Araştırma Makalesi
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Düşünme Becerilerini Destekleyici Sınıf Ortamı için Öğretmen Desteği: Ortaokul Öğrencilerinin Akademik Başarıları Boyutunda İncelenmesi

Yıl 2019, Cilt: 48 Sayı: 2, 1429 - 1454, 30.10.2019

Öz

Çalışmada,
düşünme becerilerini destekleyici sınıf ortamı için öğretmen desteği, öğrenci
algısına dayalı olarak iki temel bileşen içerisinde değerlendirilmiştir.
Bunlardan ilki, öğretmenlerinin bilgi, duygu desteği ve yakınlık boyutlarından
oluşan öğretmen-öğrenci ilişkisi (ÖÖİ), diğeri ise öğretmenin düşünmeyi destekleyici
sınıf ortamı (DDS) oluşturma çabasına yöneliktir. Her iki bileşende
öğrencilerin not ortalamalarına göre kendilerini başarılı ve başarısız
buldukları iki ders için de ayrı ayrı değerlendirilmiştir. Çalışma grubu
beşinci sınıfa devam eden toplam 206 ortaokul öğrencisidir. Öğrencilerin
akademik not ortalamalarına göre en başarılı olduğu ders Türkçe, en başarısız
olduğu ders ise Matematik olduğu sonucuna ulaşılmıştır. Öğrencilerin başarılı
olduğu derslerdeki sınıf ortamının başarısız oldukları derslere göre daha
düşünme dostu olduğu elde edilen diğer bir bulgudur. Ayrıca öğrencilerin
başarılı oldukları derslerde ÖÖİ puan ortalamaları daha yüksektir. Ancak gerek
başarılı gerekse başarısız olunan derslerde düşünmeyi destekleyen sınıf ortamı
akademik başarıyı anlamlı şekilde yordarken ÖÖİ’nin akademik başarı üzerinde
anlamlı bir yordayıcı olmadığı bulgusuna ulaşılmıştır. Diğer bir bulgu ise DDS
puanları arttıkça ÖÖİ düzeyi de yükselmektedir.

Kaynakça

  • Ahnert, L., Harwardt-Heinecke, E., Kappler, G., Eckstein-Madry, T., & Milatz, A. (2012). Student–teacher relationships and classroom climate in first grade: how do they relate to students’ stress regulation? Attachment and Human Development, 14(3), 249-263.
  • Altınkurt, Y. (2008). The reasons for students ırregular attendance and the effect on this students ırregular attendance on their academic achievement. Journal of Sociel Science, 20, 129-142.
  • Baker, J. A. (2006). Contributions of teacher–child relationships to positive school adjustment during elementary school. Journal of School Psychology, 44(3), 211-229.
  • Bernhardt, P. E., & Richmond, A. S. (2019). Promoting Critical Thinking Through the Use of Student-Generated Case Studies. In Handbook of Research on Critical Thinking Strategies in Pre-Service Learning Environments (pp. 438-447). IGI Global.
  • Beyer, B. (2001). Putting it all together to improve student thinking. In A.C. Costa (Ed.), Developing minds: A resource book for teaching thinking, 3rd edition, (pp. 417-424). Alexandria,VI: ASCD.
  • Birch, S. H., & Ladd, G. W. (1997). The teacher–child relationship and children’s early school adjustment. Journal of School Psychology, 35, 61–79
  • Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., ve Demirel, F. (2017). Bilimsel araştırma yöntemleri. Pegem Atıf İndeksi, 1-360.
  • Christiansen, J. R. (2002). Student/teacher relationships and school success: perceptions of students from grades nine to twelve (Doctoral dissertation, Lethbridge, Alta.: University of Lethbridge, Faculty of Education, 2002).
  • Cornelius-White, J. (2007). Learner-centered teacher-student relationships are effective: A meta-analysis. Review of Educational Research, 77(1), 113–143.
  • Crosnoe, R., Johnson, M. K., & Elder Jr, G. H. (2004). Intergenerational bonding in school: The behavioral and contextual correlates of student-teacher relationships. Sociology of Education, 77(1), 60-81.
  • Daniels, D. H., & Perry, K. E. (2003). “Learner-Centered” according to children. Theory into Practice, 42(2), 102-108.
  • Decker, D. M., Dona, D. P., & Christenson, S. L. (2007). Behaviorally at-risk African American students: The importance of student–teacher relationships for student outcomes. Journal of School Psychology, 45(1), 83-109.
  • Doğanay, A. (2014). Üst düzey düşünme becerilerinin öğretimi. İçinde A. Doğanay (Ed.), Öğretim ilke ve yöntemleri (s. 303- 356). Ankara: Pegem A.
  • Doğanay, A., & Sarı, M. (2012). A Study of Developing the Thinking-Friendly Classroom Scale (TFCS). Elementary Education Online, 11(1), 214-229.
  • Dwee, C. Y., Anthony, E. M., Salleh, B. M., Kamarulzaman, R., & Kadir, Z. A. (2016). Creating thinking classrooms: perceptions and teaching practices of ESP practitioners. Procedia-Social and Behavioral Sciences, 232, 631-639.
  • Emmer, E. T. (1994, April). Teacher emotions and classroom management. In annual meeting of the American Educational Research Association, New Orleans, LA..
  • Field, A. (2009). Discopering Statistics Using SPSS, Thrid Edition. SAGE Publications
  • Fisher, R. (1995). Teaching children to think. Trowbridge, Wiltshire: GB: Stanley Thornes
  • Fraire, M., Longobardi, C., Prino, L. E., Sclavo, E., & Settanni, M. (2013). Examining the Student-Teacher Relationship Scale in the Italian context: a factorial validity study. Electronic Journal of Research in Educational Psychology, 11(3), 649-664.
  • Gilbert, M. C., Musu-Gillette, L. E., Woolley, M. E., Karabenick, S. A., Strutchens, M. E., & Martin, W. G. (2014). Student perceptions of the classroom environment: Relations to motivation and achievement in mathematics. Learning Environments Research, 17(2), 287-304.
  • Hamre, B. K., & Pianta, R. C. (2001). Early teacher–child relationships and the trajectory of children's school outcomes through eighth grade. Child Development, 72(2), 625-638.
  • Hargreaves, A. (2000). Mixed emotions: Teachers’ perceptions of their interactions with students. Teaching and Teacher Education, 16(8), 811–826.
  • Jacobson, E., & Stark, E. (2019). An Exploratory Study of Critical Thinking in the Workplace. Symposium, Mankato, MN, April 2.
  • Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491-525.
  • Kline, N. (2002). Time to think: Listening to ignite the human mind. Kwinana, WA: Gracwood Business
  • Kumpulainen, K., & Wray, D. (2003). Classroom interactions and social learning: From theory to practice. Routledge.
  • Leech, N. L., Barrett, K. C., & Morgan, C. A. (2005). SPSS for intermadiate statistics: Use and Interpretation. Lawrance Erlbaum Associates.
  • McGuinness, C. (1999). From thinking skills to thinking classrooms: A review and evaluation of approaches for developing pupils' thinking. London: Department for Education and Employment.
  • Meece, J. L., Anderman, E. M., & Anderman, L. H. (2006). Classroom goal structure, student motivation, and academic achievement. Annual Review of Psychology, 57, 487-503.
  • Murray, C., Murray, K. M., & Waas, G. A. (2008). Child and teacher reports of teacher–student relationships: Concordance of perspectives and associations with school adjustment in urban kindergarten classrooms. Journal of Applied Developmental Psychology, 29(1), 49-61.
  • Newmann, F. M. (1990). Higherorder thinking in teaching social studies. A rationale for the assesstment of classroom thoughtfulness. Journal of Curriculum Studies, 22(1), 41-56.
  • Olsen, D. G. (1999). Constructivist principles of learning and teaching methods. Education, 120(2), 347-347.
  • Oz, A. S., & Dolapçioglu, S. (2019). Evaluating the Student-Teacher Relationship in Elementary Schools:“My Teacher & I-Child”. Asian Journal of Education and Training, 5(1), 8-17.
  • Piaget, J. (2008). Developmental psychology: Incorporating Piaget’s and Vygotsky’s theories in classrooms. Journal of cross-disciplinary perspectives in education, 1(1), 59-67.
  • Pianta, R. C., Nimetz, S. L., & Bennett, E. (1997). Mother-child relationships, teacher-child relationships and school outcomes in pre-school and kindergarten. Early Childhood Research Quarterly, 12(3), 263–280.
  • Pianta, R. C., Steinberg, M. S., & Rollins, L. B. (1995). The first two years of school: teacher–child relationships and deflections in children’s classroom adjustment. Development and Psychopathology, 7, 295–312
  • Powell, K. C., & Kalina, C. J. (2009). Cognitive and social constructivism: Developing tools for an effective classroom. Education, 130(2), 241-250.
  • Pritchard, A., & Woollard, J. (2013). Psychology for the classroom: Constructivism and social learning. Routledge.
  • Ramos, J. L. S., Dolipas, B. B., & Villamor, B. B. (2013). Higher order thinking skills and academic performance in physics of college students: A regression analysis. International Journal of Innovative Interdisciplinary Research, 4(48-60).
  • Raudenbush, S. W., Rowan, B., & Cheong, Y. F. (1993). Higher order instructional goals in secondary schools: Class, teacher, and school influences. American Educational Research Journal, 30, 523–555.
  • Riley, P. (2010). Attachment theory and the teacher-student relationship: A practical guide for teachers, teacher educators and school leaders. Routledge.
  • Ritchhart, R. (2002). Intellectual character: What it is, why it matters and how to get it. San Fransisco: Jossey-Bass.
  • Roorda, D. L., Koomen, H. M., Spilt, J. L., & Oort, F. J. (2011). The influence of affective teacher–student relationships on students’ school engagement and achievement: A meta-analytic approach. Review of Educational Research, 81(4), 493-529
  • Sakiz, G. (2017). Perceived teacher affective support in relation to emotional and motivational variables in elementary school science classrooms in Turkey. Research in Science & Technological Education, 35(1), 108-129.
  • Sakiz, G., Pape, S. J., & Hoy, A. W. (2012). Does perceived teacher affective support matter for middle school students in mathematics classrooms? Journal of school Psychology, 50(2), 235-255.
  • Shepard, L. (1991). Psychometricians’beliefs about learning. Educational Researcher, 20(7), 2–9.
  • Slavin, R. E. (2003). Educational psychology theory and practice, 7th Ed. Boston, MA: Pearson Education, Inc
  • Sutton, R. E. & Wheatley, K. F. (2003). Teachers’ emotions and teaching: A review of the literature and directions for future research. Educational Psychology Review, 15(4), 327–358.
  • Sutton, R. E. & Wheatley, K. F. (2003). Teachers’ emotions and teaching: A review of the literature and directions for future research. Educational Psychology Review, 15(4), 327–358.
  • Şahin, N., & Sarı, M. (2016). Investigation of Educational Environments in Secondary Schools in Terms of Thinking Friendly Classroom Characteristics. Kuram ve Uygulamada Egitim Yönetimi Dergisi, 22(4), 565-592.
  • Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (5th ed.). Boston: Pearson.
  • Tan, F. D., Whipp, P. R., Gagné, M., & Van Quaquebeke, N. (2019). Students’ perception of teachers’ two-way feedback interactions that impact learning. Social Psychology of Education, 22(1), 169-187.
  • Udall, A. J. & Daniels, J. E. (1991). Creating active thinkers: 9 strategies for a thoughtful classroom. Chicago: Zephyr Pres.
  • Urdan, T., & Schoenfelder, E. (2006). Classroom effects on student motivation: Goal structures, social relationships, and competence beliefs. Journal of School Psychology, 44(5), 331-349.
  • Wubbels, T., den Brok, P., van Tartwijk, J., & Levy, J. (Eds.). (2012). Interpersonal relationships in education: An overview of contemporary research (Vol. 3). Springer Science & Business Media.
  • Yüce, S. G. (2012). Bir ilköğretim okulunda düşünme kültürünün geliştirilmesine yönelik eylem araştırması (Yayımlanmamış doktora tezi). Çukurova Üniversitesi, Adana.
  • Zohar, A., & Dori, Y. J. (2003). Higher order thinking skills and low-achieving students: Are they mutually exclusive? The Journal of The Learning Sciences, 12(2), 145-181.
  • Zohar,A.,Degani,A.,& Vaaknin,E.(2001).Teachers’beliefs about low achieving students and higher order thinking. Teaching and Teachers’Education, 17, 469–485.

Teacher Support for a Classroom Setting that Promotes Thinking Skills: An Analysis on the Level of Academic Achievement of Middle School Students

Yıl 2019, Cilt: 48 Sayı: 2, 1429 - 1454, 30.10.2019

Öz

In this study, teacher support for classroom
setting that promotes thinking skills was comprised of two basic components
based on student perception. The first one is teacher-student relationship
(TSR) consisting of the dimensions of teacher subject matter knowledge,
affective support and closeness, while the other is the teacher’s effort to
create thinking friendly classes (TFC). Both components were examined
separately in two subjects in which students viewed themselves successful and
unsuccessful in accordance with their GPAs. The study group consisted of 206
5th graders. Regarding the students’ grade point averages, their best subject
was Turkish while their worst course was Mathematics. The results revealed that
the classroom setting of the subjects in which the students were more
successful were more thinking friendly than of the subjects in which they were
not successful. Additionally, TSR mean scores were higher in the subjects in
which the students were successful. However, thinking-friendly classroom
predicted academic achievement significantly either in their best or worst
subjects, but teacher-student relationship was not a significant predictor for
academic achievement. Another finding was that TSR level rose as TFC
environment scores increased. 

Kaynakça

  • Ahnert, L., Harwardt-Heinecke, E., Kappler, G., Eckstein-Madry, T., & Milatz, A. (2012). Student–teacher relationships and classroom climate in first grade: how do they relate to students’ stress regulation? Attachment and Human Development, 14(3), 249-263.
  • Altınkurt, Y. (2008). The reasons for students ırregular attendance and the effect on this students ırregular attendance on their academic achievement. Journal of Sociel Science, 20, 129-142.
  • Baker, J. A. (2006). Contributions of teacher–child relationships to positive school adjustment during elementary school. Journal of School Psychology, 44(3), 211-229.
  • Bernhardt, P. E., & Richmond, A. S. (2019). Promoting Critical Thinking Through the Use of Student-Generated Case Studies. In Handbook of Research on Critical Thinking Strategies in Pre-Service Learning Environments (pp. 438-447). IGI Global.
  • Beyer, B. (2001). Putting it all together to improve student thinking. In A.C. Costa (Ed.), Developing minds: A resource book for teaching thinking, 3rd edition, (pp. 417-424). Alexandria,VI: ASCD.
  • Birch, S. H., & Ladd, G. W. (1997). The teacher–child relationship and children’s early school adjustment. Journal of School Psychology, 35, 61–79
  • Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., ve Demirel, F. (2017). Bilimsel araştırma yöntemleri. Pegem Atıf İndeksi, 1-360.
  • Christiansen, J. R. (2002). Student/teacher relationships and school success: perceptions of students from grades nine to twelve (Doctoral dissertation, Lethbridge, Alta.: University of Lethbridge, Faculty of Education, 2002).
  • Cornelius-White, J. (2007). Learner-centered teacher-student relationships are effective: A meta-analysis. Review of Educational Research, 77(1), 113–143.
  • Crosnoe, R., Johnson, M. K., & Elder Jr, G. H. (2004). Intergenerational bonding in school: The behavioral and contextual correlates of student-teacher relationships. Sociology of Education, 77(1), 60-81.
  • Daniels, D. H., & Perry, K. E. (2003). “Learner-Centered” according to children. Theory into Practice, 42(2), 102-108.
  • Decker, D. M., Dona, D. P., & Christenson, S. L. (2007). Behaviorally at-risk African American students: The importance of student–teacher relationships for student outcomes. Journal of School Psychology, 45(1), 83-109.
  • Doğanay, A. (2014). Üst düzey düşünme becerilerinin öğretimi. İçinde A. Doğanay (Ed.), Öğretim ilke ve yöntemleri (s. 303- 356). Ankara: Pegem A.
  • Doğanay, A., & Sarı, M. (2012). A Study of Developing the Thinking-Friendly Classroom Scale (TFCS). Elementary Education Online, 11(1), 214-229.
  • Dwee, C. Y., Anthony, E. M., Salleh, B. M., Kamarulzaman, R., & Kadir, Z. A. (2016). Creating thinking classrooms: perceptions and teaching practices of ESP practitioners. Procedia-Social and Behavioral Sciences, 232, 631-639.
  • Emmer, E. T. (1994, April). Teacher emotions and classroom management. In annual meeting of the American Educational Research Association, New Orleans, LA..
  • Field, A. (2009). Discopering Statistics Using SPSS, Thrid Edition. SAGE Publications
  • Fisher, R. (1995). Teaching children to think. Trowbridge, Wiltshire: GB: Stanley Thornes
  • Fraire, M., Longobardi, C., Prino, L. E., Sclavo, E., & Settanni, M. (2013). Examining the Student-Teacher Relationship Scale in the Italian context: a factorial validity study. Electronic Journal of Research in Educational Psychology, 11(3), 649-664.
  • Gilbert, M. C., Musu-Gillette, L. E., Woolley, M. E., Karabenick, S. A., Strutchens, M. E., & Martin, W. G. (2014). Student perceptions of the classroom environment: Relations to motivation and achievement in mathematics. Learning Environments Research, 17(2), 287-304.
  • Hamre, B. K., & Pianta, R. C. (2001). Early teacher–child relationships and the trajectory of children's school outcomes through eighth grade. Child Development, 72(2), 625-638.
  • Hargreaves, A. (2000). Mixed emotions: Teachers’ perceptions of their interactions with students. Teaching and Teacher Education, 16(8), 811–826.
  • Jacobson, E., & Stark, E. (2019). An Exploratory Study of Critical Thinking in the Workplace. Symposium, Mankato, MN, April 2.
  • Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491-525.
  • Kline, N. (2002). Time to think: Listening to ignite the human mind. Kwinana, WA: Gracwood Business
  • Kumpulainen, K., & Wray, D. (2003). Classroom interactions and social learning: From theory to practice. Routledge.
  • Leech, N. L., Barrett, K. C., & Morgan, C. A. (2005). SPSS for intermadiate statistics: Use and Interpretation. Lawrance Erlbaum Associates.
  • McGuinness, C. (1999). From thinking skills to thinking classrooms: A review and evaluation of approaches for developing pupils' thinking. London: Department for Education and Employment.
  • Meece, J. L., Anderman, E. M., & Anderman, L. H. (2006). Classroom goal structure, student motivation, and academic achievement. Annual Review of Psychology, 57, 487-503.
  • Murray, C., Murray, K. M., & Waas, G. A. (2008). Child and teacher reports of teacher–student relationships: Concordance of perspectives and associations with school adjustment in urban kindergarten classrooms. Journal of Applied Developmental Psychology, 29(1), 49-61.
  • Newmann, F. M. (1990). Higherorder thinking in teaching social studies. A rationale for the assesstment of classroom thoughtfulness. Journal of Curriculum Studies, 22(1), 41-56.
  • Olsen, D. G. (1999). Constructivist principles of learning and teaching methods. Education, 120(2), 347-347.
  • Oz, A. S., & Dolapçioglu, S. (2019). Evaluating the Student-Teacher Relationship in Elementary Schools:“My Teacher & I-Child”. Asian Journal of Education and Training, 5(1), 8-17.
  • Piaget, J. (2008). Developmental psychology: Incorporating Piaget’s and Vygotsky’s theories in classrooms. Journal of cross-disciplinary perspectives in education, 1(1), 59-67.
  • Pianta, R. C., Nimetz, S. L., & Bennett, E. (1997). Mother-child relationships, teacher-child relationships and school outcomes in pre-school and kindergarten. Early Childhood Research Quarterly, 12(3), 263–280.
  • Pianta, R. C., Steinberg, M. S., & Rollins, L. B. (1995). The first two years of school: teacher–child relationships and deflections in children’s classroom adjustment. Development and Psychopathology, 7, 295–312
  • Powell, K. C., & Kalina, C. J. (2009). Cognitive and social constructivism: Developing tools for an effective classroom. Education, 130(2), 241-250.
  • Pritchard, A., & Woollard, J. (2013). Psychology for the classroom: Constructivism and social learning. Routledge.
  • Ramos, J. L. S., Dolipas, B. B., & Villamor, B. B. (2013). Higher order thinking skills and academic performance in physics of college students: A regression analysis. International Journal of Innovative Interdisciplinary Research, 4(48-60).
  • Raudenbush, S. W., Rowan, B., & Cheong, Y. F. (1993). Higher order instructional goals in secondary schools: Class, teacher, and school influences. American Educational Research Journal, 30, 523–555.
  • Riley, P. (2010). Attachment theory and the teacher-student relationship: A practical guide for teachers, teacher educators and school leaders. Routledge.
  • Ritchhart, R. (2002). Intellectual character: What it is, why it matters and how to get it. San Fransisco: Jossey-Bass.
  • Roorda, D. L., Koomen, H. M., Spilt, J. L., & Oort, F. J. (2011). The influence of affective teacher–student relationships on students’ school engagement and achievement: A meta-analytic approach. Review of Educational Research, 81(4), 493-529
  • Sakiz, G. (2017). Perceived teacher affective support in relation to emotional and motivational variables in elementary school science classrooms in Turkey. Research in Science & Technological Education, 35(1), 108-129.
  • Sakiz, G., Pape, S. J., & Hoy, A. W. (2012). Does perceived teacher affective support matter for middle school students in mathematics classrooms? Journal of school Psychology, 50(2), 235-255.
  • Shepard, L. (1991). Psychometricians’beliefs about learning. Educational Researcher, 20(7), 2–9.
  • Slavin, R. E. (2003). Educational psychology theory and practice, 7th Ed. Boston, MA: Pearson Education, Inc
  • Sutton, R. E. & Wheatley, K. F. (2003). Teachers’ emotions and teaching: A review of the literature and directions for future research. Educational Psychology Review, 15(4), 327–358.
  • Sutton, R. E. & Wheatley, K. F. (2003). Teachers’ emotions and teaching: A review of the literature and directions for future research. Educational Psychology Review, 15(4), 327–358.
  • Şahin, N., & Sarı, M. (2016). Investigation of Educational Environments in Secondary Schools in Terms of Thinking Friendly Classroom Characteristics. Kuram ve Uygulamada Egitim Yönetimi Dergisi, 22(4), 565-592.
  • Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (5th ed.). Boston: Pearson.
  • Tan, F. D., Whipp, P. R., Gagné, M., & Van Quaquebeke, N. (2019). Students’ perception of teachers’ two-way feedback interactions that impact learning. Social Psychology of Education, 22(1), 169-187.
  • Udall, A. J. & Daniels, J. E. (1991). Creating active thinkers: 9 strategies for a thoughtful classroom. Chicago: Zephyr Pres.
  • Urdan, T., & Schoenfelder, E. (2006). Classroom effects on student motivation: Goal structures, social relationships, and competence beliefs. Journal of School Psychology, 44(5), 331-349.
  • Wubbels, T., den Brok, P., van Tartwijk, J., & Levy, J. (Eds.). (2012). Interpersonal relationships in education: An overview of contemporary research (Vol. 3). Springer Science & Business Media.
  • Yüce, S. G. (2012). Bir ilköğretim okulunda düşünme kültürünün geliştirilmesine yönelik eylem araştırması (Yayımlanmamış doktora tezi). Çukurova Üniversitesi, Adana.
  • Zohar, A., & Dori, Y. J. (2003). Higher order thinking skills and low-achieving students: Are they mutually exclusive? The Journal of The Learning Sciences, 12(2), 145-181.
  • Zohar,A.,Degani,A.,& Vaaknin,E.(2001).Teachers’beliefs about low achieving students and higher order thinking. Teaching and Teachers’Education, 17, 469–485.
Toplam 58 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Makaleler
Yazarlar

Sevda Dolapçıoğlu 0000-0002-2707-1744

Yayımlanma Tarihi 30 Ekim 2019
Gönderilme Tarihi 1 Mayıs 2019
Yayımlandığı Sayı Yıl 2019 Cilt: 48 Sayı: 2

Kaynak Göster

APA Dolapçıoğlu, S. (2019). Teacher Support for a Classroom Setting that Promotes Thinking Skills: An Analysis on the Level of Academic Achievement of Middle School Students. Cukurova University Faculty of Education Journal, 48(2), 1429-1454. https://doi.org/10.14812/cuefd.557616

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