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Classroom Management Problems Derives from Gifted and Talented Students’ Leadership Qualities

Yıl 2012, Cilt: 24 Sayı: 24, 7 - 29, 10.10.2013

Öz

The purpose of this study is to investigate how leadership features of gifted students at primary schools cause classroom management problems. The model of the study is descriptive survey model. In this study, both qualitative and quantitative methods were applied. Raven Standard Progressive Matrices Plus Test (RSPM) was applied to one hundred twenty three primary school students who were chosen randomly from Sakarya City, and seventeen gifted students were identified. Quantitative data was collected by asking closed ended questions to chosen students in order to figure out their leadership features. Qualitative data was collected from the teachers of the students with semi-structured interview form to discover how the identified leadership
features cause problems in classes. It was seen at the end of the study that the class problems stemed from the gifted students' perfectionism, their will to produce their own decisions and solutions, and their not paying attention to the rules of respect and effecting their current group. 

Kaynakça

  • Acar, S. (2007). Raven spm plus testi ve roets liderlik değerlendirme ölçeğinin 10–11 yaş geçerlik, güvenirlik, ön-norm çalışmalarına göre üstün zekâlı karşılaştırılması. Yayımlanmamış yüksek lisans tezi. İstanbul Üniversitesi, Sosyal Bilimler Enstitüsü, İstanbul. liderlik özelliklerinin
  • Akarsu, F. (2004). Üstün yetenekliler. I Türkiye Üstün Yetenekli Çocuklar Kongresi Seçilmiş Makaleler Kitabı. Çocuk Vakfı Yayınları Cilt 63. İstanbul.
  • Aydın, M. (2010). Eğitim yönetimi. Ankara; Hatipoğlu Yayınları.
  • Bass, B. (1990). From transactional to transformational leadership: learning to share the vision. Organizational Dynamics, 18, (3), Winter, 1990, 19- 31.
  • Bennis, W. (1999), Five competencies of new leaders. Executive Excellence, 16(7).
  • Black, J. D. (1984). Leadership: A new model particularly applicable to gifted youth. ERIC Document Reproduction Service No. ED 253 990
  • Boydak, A. (2004). Lider öğretmen. İstanbul; Beyaz Yayınları
  • Boydak, A. (2006). Ben mucittim, eğitirken mucitlik ruhunu yok etmeyin. İstanbul; Beyaz Yayınları
  • Chauvin, J. C., & Karnes, F. A. (1983). A leadership profile of secondary gifted students. Psychological Reports, 53, 1259-1262.
  • Clark, C. (1996). Working with able learners in regular classrooms. Gifted and Talented International, 11, 34-38.
  • Conradie, S. (1984). The identification of leadership potential. In J. Cawood et al. (Eds.), Climbing the ladder to leadership.
  • Cooper, S. (2011). A Multiple case study of teacher perceptions of gifted and talented Unpublished doctoral thesis of education teacher leadership, U.S. Walden University
  • transformational leadership behaviors.
  • Davis, G. A. & Rimm, S. (1985). Education of the gifted and talented. Englewood cliffs. NJ: Prentice-Hall.
  • Eakin, J. R. (2007). How regular classroom teachers view the teaching of gifted students. Unpublished doctoral thesis of education teacher leadership, U.S: Walden University
  • Edmunds, A.L., & Yewchuk, C.R. (1996). Indicators of leadership in gifted grade twelve students. Journal of Secondary Gifted Education, 7, 345-355.
  • Erçetin, Ş. (2000). Lider sarmalında vizyon. Ankara; Nobel Yayın Dağıtım.
  • Ersoy, Ö. & Avcı, N. (2004). Üstün zekâlı ve üstün yetenekliler. I Türkiye Üstün Yetenekli Çocuklar Kongresi Seçilmiş Makaleler Kitabı. Çocuk Vakfı Yayınları Cilt 63. İstanbul.
  • Frost, R. O., Marten, P., Lahart, C., & Rosenblate, R. (1990). The dimensions of perfectionism. Cognitive Therapy and Research, 14, 449-468.
  • Fiedler, F.E. & Garcia, J.E. (1987). New approaches to leadership, cognitive resources and organizational performance. New York; John Wiley and Sons
  • Gardner, H (1998). A multiplicity of intelligences. In Scientific American presents: Exploring Intelligence.
  • Gardner, H. (2004). Zihin çerçeveleri: Çoklu zekâ kuramı. İstanbul; Alfa Yayınları
  • Gardner, H., & Laskin, E.(1995). Leading Minds. HarperCollins.
  • Hewitt, P. L. & Flett, G. L. (1991). Perfectionism in the self and social contexts: Conceptualization, assessment, and association with psycho- pathology. Journal of Personality and Social Psychology, 60, 456-470.
  • Hollingworth, L. S. (1939). What we know about the early selection and training of leaders. Teachers College Record, 40, 575-592.
  • Jaques, E. (1985). Development of intellectual capability. In frances r. link’s essays on the lntellect. Association for Supervision and Curriculum Development, pp. 107-142.
  • Jick, T. (1979). Mixing qualitative and quantitative methods: triangulation in action. Administrative Science Quarterly, 24, (4).
  • Kaplan, A. (2008). Raven’ın ilerleyen matrisler plus testinin 12-13 yaş çocukları üzerinde geçerlik, güvenirlik ve ön norm çalışmalarına göre üstün zekâlı olan ve olmayan öğrencilerin mantıksal düşünme yeteneklerinin karşılaştırılması. Yayımlanmamış yüksek lisans tezi. İstanbul Üniversitesi, Sosyal Bilimler Enstitüsü, İstanbul.
  • Karnes, F., & Bean, S. (1996,). Leadership and the gifted. Focus on exceptional children, 29(1), 1. Retrieved March 25, 2011, from Academic Search Premier database
  • Keirsey, D. (1998). Please understand me II. Del Mar, CA: Prometheus Nemesis Book Company.
  • Kurt, E. (2008). Raven spm plus testi 5.5-6.5 yaş geçerlik, güvenirlik, ön-norm çalışmalarına göre üstün zekalı olan ve olmayan öğrencilerin erken matematik yeteneklerinin karşılaştırılması. Yayımlanmamış yüksek lisans tezi. İstanbul Üniversitesi, Sosyal Bilimler Enstitüsü, İstanbul.
  • Levent, F. (2011). Üstün yetenekli çocukların hakları el kitabı. Çocuk Vakfı Yayınları Cilt: 68. İstanbul
  • Marland, S. P. (1972). Education of gifted and talented. Washington D.C.; US Office of Education.
  • Matthews, M. S. (2004). Leadership education for the gifted and talented youth: a review of literature. Journal of Education of the Gifted. 28, 1, 77–113
  • Northouse, P.G. (2004). Leadership: theory and practice (3rd Bs.). London; Sage Publications
  • Oğurlu, Ü.,& Yaman, Y. (2010). Üstün zekâlı/yetenekli çocuklar ve iletişim. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi. 213-223
  • Özden, Y. (2005). Eğitimde yeni değerler. Ankara: PegemA
  • Parker, J.P. & Begnaud, L.G. (2004). Developing creative leadership. Teacher Ideas Pr.: Portsmouth, NH.
  • Phillips, C. E. (2009). An Exploration of identification of leadership for gifted students. Doctoral Thesis of Philosophy. U.S.: The Morgridge College of Education, University of Denver
  • Plowman, P. D. (1981). Training extraordinary leaders. Roeper Review, 3, 13- 16.
  • Rachmel, S. & Zorman, R. (2003). Gifted students as path breakers: the Israel experience. 8th Conference of the European Council for High ability (ECHA). Germany.
  • Raven, J., Raven, J. C. & Court, J. H. (2004). Standard Progressive Matrices Manual. (Updated 2004). Oxford: OPP.
  • Roach, A.A., Wyman, L.T., Brooks, H., Chavez, C., Brice-Heath, S.., & Valdes, G. (1999). Leadership giftedness: Models revisited. Gifted Child Quarterly, 43(1),13-24.
  • Schakel, L. (1984). Investigation of the leadership abilities of intellectually gifted students. Unpublished Doctoral Dissertation, University of South Florida, Tampa.
  • Schuler, P. (2002). Perfectionism in gifted children and adolescents. In M. Neihart, S. M. Reis, N. M. Robinson, & S. M. Moon (Eds.).The Social and Emotional Development of Gifted Children. 71-80. Washington; Prufrock Press
  • Sternberg, R. J. (2005). A model of educational leadership: Wisdom, intelligence, and creativity,synthesized. International Journal of Leadership in Education, 8, 347-364.
  • Sternberg, R.J., & Grigorenko, E.L. (1999). In praise of dilettanism. APS Observer, 12(5),37-38.
  • Terman, L. M. (1925). Genetic study of genius. (1). Mental and physical traits of a thousand gifted children. Stanford, CA: Stanford University Press.
  • Thorndike, E. L. (1920). Intelligence and its uses. Harper’s Magazine. 140.
  • Titrek, O. (2010). IQ’dan EQ’ya duyguların zekice yönetimi. Ankara: PegemA
  • Tunalı, S. (2007). Somut işlemsel dönemdeki üstün ve normal zekâlı çocukların somut düşünme yeteneklerinin incelenmesi ve raven standart ilerleyen matrisler testi’ nn 8- 9 yaş çocukları üzerinde geçerlilik, güvenilirlik, ön norm çalışması. Yayımlanmamış Yüksek Lisans Tezi. İstanbul Üniversitesi, Sosyal Bilimler Enstitüsü, İstanbul.
  • Zorman, R. (1993). Mentoring and role modelling programs for the gifted. In K.A. Heller, F.J. Monks & A.H. Passow (Eds.), International handbook of research and development of giftedness and talent. Oxford: Pergamon Press Ltd.
  • http://webcache.googleusercontent.com/search?q=cache:rbPx
  • lvwgTUJ:www.askabiologist.org.uk/answers/viewtopic.php%3Fid%3D4
  • +intelligence+is+adaptation+to+environment&cd=10&hl=tr&ct=cln
  • k&gl=tr&source=www.google.com.tr 03.04.2011
  • http://webcache.googleusercontent.com/search?q=cache:BwKlRSryVgQJ:www
  • angelfire.com/zine2/jungchiu/Jaques.html+Eliot+Jacque+1985&cd=4&
  • hl=tr&ct=clnk&gl=tr&source=www.google.com.tr 07.06.2011

Classroom Management Problems Derives from Gifted and Talented Students’ Leadership Qualities

Yıl 2012, Cilt: 24 Sayı: 24, 7 - 29, 10.10.2013

Öz

The purpose of this study is to investigate how leadership features of gifted students at
primary schools cause classroom management problems. The model of the study is
descriptive survey model. In this study, both qualitative and quantitative methods
were applied. Raven Standard Progressive Matrices Plus Test (RSPM) was applied to
one hundred twenty three primary school students who were chosen randomly from
Sakarya City, and seventeen gifted students were identified. Quantitative data was
collected by asking closed ended questions to chosen students in order to figure out
their leadership features. Qualitative data was collected from the teachers of the
students with semi-structured interview form to discover how the identified leadership
features cause problems in classes. It was seen at the end of the study that the class
problems stemed from the gifted students' perfectionism, their will to produce their
own decisions and solutions, and their not paying attention to the rules of respect and
effecting their current group.

Kaynakça

  • Acar, S. (2007). Raven spm plus testi ve roets liderlik değerlendirme ölçeğinin 10–11 yaş geçerlik, güvenirlik, ön-norm çalışmalarına göre üstün zekâlı karşılaştırılması. Yayımlanmamış yüksek lisans tezi. İstanbul Üniversitesi, Sosyal Bilimler Enstitüsü, İstanbul. liderlik özelliklerinin
  • Akarsu, F. (2004). Üstün yetenekliler. I Türkiye Üstün Yetenekli Çocuklar Kongresi Seçilmiş Makaleler Kitabı. Çocuk Vakfı Yayınları Cilt 63. İstanbul.
  • Aydın, M. (2010). Eğitim yönetimi. Ankara; Hatipoğlu Yayınları.
  • Bass, B. (1990). From transactional to transformational leadership: learning to share the vision. Organizational Dynamics, 18, (3), Winter, 1990, 19- 31.
  • Bennis, W. (1999), Five competencies of new leaders. Executive Excellence, 16(7).
  • Black, J. D. (1984). Leadership: A new model particularly applicable to gifted youth. ERIC Document Reproduction Service No. ED 253 990
  • Boydak, A. (2004). Lider öğretmen. İstanbul; Beyaz Yayınları
  • Boydak, A. (2006). Ben mucittim, eğitirken mucitlik ruhunu yok etmeyin. İstanbul; Beyaz Yayınları
  • Chauvin, J. C., & Karnes, F. A. (1983). A leadership profile of secondary gifted students. Psychological Reports, 53, 1259-1262.
  • Clark, C. (1996). Working with able learners in regular classrooms. Gifted and Talented International, 11, 34-38.
  • Conradie, S. (1984). The identification of leadership potential. In J. Cawood et al. (Eds.), Climbing the ladder to leadership.
  • Cooper, S. (2011). A Multiple case study of teacher perceptions of gifted and talented Unpublished doctoral thesis of education teacher leadership, U.S. Walden University
  • transformational leadership behaviors.
  • Davis, G. A. & Rimm, S. (1985). Education of the gifted and talented. Englewood cliffs. NJ: Prentice-Hall.
  • Eakin, J. R. (2007). How regular classroom teachers view the teaching of gifted students. Unpublished doctoral thesis of education teacher leadership, U.S: Walden University
  • Edmunds, A.L., & Yewchuk, C.R. (1996). Indicators of leadership in gifted grade twelve students. Journal of Secondary Gifted Education, 7, 345-355.
  • Erçetin, Ş. (2000). Lider sarmalında vizyon. Ankara; Nobel Yayın Dağıtım.
  • Ersoy, Ö. & Avcı, N. (2004). Üstün zekâlı ve üstün yetenekliler. I Türkiye Üstün Yetenekli Çocuklar Kongresi Seçilmiş Makaleler Kitabı. Çocuk Vakfı Yayınları Cilt 63. İstanbul.
  • Frost, R. O., Marten, P., Lahart, C., & Rosenblate, R. (1990). The dimensions of perfectionism. Cognitive Therapy and Research, 14, 449-468.
  • Fiedler, F.E. & Garcia, J.E. (1987). New approaches to leadership, cognitive resources and organizational performance. New York; John Wiley and Sons
  • Gardner, H (1998). A multiplicity of intelligences. In Scientific American presents: Exploring Intelligence.
  • Gardner, H. (2004). Zihin çerçeveleri: Çoklu zekâ kuramı. İstanbul; Alfa Yayınları
  • Gardner, H., & Laskin, E.(1995). Leading Minds. HarperCollins.
  • Hewitt, P. L. & Flett, G. L. (1991). Perfectionism in the self and social contexts: Conceptualization, assessment, and association with psycho- pathology. Journal of Personality and Social Psychology, 60, 456-470.
  • Hollingworth, L. S. (1939). What we know about the early selection and training of leaders. Teachers College Record, 40, 575-592.
  • Jaques, E. (1985). Development of intellectual capability. In frances r. link’s essays on the lntellect. Association for Supervision and Curriculum Development, pp. 107-142.
  • Jick, T. (1979). Mixing qualitative and quantitative methods: triangulation in action. Administrative Science Quarterly, 24, (4).
  • Kaplan, A. (2008). Raven’ın ilerleyen matrisler plus testinin 12-13 yaş çocukları üzerinde geçerlik, güvenirlik ve ön norm çalışmalarına göre üstün zekâlı olan ve olmayan öğrencilerin mantıksal düşünme yeteneklerinin karşılaştırılması. Yayımlanmamış yüksek lisans tezi. İstanbul Üniversitesi, Sosyal Bilimler Enstitüsü, İstanbul.
  • Karnes, F., & Bean, S. (1996,). Leadership and the gifted. Focus on exceptional children, 29(1), 1. Retrieved March 25, 2011, from Academic Search Premier database
  • Keirsey, D. (1998). Please understand me II. Del Mar, CA: Prometheus Nemesis Book Company.
  • Kurt, E. (2008). Raven spm plus testi 5.5-6.5 yaş geçerlik, güvenirlik, ön-norm çalışmalarına göre üstün zekalı olan ve olmayan öğrencilerin erken matematik yeteneklerinin karşılaştırılması. Yayımlanmamış yüksek lisans tezi. İstanbul Üniversitesi, Sosyal Bilimler Enstitüsü, İstanbul.
  • Levent, F. (2011). Üstün yetenekli çocukların hakları el kitabı. Çocuk Vakfı Yayınları Cilt: 68. İstanbul
  • Marland, S. P. (1972). Education of gifted and talented. Washington D.C.; US Office of Education.
  • Matthews, M. S. (2004). Leadership education for the gifted and talented youth: a review of literature. Journal of Education of the Gifted. 28, 1, 77–113
  • Northouse, P.G. (2004). Leadership: theory and practice (3rd Bs.). London; Sage Publications
  • Oğurlu, Ü.,& Yaman, Y. (2010). Üstün zekâlı/yetenekli çocuklar ve iletişim. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi. 213-223
  • Özden, Y. (2005). Eğitimde yeni değerler. Ankara: PegemA
  • Parker, J.P. & Begnaud, L.G. (2004). Developing creative leadership. Teacher Ideas Pr.: Portsmouth, NH.
  • Phillips, C. E. (2009). An Exploration of identification of leadership for gifted students. Doctoral Thesis of Philosophy. U.S.: The Morgridge College of Education, University of Denver
  • Plowman, P. D. (1981). Training extraordinary leaders. Roeper Review, 3, 13- 16.
  • Rachmel, S. & Zorman, R. (2003). Gifted students as path breakers: the Israel experience. 8th Conference of the European Council for High ability (ECHA). Germany.
  • Raven, J., Raven, J. C. & Court, J. H. (2004). Standard Progressive Matrices Manual. (Updated 2004). Oxford: OPP.
  • Roach, A.A., Wyman, L.T., Brooks, H., Chavez, C., Brice-Heath, S.., & Valdes, G. (1999). Leadership giftedness: Models revisited. Gifted Child Quarterly, 43(1),13-24.
  • Schakel, L. (1984). Investigation of the leadership abilities of intellectually gifted students. Unpublished Doctoral Dissertation, University of South Florida, Tampa.
  • Schuler, P. (2002). Perfectionism in gifted children and adolescents. In M. Neihart, S. M. Reis, N. M. Robinson, & S. M. Moon (Eds.).The Social and Emotional Development of Gifted Children. 71-80. Washington; Prufrock Press
  • Sternberg, R. J. (2005). A model of educational leadership: Wisdom, intelligence, and creativity,synthesized. International Journal of Leadership in Education, 8, 347-364.
  • Sternberg, R.J., & Grigorenko, E.L. (1999). In praise of dilettanism. APS Observer, 12(5),37-38.
  • Terman, L. M. (1925). Genetic study of genius. (1). Mental and physical traits of a thousand gifted children. Stanford, CA: Stanford University Press.
  • Thorndike, E. L. (1920). Intelligence and its uses. Harper’s Magazine. 140.
  • Titrek, O. (2010). IQ’dan EQ’ya duyguların zekice yönetimi. Ankara: PegemA
  • Tunalı, S. (2007). Somut işlemsel dönemdeki üstün ve normal zekâlı çocukların somut düşünme yeteneklerinin incelenmesi ve raven standart ilerleyen matrisler testi’ nn 8- 9 yaş çocukları üzerinde geçerlilik, güvenilirlik, ön norm çalışması. Yayımlanmamış Yüksek Lisans Tezi. İstanbul Üniversitesi, Sosyal Bilimler Enstitüsü, İstanbul.
  • Zorman, R. (1993). Mentoring and role modelling programs for the gifted. In K.A. Heller, F.J. Monks & A.H. Passow (Eds.), International handbook of research and development of giftedness and talent. Oxford: Pergamon Press Ltd.
  • http://webcache.googleusercontent.com/search?q=cache:rbPx
  • lvwgTUJ:www.askabiologist.org.uk/answers/viewtopic.php%3Fid%3D4
  • +intelligence+is+adaptation+to+environment&cd=10&hl=tr&ct=cln
  • k&gl=tr&source=www.google.com.tr 03.04.2011
  • http://webcache.googleusercontent.com/search?q=cache:BwKlRSryVgQJ:www
  • angelfire.com/zine2/jungchiu/Jaques.html+Eliot+Jacque+1985&cd=4&
  • hl=tr&ct=clnk&gl=tr&source=www.google.com.tr 07.06.2011
Toplam 59 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Çağlar Çetinkaya Bu kişi benim

İlknur Maya Çalışkan Bu kişi benim

Halime Güngör Bu kişi benim

Yayımlanma Tarihi 10 Ekim 2013
Gönderilme Tarihi 30 Ocak 2014
Yayımlandığı Sayı Yıl 2012 Cilt: 24 Sayı: 24

Kaynak Göster

APA Çetinkaya, Ç., Maya Çalışkan, İ., & Güngör, H. (2013). Classroom Management Problems Derives from Gifted and Talented Students’ Leadership Qualities. Sakarya Üniversitesi Eğitim Fakültesi Dergisi, 24(24), 7-29.