H. Elif DAĞLIĞLU, Esra ÖMEROĞLU, Aysun TURUPCU DOĞAN, MELEK GÜLŞAH ŞAHİN, Safiye SARICI BULUT, OSMAN SABANCI, VOLKAN KUKUL, EBRU KILIÇ ÇAKMAK, SERÇİN KARATAŞ

The Reliability and Validity Study of ‘Classroom Practices in Inclusive Preschool Education Environment with Talented and Gifted Children Scale

The aim is to develop a scale to demonstrate the instructional approaches that teachers apply in inclusive preschool classrooms, where typically developed and talented/gifted children are educated together. A total of 156 teachers working in inclusive preschools in Ankara formed the study group. The scale consists of 22 fivepoint, Likert-type items. Both exploratory and confirmatory factor analyses were performed. As a result of the exploratory factor analysis, a structure consisting of three factors and 18 items was obtained. The first factor termed as ‘Differentiation’ consists of seven items, while the second factor, ‘Detection and Development of Potential’ consists of eight items, and the third factor of the scale, ‘Motivation’ consists of three items. The scale accounts for 44.61% of the total variance. As a result of the confirmatory factor analysis, it determined that the scale was in good agreement with the model in general. The Cronbach alpha internal consistency coefficient of the scale is defined as .88 and the reliability of the subscales is determined between .76 and .83. In addition, the correlation coefficients of the items in each factor are higher than .30. In general, it is found that the three-factor structure of the scale is valid and reliable.

Üstün Yetenekli ve Zekâlı Çocukların Bulunduğu Kapsayıcı Okul Öncesı Eğitim Ortamlarında Sınıf İçi Uygulamalar Ölçeği geçerlik ve güvenirlik çalışması

Bu araştırmanın amacı, üstün yetenekli ve zekâlı çocuklarla tipik gelişim gösteren çocukların birlikte eğitim aldıkları kapsayıcı okul öncesi eğitim ortamlarında öğretmenlerin uyguladıkları öğretimsel yaklaşımları ortaya koymak üzere bir ölçek geliştirmektir. Bu amaç doğrultusunda, Ankara ilinde kapsayıcı eğitim yapılan okul öncesi eğitim kurumlarında görev yapan toplam 156 öğretmen araştırmanın çalışma grubunu oluşturmuştur. Beş’li Likert türünde 22 maddeden oluşan ölçeğe açımlayıcı ve doğrulayıcı faktör analizi yapılmıştır. Açımlayıcı faktör analizi sonucunda üç faktörlü ve 18 maddeden oluşan bir yapı elde edilmiştir. Ölçeğin yedi maddeden oluşan birinci faktörü “Farklılaştırma”, sekiz maddeden oluşan ikinci faktörü “Potansiyeli Ortaya Çıkarıp Geliştirme” ve üç maddeden oluşan üçüncü faktörü ise “Motivasyon” olarak isimlendirilmiştir. Ölçek, toplam varyansın % 44.61’ini açıklamaktadır. Doğrulayıcı faktör analizi sonucunda genel olarak modelin iyi uyum gösterdiği belirlenmiştir. Ölçeğin genelinin iç tutarlılık katsayısının .88 ve alt boyutların güvenirliğinin .76- .83 arasında olduğu bulunmuştur. Ayrıca, madde analizi sonucunda her bir faktörde yer alan maddelerin ilgili faktördeki madde test korelasyon değerleri .30’dan yüksek elde edilmiştir. Genel olarak çalışmadan elde edilen bulgular doğrultusunda üç faktörlü bir yapıdan oluşan ölçeğin geçerli ve güvenilir olduğu söylenebilir.

PDF

___

Archambault, F., Westberg, K. L., Brown, S. W., Hallmark, B. W., Zhang, W., & Emmons, C. L. (1993). Classroom practices used with gifted third and fourth grade students. Journal for the Education of the Gifted, 16(2), 103-119.

Büyüköztürk, Ş. (2010). Sosyal bilimler için veri analizi el kitabı. Ankara: Pegem Akademi.

Callahan, C. M., Moon, T. R., Oh, S., Azana A. P., & Hailey, E. P. (2015). What works in gifted education: Documenting the effects of an integrated curricular/instructional model for gifted students. American Educational Research Journal, 52(1), 137-167.

Carr, M. (2001). Assessment in early childhood settings. London: Sage.

Child, D. (2006). The essentials of factor analysis (3rd ed.). London: Continuum.

Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2010). Sosyal bilimler için çok değişkenli istatistik. SPSS ve LISREL uygulamaları. Ankara: Pegem Akademi.

De Cassia Nakano, T., Primi, R., de Jesus Ribeiro, W., & Almeida, L. S. (2016). Multidimensional assessment of giftedness: Criterion validity of battery of intelligence and creativity measures. Annals of Psychology, 32(3), 628-637.

Durlak, J. (2010). The importance of doing well in whatever you do: A commentary on the special section, “Implementation research in early childhood education”. Early Childhood Research Quarterly, 25(3), 348-357.

Elkins, J. (2002). The school context. In A. Ashman & J. Elkins (Eds.), Educating children with diverse abilities (pp. 73-113). Frenchs Forest, NSW: Prentice Hall.

Feldhusen, J., Van Tassel-Baska, J., & Seeley, K. (1989). Excellence in educating the gifted. Denver, CO: Love.

Gadzikowski, A. (2013). Challenging exceptionally bright children in early childhood classrooms. NAEYC: Red Leaf.

Gallagher, J. (1997). Issues in the education of gifted students. In N. Colangelo & D. A. Davis (Eds.), Handbook of gifted education (2nd ed., pp. 10-23). Needham Heights, MA: Allyn& Bacon.

Gallagher, J., Harradine, C., & Coleman, M. R. (1997). Gifted students in the classroom: Challenge or boredom. Roeper Review, 19(3), 132-136.

Gavin, M. K., Casa, T. M., Adelson, J. L., Carroll, S. R., & Sheffield, L. J. (2009). The impact of advanced curriculum on the achievement of mathematically promising elementary students. Gifted Child Quarterly, 53(3), 188-202. doi:10.1177/0016986209334964

Gentry, M., Rizza, M. G., & Gable, R. K. (2001). Gifted students’ perceptions of their class activities: Differences among rural, urban, and suburban student attitudes. Gifted Child Quarterly, 45(2), 115- 129.

Gestwicki, C. (2016). Developmentally appropriate practice: Curriculum and development in early education (6th ed.). Cengage Learning.

Greene, M. T. & Hong, E. (2001). Instructional practice questionnaire. Unpublished manuscript, University of Nevada, Las Vegas.

Havigerová, J. M. (2015). Intellectual giftedness. Insights on giftedness in the preschool and early school age. Saarbrücken: LAP Lambert Academic Publishing.

Hong, E., Greene, M. T., & Higgins, K. (2006). Instructional practices of teachers in general education classrooms and gifted resourcerooms: Development and validation of the instructional practice questionnaire. Gifted Child Quarterly, 50(2), 91-103.

Jöreskog, K. G. & Sörbom, D. (1993). LISREL8: Structural equation modeling with the SIMPLIS command language. Hillsdale, NJ: Erlbaum.

Kalaycı, Ş. (2005). SPSS uygulamalı çok değişkenli istatistik teknikleri. Ankara: Asil.

Katz, L. G. (2008). Current perspectives on the early childhood curriculum. Paper presented at the OPEN Eye Conference, London: England.

Kline, R. B. (2005). Principles and practice of structural equation modeling: Methodology in the social sciences. New York: The Guilford Press.

Koshy, V. (2002). Teaching gifted children 4-7. London: David Fulton.

Maců, E. (2015). Analyzing differentiated instructions in inclusive education of gifted preschoolers. Procedia - Social and Behavioral Sciences, 171, 1147-1155.

Marland, S. (1971). Education of the gifted and the talented (Vol. 1). Washington, DC: U.S. Government Printing Office.

Matthews, D. J. & Foster, J. F. (2004). Being smart about gifted children. Arizona: Great Potantial Press.

Milli Eğitim Bakanlığı. (2013). Okul Öncesi Eğitim Programı. Ankara: Milli Eğitim Bakanlığı Yayınları.

Mitchell, D. (1999). Creating inclusive schools. Hamilton, NZ: University of Waikato.

Morelock, M. (1992). Giftedness: The view from within. Understanding Our Gifted, 4(3), 1, 11-15.

Nakano, T. C., Primi, R., Abreu, I. C. C., Gozzoli, M. Z., Caporossi, D. C., Miliani, A. F. M., & Martins, A. A. (2015). Bateria para avaliação das altashabilidades/superdotação: análise dos itens via Teoria deRespostaao Item [Battery for assessment of giftedness: Analysis conducted using item response theory]. Estudos de Psicologia (Campinas), 32(4), 725-737.

Neilson, W. (2005). Disability: Attitudes, history and discourses. In D. Fraser, R. Moltzen & K. Ryba (Eds.), Educating Learners with Special Needs in Aotearoa/ New Zealand (2nd ed., pp. 9-21). Palmerston North, NZ: Dunmore Press.

Nind, M., Rix, J., Sheehy, K., & Simmons, K. (2013). Curriculum and Pedagogy in Inclusive Education. London and New York: Routledge.

Nunnually, J. C. (1978). Psychometric testing. New York: McGraw-Hill.

Oakes, J. (1985). Keeping track: How schools structure inequality. New Haven, Conn: Yale University Press.

Oktay, A. (2000). Okul öncesi eğitime öğretmen yetiştirme. In Ş. Yaşar (Eds), Okul Öncesi Eğitimin İlke ve Yöntemleri (pp. 120-132). Eskişehir: Anadolu Üniversitesi Yayınları.

Passow, A. (1982). Differentiated curricula for the gifted/ talented. Ventura County, CA: Office of the Superintendent of Schools.

Peyre, H., Ramus, F., Melchior, M., Forhan, A., Heude, B., & Gauvrit, N. (2016). Emotional, behavioral and social difficulties among high-IQ children during the preschool period: Results of the EDEN mother–child cohort. Personality and Individual Differences, 94, 366-371.

Renzulli, J. S. (1986). The three ring conception of giftedness: A developmental model for creative productivity. Cambridge: Syndicate of University of Cambridge press.

Reynolds, A. J., Temple, J., Robertson, D., & Mann, E. (2001). Long-term effects of an early childhood intervention on educational achievement and juvenile arrest: A 15-year followup of low-income children in public schools. Journal of the American Medical Association, 285(18), 2339-2346. doi:10.1001/ jama.285.18.2339

Riley, T. L. (2011). Teaching gifted students in the inclusive classroom. USA: Prufrock.

Sapon-Shevin, M. (1994). Playing favourites: Gifted education and the disruption of community, Albany, NY: State University of New York Press.

Schumm, J. S. & Vaughn, S. (1991). Making adaptations for mainstreamed students: General classroom teachers’ perspectives. Remedial and Special Education, 12(4), 18-25.

Silverman, L. K. (1992). Early signs of giftedness. Retrieved September 29, 2017 from http://australiangiftedsupport.com/ccmword/wp-content/uploads/2014/12/1352283166.pdf

Smith, C. M. M. (2006). Including the gifted and talented. Making inclusion work for more gifted and able learners. London and New York: Routledge.

Sutherland, M. J. (2006). The early years setting-an inclusive framework. In C. M. M. Smith (Eds), Including the gifted and talented- Making inclusion work for more gifted and able learners (pp. 56- 68). London: Routledge.

Tabachnick, B. G. & Fidell, L. S. (2001). Using multivariate statistics. Needham Heights: Allyn& Bacon. Tavşancıl, E. (2006). Tutumların ölçülmesi ve SPSS ile veri analizi. Ankara: Nobel.

Tomlinson, C. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association for Supervision and Curriculum Development.

Tomlinson, C. A. (2013). Differentiated instruction. In C. M. Callahan & H. L. Herberg-Davis (Eds), Fundamentals of gifted education, considering multiple perspectives (pp. 287-300). New York/ London: Routledge.

Torrance, E. P. & Sisk, D. A. (2001). Gifted and talented children in the regular classroom. Buffalo, NY: Creative Education Foundation Press.

Van Tassel-Baska, J. & Brown, E. F. (2007). Toward best practice: An analysis of the efficacy of curriculum models in gifted education. Gifted Child Quarterly, 51(4), 342-358. doi:10.1177/0016986207306323

Van Tassel-Baska, J. & Stanbaugh, T. (2010). Challenges and possibilities for serving gifted learners in the regular classroom. Theory into Practice, 44(3), 211-217.

Wenglinsky, H. (2002). How schools matter: The link between teacher classroom practices and student academic performance. Education Policy Analysis Archives, 10(12), 1-30.

Westberg, K. L., Archambault, F. X., Dobyns, S. M., &Slavin, T. J. (1993). The classroom practices observation study. Journal for the Education of the Gifted, 16(2), 120-146.

Yang, W. E. & Siegle, D. (2006). Curriculum compacting: The best way to bridge the education of schoolhouse giftedness and creative/productive giftedness in China. Gifted Education International, 22(1), 101-107. doi:10.1177/026142940602200113.