“Sınıf Genelinde Akran Öğretimi” (SGAÖ) Stratejisinin Karma Öğrenme Yeterlilikleri / Yetersizlikleri Olan Öğrencilerin Devam Ettiği İlkokul Sınıfında Etkililiğinin İncelenmesi: Bir Vaka Çalışması

Yıl 2016, Cilt: 17 Sayı: 01, 23 - 41, 01.04.2016

Charikleia Ntoliou Efthymios  Papatzikis Vassiliki Pliogou

Öz

Bu araştırmanın amacı öğrenme güçlükleri olan öğrencilerin genel eğitim sınıflarına bütünleştirilmesinde etkili bir eğitim yöntemi olan Sınıf Genelinde Akran Öğretimi (SGAÖ) stratejisini tartışmaktır. SGAÖ‟nün tanıtılmasına ek olarak, bu makale Yunanistan‟da bir ilkokulun ikinci sınıfında sınıf öğretmeninin öğretici bir araştırmacı ile işbirliğine dayalı olarak çalışarak SGAÖ‟nün öğrencilerin sözcük okuma performanslarına etkisinin programa dayalı değerlendirmeler ile incelendiği bir vaka çalışmasını sunmaktadır. Araştırmanın sonuçları, öğrenme güçlüğü tanısı alma riski olan öğrenciler de dahil tüm öğrencilerin performanslarının arttığını göstermektedir. Makale, yöntemin tartışılması ve ileride yapılacak araştırma ve uygulamalara ilişkin öneriler ile son bulmaktadır

Anahtar Kelimeler

Sınıf Genelinde Akran Öğretimi, öğrenme güçlükleri, bütünleştirme, sözcük okuma becerisi

Kaynakça

• American Psychiatric Association (APA) (2000). DSM-IV-TR: Diagnostic and statistical manual of mental disorders (4th ed). Washington, DC: American Psychiatric Association.
• American Psychiatric Association (2013). DSM 5: Diagnostic and statistical manual of mental disorders (5th ed). Arlington, VA: American Psychiatric Association.
• Botsas, G., & Panteliadou, S. (2007). Definition and scope of learning disabilities‟, In S. Panteliadou, & G. Botsas (Eds.) Learning difficulties. Basic concepts and features (pp. 6-15). Volos: Graphima [in Greek].
• Cohen, L., Manion, L., & Morrison, K. (2008). Educational research methodology. Athens: Metaixmio [in Greek].
• Cortiella, C., & Horowitz, S. H. (2014). The state of learning disabilities: Facts, trends and emerging issues. New York: National Center for Learning Disabilities.
• Davis, J. M., & Deponio, P. (2013). Analysing conflicting approaches to dyslexia on a European project: moving to a more strategic, participatory, strength-based and integrated approach. International Journal of Inclusive Education, (ahead-of-print), 1-20.
• Delquadri, J., Greenwood, C. R., Stretton, K., & Hall, R. V. (1983). The peer tutoring game: A classroom procedure for increasing opportunity to respond and spelling performance. Education and Treatment of Children, 6, 225-239.
• Ellis, A. E. (2005). Balancing Approaches Revisiting the educational psychology research on teaching students with learning difficulties. Australian Council for Educational Research. Retrieved from http://www.acer.edu.au/documents/AER_48-BalancingApproaches.pdf.
• ETUCE (2012). Action and campaign framework on the economic crisis. [Online] Retrieved from http://etuce.homestead.com/Crisis/Framework_of_ETUCE_action_and_campaign_draft_EN.pdf
• Ferguson, D. L. (2008). International trends in inclusive education: The continuing challenge to teach each one and everyone. European Journal of Special Needs Education, 23(2), 109-204.
• Frost, J. (2013). Regression analysis: How do I interpret R-squared and assess the goodness-of-fit? Retrieved from squared-and-assess-the-goodness-of-fit [Accessed: March 2, 2014].
• Gaylord-Ross, R. J. (1989). Integration strategies for students with handicaps. Baltimore: Brookes.
• Greenwood, C. R. (1991). A longitudinal analysis of time, engagement, and academic achievement in at-risk vs. non-risk students. Exceptional Children, 57, 521-535.
• Greenwood, C. R. (1997). ClassWide Peer Tutoring. Behavior and Social Issues, 7, 53-57.
• Greenwood, C. R. (1999). Reflections on a research career: Perspective on 35 years of research at the Juniper Gardens Children's Project. Exceptional Children, 66(1), 7-21.
• Greenwood, C. R., Delquadri, J., & Hall, R. V. (1984). Opportunity to respond and student academic performance. Focus on Behavior Analysis in Education, 58-88.
• Greenwood, C. R., Delquadri, J., & Carta, J. J. (1997). Together we can: ClassWide Peer Tutoring for basic academic skills. Longmont, CO: Sopris West.
• Harper, G. F., Mallette, B., & Moore, J. (1991). Peer-mediated instruction: teaching spelling to primary schoolchildren with mild disabilities. Reading, Writing, and Learning Disabilities, 7(2), 137-151.
• Harper, G. F., Maheady, L., Mallette, B., & Karnes, M. (1999). Peer tutoring and the minority child with disabilities. Preventing School Failure: Alternative Education for Children and Youth, 43(2), 45-51.
• Kakouros, Ε., & Μaniadaki, Κ. (2006). Child and adolescent psychopathology, developmental approach (5th ed.). Athens: Typothito [in Greek].
• Lee, W. H. R., (2003). Classwide Peer Tutoring: Student perception and effectiveness (Doctoral dissertation). The http://hub.hku.hk/bitstream/10722/30097/1/FullText.pdf?accept=1 [Accessed: March 12, 2014]. Hong Kong (Pokfulam, Hong Kong). [Online] Retrieved from
• Maheady, L. (1998). Advantages and disadvantages of peer-assisted learning strategies. In K. Topping & S. Ehly (Eds.), Peer-assisted learning (pp. 45-65). London: LEA.
• Maheady, L., & Gard, J. (2010). Classwide peer tutoring: Practice, theory, research, and personal narrative. Intervention in School and Clinic, 46(2), 71-78.
• Maheady, L., & Harper, G. F. (1987). A class-wide peer tutoring program to improve the spelling test performance of low-income, third-and Fourth-Grade Students. Education and Treatment of Children, 10(2), 120-133.
• Maheady, L., Harper, G. F., & Mallette, B. (2003). Class Wide Peer Tutoring. Current Practice Alerts, 8, 1-4. [Online] Retrieved from http://www.TeachingLD.org. [Accessed: December 5, 2013].
• Maheady, L., Harper, G. F., Mallette, B., & Karnes, M. (2004). Preparing preservice teachers to implement class wide peer tutoring. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 27(4), 408-418.
• Maheady, L., Sacca, M. K., & Harper, G. F. (1987). Classwide student tutoring teams: Effects on the academic performance of secondary students. Journal of Special Education, 21(3), 107-121.
• Maniou-Vakalis, M. (2002). Evaluation of the effect of teaching Greek language in elementary school, In A. Verevi (Ed.), The project "Research" 1997-2000, Sort Presentation (pp. 109-117). Athens: Centre of Educational Research [in Greek].
• Martel, H. A. (2009). Effective strategies for general and special education teachers. Senior Honors Theses. Paper 210.
• McDonnell, J., Mathot-Buckner, C., Thorson, N., & Fister, S. (2001). Supporting the inclusion of students with moderate and severe disabilities in junior high school general education classes: The effects of classwide peer tutoring, multi-element curriculum, and accommodations. Education and Treatment of children, 24(2), 141-160.
• Ministry of Education (2008). Special education for persons with disabilities or special educational needs. [Online] A/N.%203699%20-%202008%20-%20FEK.%20199%20-A-%202-10-2008.pdf [Accessed: January 6, 2014] [in Greek]. from:
• http://www.pi-schools.gr/special_education_new/ftp/nomoi/Nomoi-E
• Ministry of Education, (2013). Program of secondary teachers’ specialization in learning difficulties. [Online] Retrieved November 6, 2013] [in Greek]. [Accessed:
• Ministry of Education, (2014). Journey into the world of language (Greek language 2nd grade manual). Athens: Greek Publishing Organization of Educational Books [in Greek].
• Mortweet, S. et al. (1999). Classwide peer tutoring: Teaching students with mild mental retardation in inclusive classrooms. Exceptional Children, 65(4), 524-536.
• Pedagogical Institute (2003). A cross thematic curriculum framework for compulsory education, Diathematikon [Online] Retrieved from: http://www.pi-schools.gr/programs/depps/ [Accessed: January 23, 2014].
• Pedagogical Institute (2011). New school. New curriculum. School and social life. Primary education. [Online] Retrievedfromhttp://digitalschool.minedu.gov.gr/info/newps/%CE%A3%CF%87%CE%BF%CE%BB% CE%B9%CE%BA%CE%AE%20%CE%BA%CE%B1%CE%B9%20%CE%9A%CE%BF%CE%B9% CE%BD%CF%89%CE%BD%CE%B9%CE%BA%CE%AE%20%CE%96%CF%89%CE%AE/%CE% A3%CE%9A%CE%96%20%CE%A3%CF%85%CE%BD%CE%BF%CE%BB%CE%B9%CE%BA% CF%8C.pdf [Accessed: December 6, 2013].
• Plumer, P., & Stoner, G. (2005). The relative effects of classwide peer tutoring and peer coaching on the positive social behaviors of children with ADHD. Journal of Attention Disorders, 9(1), 290-300. doi:10.1177/1087054705280796
• Roussos, P. L., & Tsaousis, G. (2011). Applied statistics in the social sciences. Athens: Greek Letters.
• Russell, B., & Purcell, J. (2009). Online research essentials: Designing and implementing research studies, (19). John Wiley & Sons.
• Scanlon, D. M., Gelzheiser, L. M., Vellutino, F. R., Schatschneider, C., & Sweeney, J. M. (2008). Reducing the incidence of early reading difficulties: Professional Development for classroom teachers versus direct interventions for children. Learning and Individual Differences, 18(3), 346-359 [Online]. Retrieved fromhttp://ac.els-cdn.com/S1041608008000484/1-s2.0-S1041608008000484-main.pdf?_tid=791de684- ddff-11e2-a6f9-00000aacb361&acdnat=1372210189_ff9f232d481b42dd41286f5da4e73e16
• Sideridis, G. D. et al. (1997). Classwide peer tutoring: Effects on the spelling performance and social interactions of students with mild disabilities and their typical peers in an integrated instructional setting. Journal of Behavioral Education, 7(4), 435-462.
• Snowling, M. (1987). Dyslexia: A cognitive developmental review. Oxford: Blackwell.
• Steel, R. G., & Torrie, J. H. (1960). Principles and procedures of statistics: With special reference to the biological sciences. New York: McGraw-Hill.
• Stockburger, D. W. (1996). Introductory statistics: Concepts, models, and applications [Online]. Retrieved from http://www.psychstat.missouristate.edu/introbook/sbk00.htm [Accessed: March 24, 2014].
• Twomey, E. (2006). Linking learning theories and learning difficulties. Australian Journal of Learning Difficulties, 11(2), 93-98.
• Utley, C. A. et al. (2001). Classwide Peer Tutoring: An effective teaching procedure for facilitating the acquisition of health education and safety facts with students with developmental disabilities. Education and Treatment of Children, 24(1), 1-27.
• Vlachos, F. et al. (2013). Prevalence and gender ratio of dyslexia in Greek adolescents and its association with parental history and brain injury. American Journal of Educational Research, 1(1), 22-25.
• Westwood, P. S. (2007). Commonsense methods for children with special educational needs (5th ed). London: Routledge.
• World Health Organization (WHO) (2010). International statistical classification of diseases and related health problems http://apps.who.int/classifications/icd10/browse/2010/en#/F80-F89 [Accessed: March 12, 2014]. (ICD-10) version for 2010 [Online]. Retrieved from 2016, 17(1) ARAŞTIRMA