62, doi:10.33206/mjss.869766.
Vancouver Çoban H. Differentiated Instruction: Bibliometric Map of Literature. MJSS. 2022;11(1):46-62.

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