Dünyada ve Türkiye'de farklılaştırılmış öğretimle ilgili yapılmış çalışmaların değerlendirilmesi

Bu araştırmanın amacı farklılaştırılmış öğretim konusunda 2010-2013 yılları arasında yapılmış tezlerin ulusal ve uluslararası düzeydeki durumunu değerlendirmektir. Araştırma verileri 2010-2013 yılları arasında farklılaştırılmış öğretim konusunda yapılan doktora tezleri ve YOK (Ulusal Tez Merkezi) ve ProQuest (Dissertations and Theses) veri tabanlarından elde edilen verilerle sınırlıdır. Metodolojik değerlendirme yaklaşımı benimsenerek gerçekleştirilen araştırmanın verileri doküman incelemesi yoluyla elde edilmiştir. Araştırma verileri içerik analizi ile çözümlenmiştir. Araştırma sonucunda, Türkiyede farklılaştırılmış öğretim konusunda yapılmış doktora çalışmalarının oldukça yetersiz olduğu ortaya çıkmıştır. Araştırma sonuçlarına dayalı olarak araştırmacıların alandaki bu boşluğu doldurmalarına katkı sağlayacak öneriler sunulmuştur.

The evaluation of phd dissertations on differentiated instruction in Turkey and other countries

The aim of this study is to make a content analysis about the doctoral thesis in the issues of differentiated instruction carried out between 2010 and 2013 years. The data of this study restricted by graduate theses carried out between the 2010 and 2013 years. The data obtained from YOK (National Theses Center) and ProQuest (Dissertations and Theses) databases. The data of this study were collected by using qualitative approaches and document analysis was used in the study. Content analysis was performed on the data of the study. The results of the study revealed that graduate theses carried out in Turkey are quite inadequate. Finally, conclusions and recommendations are presented for practice and future research

___

  • Abbati, D. G. (2012). Differentiated instruction: Understanding the personal factors and organizational conditions that facilitate differentiated instruction in elementary mathematics classrooms. A Dissertation Submitted İn Partial Satisfaction of the Requirements for the Degree of Doctor of Education in the Graduate Division of the University of California at Berkeley. UMI Number: 3526480.
  • Adams, C.. & Pierce, R.L. (2006). Differentiating instruction. A practical guide to tiered lessons in the elementary grades. Texas: Prufrock Press Inc.
  • Anderson, K. M. (2007). Tips for teaching: Differentiating instruction to include all students. Preventing School Failure, 51 (3), 49-54.
  • Beler, Y. (2010). Farklılaştırılmış öğretim ortamının sınıf yönetimine ve öğrencilerin akademik başarısına etkisi. Yayımlanmamış Yüksek Lisans Tezi. Maltepe Üniversitesi, İstanbul.
  • Bilgin, N. (2006). Sosyal bilimlerde içerik analizi. Teknikler ve örnek çalışmalar. Ankara: Siyasal Kitabevi.
  • Boen, L. (2010). Differentiated ınstruction within a response to ıntervention framework, a mixedmethods study. A Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in Curriculum and Instruction. University of Arkansas. UMI Number: 3407366.
  • Burris, L. A. (2011). A case study of differentiated ınstruction in upper elementary mathematics and reading classrooms. Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education. Walden University, UMI Number: 3469057.
  • Chen, W. (2011). Differentıation in art education: Exploring two art teachers’ responsive pedagogy in an elementary school in Taıwan. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Elementary Education in the Graduate College of the University of Illinois at Urbana-Champaign. UMI Number: 3478644.
  • Cox, S. G. (2008). Differentiated instruction in the elementary schools. Educ Dig, 73(9), 52-54.
  • Cummings, P. L. (2011). A comparative analysis of the impact of differentiated instructional strategies and traditional basal instruction on the reading achievement of selected fourth grade students. A Dissertation Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy. Capella University. UMI Number: 3449381.
  • Demir, S. (2013). Farklılaştırılmış öğretim yöntemlerinin öğrencilerin akademik başarı, öğrenme yaklaşımları ve kalıcılık puanları üzerindeki etkisi. Yayımlanmamış Doktora Tezi, Yıldız Teknik Üniversitesi, İstanbul.
  • Denzin, N. K., & Lincoln, Y. S. (Eds.). (2005). The SAGE handbook of qualitative research. (3rd ed.). Thousand Oaks, CA: SAGE Publications.
  • Driskill, K. M. (2010). A qualitative study of teacher understanding and use of differentiated instruction to promote reading achievement. Dissertation Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Education. Universıty of Phoenıx. UMI Number: 3437433.
  • Durrett, T. A. (2010). Effective differentiated instructional elements for improving student performance as perceived by secondary principals in exemplary public high schools in Texas: A delphi study. Submitted to the Office of Graduate Studies of Texas A&M University in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy. UMI Number: 3436771.
  • Etienne, J. S. (2011). A grounded theory approach to use of differentiated instruction to improve students’ outcomes in mathematics. Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education. Walden University.
  • Fiore, T. and Cook, R. (1994). Adopting textbooks and other instructional materials. Remedial and Special Education, 15 (6), 333-348.
  • Gilbert, D. L. (2012). A teacher’s perception: Perception of the impact of differentiated instruction. A Thesis Presented to the Faculty of Jones International University for the Degree of Doctor of Education. UMI Number: 3508263.
  • Gilbert, D. L. (2011). Effects of differentiated instruction on student achievement in reading. Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Administrator Leadership for Teaching and Learning. Walden University. UMI Number: 3489353.
  • Gökçe, O. (2006). İçerik analizi: Kuramsal ve pratik bilgiler. Ankara: Siyasal Kitabevi.
  • Gregory, G., & Chapman, C. (2007). Differentiated instructional strategies: One size doesn’t fit all. Thousand Oaks, CA: Corwin Press.
  • Hall, T., Strangman, N. & Meyer, A. (2003). Differentiated instruction and implications for UDL implementation. national center on accessing the general curriculum. (11.02.2009) _____http://aim.cast.org/learn/historyarchive/backgroundpapers/differentiated_instruction_udl> (08.08.2013).
  • Kapusnick, R., A. & Hauslein, C. M. (2001). The silver cup’ of differentiated instruction. Kappa Delta Pi Record 37 (4), 156-159.
  • Karadağ, R. (2010). İlköğretim Türkçe dersinde farklılaştırılmış öğretim yaklaşımının uygulanması: Bir eylem araştırması. Yayımlanmamış Doktora Tezi, Anadolu Üniversitesi, Eskişehir.
  • Kerry, T. &. Kerry, C. A. (1997). Differentiation: Teachers’ view of the usefulness of recommended strategies in helping the more able pupils in primary and secondary classrooms. Educational Studies, 23, 439-457.
  • Kiley, D. (2011). Differentiated instruction in the secondary classroom: Analysis of the level of implementation and factors that influence practice. A Dissertation Submitted to the Faculty of the Graduate College in Partial Fulfillment of the Requirements for the Degree of Doctor of Education. Western Michigan University. UMI Number: 3455173.
  • Kommer, D. (2004). Differentiated instruction. ın partial fulfillment of the requirements for the degree master of education, _____http://personal.ashland.edu/dkommer/ınq%20papers%20sum- mer%2004/alt%20paper.pdf> (25.09.2008).
  • Lane, A. Dale, C. & Horrell, A. (2002-2003). Differentiation via wolf: Providing steps to achievement”. University of Wolverhampton: Learning and teaching projects, 111-115. _____http://core. kmi.open.ac.uk/display/1931694> (08.08.2013).
  • Lawrence-Brown, D. (2004). Differentiated instruction: Inclusive strategies for standards-based learning. American Secondary Education, 32 (3), 34-62.
  • LDA (2006). Learning Disabilities Association of America. Differentiated instruction. _____http:// www.ldanatl.org/news/DIFFERENTIATED_INSTRUCTION.asp> (16.12.2009).
  • Learn, D. T. (2012). Differentiatıng instruction on the basis of cognitive tools: A case study of honors and mainstream middle school classes. A Dissertation Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy. Capella University. UMI Number: 3503090.
  • Levy, H. M. (2008). Meeting the needs of all students through differentiated instruction: Helping every child reach and exceed standards. The Clearing House, 81 (4), 161-164.
  • Mahon, L. (2004). Teaching, learning & assessment: The road to democracy. _____http://publications. aare.edu.au/04pap/mah04273.pdf> (06.08.2013).
  • Mastropieri, M.A., Scruggs, T. E. Norland, J. J., Berkeley, S. Mcduffie, K., Tornquist, E. H. & Connors, N. (2006). Differentiated curriculum enhancement in inclusive middle school science: Effects on classroom and high-stakes tests. The Journal of Special Education, 40 (3), 130-137.
  • Mathis, C. (2012). A framework for meeting the needs of all students through differentiated instruction at Richardson Park Learning Center. Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education. Wilmington University. UMI Number: 3549999.
  • Mcgarvey, B., Marriott, S. Morgan, V. & Abbott, L. (1997). The role of the core subject coordinator in supporting differentiation in Northern Ireland primary schools. School Leadership & Management, 17(3), 375-386.
  • Merriam, S. (1998). Qualitative research and case study applications in education. Revised and expanded from case study research in education. USA: JB Printing.
  • NMSA Research Committee. (2003). Multiple Learning and Teaching Approaches that Respond to Their Diversity. in Research and Resources in Support of this We Believe (pp: 20-24; 26-27). Westerville, OH: National Middle School Association.
  • Ornstein, A. C., Behar-Horenstein, L. S., & Pajak, E. F. (2003). Contemporary issues in curriculum (3rd Ed.). Boston, MA: Pearson Education.
  • Parker, C. C. (2010). An investigation of differentiated instruction: Closing the achievement gap for elementary English language learners. A Dissertation Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy Capella University. UMI Number: 3438868.
  • Powers, E. A. (2008). The use of independent study as a viable differentiation technique for gifted learners in the regular classroom. Gifted Child Today, 31 (3), 57-65.
  • Roberts, J. L. & Inman, T. F. (2007). Strategıes for differentiating instruction best practices for the classroom. Waco, Texas: Inman Prufrock Pres Inc.
  • Sterling, D. (2010). Effects of differentiated and ACTIVboard instruction on third and fifth grade students’ academic performance. Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Teacher Leadership. Walden University, UMI Number: 3427815.
  • Stevens, K. Y. (2012). Elementary, general-education teachers’ reports of self-efficacy in using evidenced-based instructional strategies to differentiate instruction for students with disabilities. Dissertation Submitted to the Doctoral Examining Committee Department of Educational Leadership College of Education, Nursing, and Health Professions, University of Hartford, in partial fulfillment of the requirements for the degree of Doctor of Education. UMI Number: 3518284.
  • Subban, P. (2006). A research basis supporting differentiated instruction. _____http://www. aare.edu.au/06pap/sub06080.pdf> (25.09.2008).
  • TCSII. (2001). Taking Center Stage – Act II. characteristics of differentiated instruction. California Department of Education, 140, 141.
  • Theisen, T. (2002). Differentiated instruction in the foreign language classroom: Meeting the diverse needs of all learners. Languages Other than English (Lote) April, 2002, Issue 6.
  • Tomlinson, C.A. & Allan, S. D. (2000). Leadership for differentiating schools and classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.
  • Tomlinson, C. A. & Dockterman, D. (2002). Different learners different lessons. Instructor, 112 (2), 21-25. _____http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=8967356&sit e=ehost-live”> (12.06.2008).
  • Turan, S. Karadağ, E., Bektaş, F. ve Yalçın, F. (2014). Türkiye’de eğitim yönetiminde bilgi üretimi: Kuram ve Uygulamada Eğitim Yönetimi Dergisi 2003-2013 yayınlarının incelenmesi. Kuram ve Uygulamada Eğitim Yönetimi, 20 (1): 93-119.
  • Waller, T. H. (2011). Advanced placement teachers’ perceptions of differentiated instruction. Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education. Walden University. UMI Number: 3489926.
  • Weber, C. L. (1999). Celebrating our future by revisiting our past. Gifted Child Today Magazine 22 (6): 58-59.
  • Welsh, D. K. (2010). Effects of differentiated instruction and word attack strategies on struggling readers. Dissertation Submitted to Northcentral University Graduate Faculty of the School of Education In Partial Fulfillment of the Requirements for the Degree of Doctor of Educatıon. Prescott Valley, Arizona. UMI Number: 3407325.
  • White, M. E. (2012). An examination of professional development on differentiated instruction
  • with K-4 teachers. Submitted to Northcentral University Graduate Faculty of the School of Education in Partial Fulfillment of the Requirements for the Degree of Doctor of Educatıon. UMI Number: 3497820.
  • Williams, T. (2012). Differentiated mathematics instruction for students in grades 3 and 4 in a rural school district. Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy K-12 Educational Leadership Walden University. UMI Number: 3518519.
  • Wincent, C. (2012). Effects of implementing differentiated instruction on learners’ reading achievement. Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Specialization in Teacher Leadership. Walden University. UMI Number: 3498656.
  • Yabaş, D. (2008). Farklılaştırılmış öğretim tasarımının öğrencilerin özyeterlik algıları, bilişüstü becerileri ve akademik başarılarına etkisinin incelenmesi. Yayımlanmamış Yüksek Lisans Tezi, Yıldız Teknik Üniversitesi, İstanbul.
  • Yıldırım, A. ve Şimşek, H. (2000). Sosyal bilimlerde nitel araştırma yöntemleri. (Gözden geçirilmiş 2. baskı). Ankara: Seçkin Yayıncılık.
  • Yıldırım, A. ve Şimşek, H. (2006). Sosyal bilimlerde nitel araştırma yöntemleri. (6. baskı). Ankara:Seçkin Yayıncılık.
Kastamonu Üniversitesi Kastamonu Eğitim Dergisi-Cover
  • ISSN: 1300-8811
  • Yayın Aralığı: Yılda 6 Sayı
  • Yayıncı: Halil İbrahim AKYÜZ
Sayıdaki Diğer Makaleler

Türev uygulamaları konusunun öğretiminde geogebra yazılımının kullanımı

Yılmaz ZENGİN, Enver TATAR

Türkiye Cumhuriyeti inkılâp tarihi ve Atatürkçülük dersinde örnek bir uygulama: Bir devrin analizi: Nutuk

Necdet HAYTA, Nadire Emel AKHAN

2012 Yılında alan değişikliği yapan öğretmenlerin yeni alanlarına ve uygulamaya ilişkin görüşleri1

Necmi GÖKYER

İlköğretim öğrencilerinin eğitsel yazılım kullanırken sergiledikleri davranışlar: Bir durum çalışması

Serkan DİNÇER

Üniversite öğrencilerinin öğretim elemanlarına ilişkin metaforları

Hasan DEMİRTAŞ, Duygu ÇOBAN

Sosyal bilgiler öğretmen adaylarının ortaokul tc inkılâp tarihi ve Atatürkçülük dersi konularının öğretiminde tarihsel kaynakların kullanımına yönelik görüşleri

Ali ALTIKULAÇ, Cengiz DÖNMEZ

Okul öncesi öğretmenlerin Üniversite deneyimlerinin mesleki yaşantılarına etkisine ilişkin görüşlerinin belirlenmesi

Mefharet VEZİROĞLU, Şenay ALTINKAYNAK ÖZEN, H. Gözde ERTÜRK, Semra ERKAN

Böte bölümü öğrencilerinin proje tabanlı topluma hizmet uygulamaları dersine ilişkin görüşlerinin incelenmesi

Nilgün TOSUN

İlköğretim 8.sınıf öğrencilerinin sayı kavramlarını anlamlandırmaları üzerine bir çalışma1

Hasan TEMEL, Anıl Oğuz EROĞLU

Aile çocuk eğitim programının annelerin çocuk yetiştirme tutumlarına ve ev ortamını düzenlenmelerine etkisinin incelenmesi

Zeynep KURTULMUŞ, Özlem ERSOY ALKAN, Neslihan TEKİN ÇÜRÜK