BibTex RIS Kaynak Göster

Validation and use of teacher communication behavior questionnaire in elementary schools

Yıl 2006, Cilt: 31 Sayı: 31, 234 - 243, 01.06.2006

Öz

Bu çalışmada ilköğretim okullarında farklı yaş gruplarındaki öğrencilere uygulanan Öğretmenin İletişim DavranışlarıÖlçeğinin Türkçe çevirisinin uyarlaması yapılmıştır. Ayrıca, cinsiyetin ve farklı sınıf süzeylerindeki öğrencilerin öğretmenlerinindavranışlarını nasıl algıladıklarıda incelenmiştir. Ölçek beş alt kısımdan oluşmaktadır, bunlar sorgulamak, teşvik etmek ve övmek,sözlü olmayan destekler vermek, anlayışlı ve arkadaşça davranmak ve kontrol etmektir. Ölçek 6 ilköğretim okulunun 29 sınıfındabulunan 751 öğrenciye uygulanmıştır. Verilerin analizi sonucunda ölçeğin Türkçe çevirisinin geçerli ve güvenilir olduğu bulunmuştur.Cinsiyet analizi sonuçları sorgulamak, teşvik etmek ve övmek, sözlü olmayan destekler vermek kısımlarında kız ve erkek öğrencilerarasında fark göstermezken diğer boyutlardaki algılamaların farklı olduğunu göstermiştir. Farklı sınıf düzeylerindeki analizler, sınıfdüzeyi arttıkça öğretmenlerin gösterdiği sorgulayıcı, teşvik edici ve övücü, anlayışlı ve arkadaşça davranışlarında ve sözlü olmayandesteklerinde azalma olduğunu göstermiştir. 6. ve 7. sınıflardaki öğrenciler ise davranışlarının öğretmenler tarafından çok sıkı kontroledildiğini belirtmişlerdir

Kaynakça

  • Altınok, H. (2004). İlköğretim beşinci sınıf öğrencilerinin başarı güdüsü ile fen başarısı ve cinsiyet arasındaki ilişkisi. Çağdaş Eğitim Dergisi, 29(313), 17-22.
  • Bandura, A., & Wood, R. (1989). Effects of perceived controllability and performance standards on self-regulation of complex decision-making. Journal of Personality and Social Psychology, 56, 805–814.
  • Connell, J. P. (1985). A new multidimensional measure of children’s perception of control. Child Development, 56, 1018–1041.
  • Carlsen, W. S. (1991). Questioning in classrooms: A socio linguistic perspective. Review of Educational Research, 61, 157- 178.
  • Eccles, J., Midgley, C., Buchanan, C. M., Reuman, D., Flanagan, C., & MacIver, D. (1993). Development during adolescence: The impact of stage-environment fit on young adolescents’ experiences in schools and in families. American Psychologist, 48, 90–101.
  • Fisher, D. L. & Fraser, B. J. (1983). A comparison of actual and preferred classroom environments as perceived by science teachers and students. Journal of Research in Science Teaching, 20, 55-61.
  • Fisher, D., & Rickards, T. (1997). A way of assessing teacher-student interpersonal relationships in science classes. Paper presented at the National Science Teachers Association Annual National Convention, New Orleans, USA.
  • Fraser, B. J. (1994). Research on classroom and school climate. In D. Gabel (ed.), Handbook of Research on Science Teaching and Learning. New York: Macmillan (p. 493-541).
  • Fraser, B. J. (1998). Science learning environments: Assessment, effects, and determinants. In B. J. Fraser and K. G. Tobin (Eds.), The International Handbook of Science Education (Dordrecht, The Netherlands: Kluwer Academic Publishers) 527-564.
  • Fraser, B. J. Anderson, G. J. Walberg, H. J. (1982). Assessment of learning and environments: manual for Learning Environment Inventory (LEi) and My Class Inventory (MCI). Perth, Western Australian Institute of Technology.
  • Fraser, B. J., & Walberg, H. J. (Eds.) (1991). Educational environments: Evaluation, antecendents and consequences. Oxford, England: Permagon Press.
  • Fraser, B. J., Giddings, G. J., & McRobbie, C.J. (1995). Evolution and validation of a personal form of an instrument for assessing science laboratory classroom environments. Journal of Research in Science Teaching, 32, 399-422.
  • Rosenholts, S. J., Bassler, O., & Hoover-Dempsey, K. (1986). Organizational conditions of teacher learning. Teacher and Teacher Education, 2, 91-104.
  • Ryan, R. M., Connell, J. P., & Deci, E. L. (1985). A motivational analysis of self-determination and self-regulation in education. In C. Ames & R. Ames (Eds.), Research on motivation in education. Vol. 2: The classroom milieu (pp. 13–51). New York: Academic Press.
  • She, H. C., & Fisher, D. (2000). The development of a questionaire to describe ascience teacher communication behavior in Taiwan and Australia. Science Education, 84, 706-726.
  • Smith, E. L., Blakeslee, T. D., & Anderson, C. W. (1993). Teaching strategies associated with conceptual change learning in science. Journal of Research in Science Teaching, 20, 111-126.
  • Taylor, P. C., & Fraser, B. J. (1991). Development of an instrument for assessing constructivist learning environments. Paper presented at the annual meeting of the American Educational Research association, new Orleans, LA.
  • Taylor, P. C., Fraser, B. J. & Fisher, D. L. (1997). Monitoring constructivist learning environments. International Journal of Educational Research, 27, 293-302.
  • Tobin, K., Kahle, J. B. & Fraser, B. J. (Eds.) (1990). Windows into science classes: Problems associated with higher level cognitive learning (London: Falmer Press).
  • Wubbels, T. & Levy, J. (Eds.) (1993). Do you know what you look like?: Interpersonal Relationships in Education (London: Falmer Press).
  • Van Tartwijk, J. (1993). Sketches of teacher behavior, in Dutch: Docentgedrag in beeld. Utrecht: W.C.C.
  • Zimmerman, B. J. (1999). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P.R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13–39). New York: Academic Press.
Yıl 2006, Cilt: 31 Sayı: 31, 234 - 243, 01.06.2006

Öz

Kaynakça

  • Altınok, H. (2004). İlköğretim beşinci sınıf öğrencilerinin başarı güdüsü ile fen başarısı ve cinsiyet arasındaki ilişkisi. Çağdaş Eğitim Dergisi, 29(313), 17-22.
  • Bandura, A., & Wood, R. (1989). Effects of perceived controllability and performance standards on self-regulation of complex decision-making. Journal of Personality and Social Psychology, 56, 805–814.
  • Connell, J. P. (1985). A new multidimensional measure of children’s perception of control. Child Development, 56, 1018–1041.
  • Carlsen, W. S. (1991). Questioning in classrooms: A socio linguistic perspective. Review of Educational Research, 61, 157- 178.
  • Eccles, J., Midgley, C., Buchanan, C. M., Reuman, D., Flanagan, C., & MacIver, D. (1993). Development during adolescence: The impact of stage-environment fit on young adolescents’ experiences in schools and in families. American Psychologist, 48, 90–101.
  • Fisher, D. L. & Fraser, B. J. (1983). A comparison of actual and preferred classroom environments as perceived by science teachers and students. Journal of Research in Science Teaching, 20, 55-61.
  • Fisher, D., & Rickards, T. (1997). A way of assessing teacher-student interpersonal relationships in science classes. Paper presented at the National Science Teachers Association Annual National Convention, New Orleans, USA.
  • Fraser, B. J. (1994). Research on classroom and school climate. In D. Gabel (ed.), Handbook of Research on Science Teaching and Learning. New York: Macmillan (p. 493-541).
  • Fraser, B. J. (1998). Science learning environments: Assessment, effects, and determinants. In B. J. Fraser and K. G. Tobin (Eds.), The International Handbook of Science Education (Dordrecht, The Netherlands: Kluwer Academic Publishers) 527-564.
  • Fraser, B. J. Anderson, G. J. Walberg, H. J. (1982). Assessment of learning and environments: manual for Learning Environment Inventory (LEi) and My Class Inventory (MCI). Perth, Western Australian Institute of Technology.
  • Fraser, B. J., & Walberg, H. J. (Eds.) (1991). Educational environments: Evaluation, antecendents and consequences. Oxford, England: Permagon Press.
  • Fraser, B. J., Giddings, G. J., & McRobbie, C.J. (1995). Evolution and validation of a personal form of an instrument for assessing science laboratory classroom environments. Journal of Research in Science Teaching, 32, 399-422.
  • Rosenholts, S. J., Bassler, O., & Hoover-Dempsey, K. (1986). Organizational conditions of teacher learning. Teacher and Teacher Education, 2, 91-104.
  • Ryan, R. M., Connell, J. P., & Deci, E. L. (1985). A motivational analysis of self-determination and self-regulation in education. In C. Ames & R. Ames (Eds.), Research on motivation in education. Vol. 2: The classroom milieu (pp. 13–51). New York: Academic Press.
  • She, H. C., & Fisher, D. (2000). The development of a questionaire to describe ascience teacher communication behavior in Taiwan and Australia. Science Education, 84, 706-726.
  • Smith, E. L., Blakeslee, T. D., & Anderson, C. W. (1993). Teaching strategies associated with conceptual change learning in science. Journal of Research in Science Teaching, 20, 111-126.
  • Taylor, P. C., & Fraser, B. J. (1991). Development of an instrument for assessing constructivist learning environments. Paper presented at the annual meeting of the American Educational Research association, new Orleans, LA.
  • Taylor, P. C., Fraser, B. J. & Fisher, D. L. (1997). Monitoring constructivist learning environments. International Journal of Educational Research, 27, 293-302.
  • Tobin, K., Kahle, J. B. & Fraser, B. J. (Eds.) (1990). Windows into science classes: Problems associated with higher level cognitive learning (London: Falmer Press).
  • Wubbels, T. & Levy, J. (Eds.) (1993). Do you know what you look like?: Interpersonal Relationships in Education (London: Falmer Press).
  • Van Tartwijk, J. (1993). Sketches of teacher behavior, in Dutch: Docentgedrag in beeld. Utrecht: W.C.C.
  • Zimmerman, B. J. (1999). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P.R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13–39). New York: Academic Press.
Toplam 22 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Özgül Yılmaz Bu kişi benim

Yayımlanma Tarihi 1 Haziran 2006
Yayımlandığı Sayı Yıl 2006 Cilt: 31 Sayı: 31

Kaynak Göster

APA Yılmaz, Ö. (2006). Validation and use of teacher communication behavior questionnaire in elementary schools. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 31(31), 234-243.