Araştırma Makalesi
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An Analysis of the Studies Examining Classroom Management in Education Faculty Journals in Turkey: A Meta-Synthesis Study

Yıl 2022, , 298 - 327, 15.08.2022
https://doi.org/10.33711/yyuefd.1069563

Öz

In this study, it was aimed a systematic re-examination of qualitative studies related to the classroom management. For this purpose, it was examined ten journals published by education faculties. In conclusion, 14 qualitative studies, which exactly met the criteria were examined. These studies were analyzed by using thematic synthesis method. As a result of thematic synthesis, four main themes emerged. These themes were the context of classroom management, factors affecting classroom management, disruptive behaviors, and coping with disruptive behaviors. The sub-themes related to classroom management main theme were strategies, approaches, dimensions, and competencies. The factors affecting classroom management were students, teachers, parents, school management, physical insufficiency, and socio-economic structure. The sub-themes related to the disruptive behaviors main theme were breaking the rules, disrupting the flow of the lesson, rudeness and disrespectfulness, emotional instability, verbal violence, indifference, and physical violence. In addition, the sub-themes related to the coping with disruptive behaviors main theme are tolerance, guidance, communication, cooperation, verbal warning, enforcement of sanctions, giving responsibility, and reaction. According to the meta-synthesis results, it may be said that synthesized qualitative studies mostly emphasize on the scope of classroom management, the factors affecting classroom management, and management of disruptive behaviors in classroom.

Kaynakça

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Sınıf Yönetimine İlişkin Nitel Araştırmaların Analizi: Bir Meta-Sentez Çalışması

Yıl 2022, , 298 - 327, 15.08.2022
https://doi.org/10.33711/yyuefd.1069563

Öz

Bu çalışmada, sınıf yönetimi ile ilgili nitel çalışmaların sistematik olarak yeniden incelenmesi amaçlanmıştır. Bu amaçla eğitim fakülteleri tarafından yayınlanan on dergi incelenmiştir. Sonuç olarak, kriterleri tam olarak karşılayan 14 nitel çalışma incelenmiştir. Bu çalışmalar, tematik sentez yöntemi kullanılarak analiz edilmiştir. Tematik sentez sonucunda dört ana tema ortaya çıkmıştır. Bu temalar, sınıf yöne-timinin kapsamı, sınıf yönetimini etkileyen faktörler, istenmeyen davranışlar ve istenmeyen davranışlarla baş etme stratejileri şeklindedir. Sınıf yönetimine ilişkin alt temalar stratejiler, yaklaşımlar, boyutlar ve yeterlilikler şeklindedir. Sınıf yönetimini etkileyen faktörler öğrenci, öğretmen, veli, okul yönetimi, fiziki yetersizlik ve sosyo-ekonomik yapı olarak ortaya çıkmıştır. Yıkıcı davranışlar ana temasına ilişkin alt temalar kuralları çiğneme, dersin akışını bozma, kabalık ve saygısızlık, duygusal dengesizlik, sözel şiddet, ilgisizlik ve fiziksel şiddettir. Ayrıca yıkıcı davranışlarla baş etme ana temasına ilişkin alt temalar hoşgörü, rehberlik, iletişim, işbirliği, sözlü uyarı, yaptırımların uygulanması, sorumluluk verme ve tepki gösterme şeklindedir. Meta-sentez sonuçlarına göre sentezlenen nitel çalışmaların daha çok sınıf yönetiminin kapsamına, sınıf yönetimini etkileyen faktörlere ve sınıfta istenmeyen davranışların yönetimine odaklandığı söylenebilir.

Kaynakça

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  • Muijs, D. & Harris, A. (2007). Teacher leadership in (in) action. Educational Management Administration & Leadership, 35(1), 111-134. https://doi.org/10.1177/1741143207071387
  • Närhi, V., Kiiski, T., & Savolainen, H. (2017). Reducing disruptive behaviours and improving classroom behavioural climate with class-wide positive behaviour support in middle schools. British Educational Research Journal, 43(6), 1186-1205. https://doi.org/ 10.1002/berj.3305
  • Nelsen, J. & Lynn, L. (2012). Positive discipline. (3rd ed.). NY: Three Rivers Press.
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  • Oliver, R. M., Wehby, J. H., & Reschly, D. J. (2011) Teacher classroom management practices: Effects on disruptive or aggressive student behavior. Campbell Systematic Reviews, 7(1), 1-55. https://doi.org/10.4073/csr.2011.4
  • Opdenakker, M. & Van Damme, J. (2006) Teacher characteristics and teaching styles as effectiveness enhancing factors of classroom practice. Teaching and Teacher Education, 22(1), 1-21. http://dx.doi.org/10.1016/j.tate.2005.07.008
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  • *Özgan, H., & Yılmaz, S. (2009). Müfettişlerin, öğretmenlerin sınıf yönetimindeki eksiklikleri hakkındaki görüşleri. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 10(2), 57-65. https://app.trdizin.gov.tr/publication/paper/detail/T1RRM01UazU=
  • *Öztürk, Y., & Gangal, M. (2016). Okul öncesi eğitim öğretmenlerinin disiplin, sınıf yönetimi ve istenmeyen davranışlar hakkındaki inançları. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 31(3), 593-608 https://app.trdizin.gov.tr/publication/paper/detail/TWpBMk9UVT FOUT09
  • Pane, D. M. (2010). Viewing classroom discipline as negotiable social interaction: A communities of practice perspective. Teaching and Teacher Education, 26(1), 87-97. http://dx.doi.org/10.1016/j.tate.2009.05.002
  • Patel, N. V. (2003). A holistic approach to learning and teaching interaction: Factors in the development of critical learners. International Journal of Educational Management, 17(6), 272-284. https://doi.org/10.1108/09513540310487604
  • Patton, M. Q. (2002). Qualitative research & evaluation methods. (3rd ed.). London: Sage.
  • Polat, S., & Ay, O. (2016). Meta-synthesis: A conceptual analysis. Journal of Qualitative Research in Education, 4(1), 52-64. http://dx.doi.org/10.14689/issn.2148-2624.1.4c2s3m
  • Postholm, M. B. (2013). Classroom management: what does research tell us? European Educational Research Journal, 12(3), 389-402. https://doi.org/10.2304/eerj.2013.12.3.389
  • Pounder, J. S. (2006). Transformational classroom leadership: The fourth wave of teacher leadership? Educational Management, Administration & Leadership, 34(4), 533-545. http://dx.doi.org/10.1177/1741143206068216
  • Riley, P. (2009). An adult attachment perspective on the student-teacher relationship & classroom management difficulties. Teaching and Teacher Education, 25(5), 626-635. http://dx.doi.org/10.1016/j.tate.2008.11.018
  • Sahranç, Ü. (2013). Öğrenme psikolojisi ile ilgili temel kavramlar. In İ. Yıldırım (Ed.), Eğitim psikolojisi. (3rd ed.). (pp. 301-332). Anı.
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  • *Sezer, Ş. (2018). Öğretmenlerin sınıf yönetimi tutumlarının öğrencilerin gelişimi üzerindeki etkileri: Fenomenolojik bir çözümleme. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 33(2), 534-549. http://dx.doi.org/10.16986/HUJE.2017031319
  • Sibanda, M., & Mpofu, L. (2017). Positive discipline practices in schools: A case of Mzilikazi District secondary schools in Zimbabwe. Journal of Educational and Social Research, 7(3), 117-125. https://doi.org/10.1515/jesr-2017-00094
  • *Siyez, D. M. (2009). Liselerde görev yapan öğretmenlerin istenmeyen öğrenci davranışlarına yönelik algıları ve tepkileri. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 14(25), 67-80. https://dergipark.org.tr/en/download/article-file/114679
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  • Thomas, J., & Harden, A. (2008). Methods for the thematic synthesis of qualitative research in systematic reviews. BMC Medical Research Methodology, 8(1), 1-10. https://doi.org/10.1186/1471-2288-8-45
  • Thompson, J. (1998). Discipline survival kit for the secondary teacher. London: John Wiley.
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  • Uğurlu, C. T., Usta, G., & Köybaşı, F. (2019). An investigation of teachers’ classroom management skills in terms of gender variability: A meta-analysis study. International Online Journal of Educational Sciences, 11(1), 71-90. https://doi.org/10.15345/iojes.2019.01.006
  • UNESCO, (2015). Positive discipline in the inclusive, learning-friendly classroom: A guide for teachers and teacher educators. Paris: UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000149284
  • Walsh, D., & Downe, S. (2005). Meta-synthesis method for qualitative research: A literature review. Journal of Advanced Nursing, 50(2), 204-211. https://doi.org/10.1111/j.1365-2648.2005.03380.x
  • Wang, M. C., Haertel, G. D., & Walberg, H. J. (1993). Toward a knowledge base for school learning. Review of Educational Research, 63(3), 249-294. https://doi.org/10.3102/00346543063003249
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  • Yılmaz, K. (2011). İlköğretim okulu öğretmenlerinin sınıf yönetimi tarzları ile demokratik değerlere ilişkin görüşleri arasındaki ilişki. Değerler Eğitimi Dergisi, 19(21), 147-170. https://ded.dem.org.tr/gorsel/pdf/ded-21-makale-6.pdf
  • Yılmaz, Z. N. & Aydın, Ö. (2015). İlköğretim öğretmenlerinin sınıf yönetimi becerilerine ilişkin algılarının çeşitli değişkenler açısından incelenmesi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 11(1), 148-164. https://dergipark.org.tr/tr/pub/mersinefd/issue/17396/181855
Toplam 94 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Şenol Sezer 0000-0001-8800-6017

Ertuğ Can 0000-0002-0885-9042

Yayımlanma Tarihi 15 Ağustos 2022
Yayımlandığı Sayı Yıl 2022

Kaynak Göster

APA Sezer, Ş., & Can, E. (2022). An Analysis of the Studies Examining Classroom Management in Education Faculty Journals in Turkey: A Meta-Synthesis Study. Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 19(2), 298-327. https://doi.org/10.33711/yyuefd.1069563