Sınıf Yönetimini Etkileyen Değişkenler
Özet
Bu bölümde sınıf yönetimini etkileyen değişkenlere değinilmektedir. Sınıf yönetiminin amacı, etkili bir öğrenme ve öğretme ortamı oluşturarak, öğrencilerin gelişimine daha yüksek katkıyı sağlayabilmek ve istenmeyen öğrenci davranışlarını istendik davranışlara dönüştürmektir. Sınıf dinamik bir yapıda olduğu için çok farklı değişkenlerin etkisinde kalabilmekte ve tüm bu değişkenler sınıfta uygun ve nitelikli ortamın sağlanmasını ve sürdürülmesini etkileyebilmektedir. Öğrenciler doğdukları ailenin, yetiştikleri çevrenin, akran gruplarının özelliklerini sınıfa taşıyabilmektedir. Bu bağlamda sınıf yönetimini etkileyen değişkenlerin tanınması ve bu değişkenler hakkında bilgi sahibi olunması, ortaya çıkabilecek sınıf yönetimi sorunları karşısında önlem alınmasında ve sürecin sağlıklı yürütülmesinde önemli görülmektedir.
Referanslar
Aktaş Arnas, Y. & Sadık, F. (2008). Okul öncesi eğitimde sınıf yönetimi (1. Baskı). Kök Yayıncılık.
Birnie, B. F. (2017). A teacher's guide to successful classroom management and differentiated instruction. Rowman & Littlefield.
Boyd, D. (2014). It’s complicated: The social lives of networked teens. Yale University Press.
Burden, P. R. (2020). Classroom management: Creating a successful K-12 learning community (7. edit). John Wiley & Sons.
Cakiroglu, U., Akkan, Y., & Guven, B. (2012). Analyzing the effect of web-based instruction applications to school culture within technology integration. Educational Sciences: Theory and Practice, 12(2), 1043-1048.
Can, E. (2023). Sınıf yönetimini etkileyen değişkenler. İ. Gül ve Y. Gündüz (Ed.). Sınıf yönetimi (3. baskı, s. 16-35). Pegem.
Comer, J. (1995). Untitled presentation. Education Service Center, Region IV. Houston, TX.
Cook, K., E. Dearing, and H. Zachrisson. 2018. Is parent–teacher cooperation in the first year of school associated with children’s academic skills and behavioral functioning? Journal of Early Childhood, 50, 211-26.
Curby, T., Rimm-Kaufman, S. & Ponitz, C. (2009). Teacher-child interactions and children’s achievement trajectories across kindergarten and first grade. Journal of Educational Psychology, 101, 912-925.
Deci, E., & R. Ryan. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68-78.
Delceva-Dizdarevik, J. (2014). Classroom management. International Journal of Cognitive Research in Science, Engineering and Education, 2(1), 51-55.
Demanet, J., & M. Houtte. (2012). School belonging and school misconduct: The differing role of teacher and peer attachment. Journal of Youth and Adolescence, 41, 499-514.
Derakhshan, A., Rakhshanderoo, M., & Curle, S. (2022). Students and instructors’ attitudes toward EMI at Iranian universities. English-Medium Instruction in Higher Education in the Middle East and North Africa: Policy, Research and Pedagogy, Bloomsbur y Publishing, London, United Kingdom, 25-44.
DiPaola, M., & Hoy, W. K. (2013). Principals improving instruction: Supervision, evaluation, and professional development. Information Age Publishing.
Doyle, W. (2006). Ecological approaches to classroom management. Evertson, C. M., & Weinstein, C. S. (Eds.), Handbook of classroom management: Research, practice, and contemporary issues (pp. 97-127). (1st ed.). Routledge. https://doi.org/10.4324/9780203874783
Dreikurs, R., & P. Cassel. (1972). Discipline without tears: What to do with children who misbehave. Hawthorn.
Epstein, J. (1995). School/family/community partnerships: Caring for the children we share. Phi Delta Kappan, 76,701-712.
Erden, M. (2008). Sınıf Yönetimi. Arkadaş.
George M. J., & Odgers C. L. (2015). Seven fears and the science of how mobile Technologies may be influencing adolescents in the digital age. Perspectives on Psychological Science, 10, 832-851. doi:10.1177/1745691615596788.
Gettinger, M. & Kohler, K. M. (2006). Process-Outcome approaches to classroom management and effective teaching. Evertson, C.M., & Weinstein, C.S. (Eds.), Handbook of classroom management: Research, practice, and contemporary issues (pp. 73-97). (1st ed.). Routledge. https://doi.org/10.4324/9780203874783
Glasser, W. (1990). The quality school: Managing students without coercion. Harper & Row.
Good, T., & Brophy, J. (2007). Looking in classrooms (10th ed.). New York: Allyn & Bacon.
Hafızoğlu, A., & Yerdelen, S. (2019). The Role of Students' Motivation in the Relationship between Perceived Learning Environment and Achievement in Science: A Mediation Analysis. Science Education International, 30(4), 251-260.
Haley, P., & Berry, K. (1988). Home and school as partners: Helping parents help their children. Andover, MA: Regional Laboratory for Educational Improvement of the Northeast and Islands.
Hinduja, S., & Patchin, J. W. (2022). Bullying and cyberbullying offending among US youth: the influence of six parenting dimensions. Journal of Child and Family Studies, 31(5), 1454-1473.
Hoy, W.K. & Miskel, C. (2005). Education administration: Theory, research, and practice (7th ed.), McGraw-Hill.
Jones, V. & Jones, L. (2021). Comprehensive classroom management: Creating communities of support and solving problems (Twelfth ed.) Pearson.
Jung, E., & Y. Zhang. 2016. Parental involvement, children’s aspirations, and achievement in new immigrant families. The Journal of Educational Research, 109, 333-50.
Kaplan, C. (1992). Teachers’ punishment histories and their selection of disciplinary strategies. Contemporary Psychology, 17(3), 258-265.
Kaplan, D. M., deBlois, M., Dominguez, V., & Walsh, M. E. (2016). Studying the teaching of kindness: A conceptual model for evaluating kindness education programs in schools. Evaluation and Program Planning, 58, 160-170. doi:10.1016/j.evalprogplan.2016.06.001.
Karakütük, K., & Tunç, B. (2004). Okul büyüklüğü-sınıf büyüklüğü. Akdeniz Üniversitesi Eğitim Fakültesi Dergisi, 1(1), 9-22.
Kayabaşı, Y. (2017). Sınıf yönetimi kavramının sınıfta disiplin sağlamadan farklı yanları ve temel özellikleri. G. Yüksel ve S. Büyükalan Filiz (Ed.), Sınıf yönetimi (1. baskı, s. 25-46). Pegem.
Kowalski, R. M., Giumetti, G. W., Schroeder, A. N., & Lattaner, M. R. (2014). Bullying in the digital age: A critical review and meta-analysis of cyberbullying among youth. Psychological Bulletin, 140, 1072-1137. doi:10.1037/a0035618.
Krutka, D. G., & Carpenter, J. P. (2016). Why social media must have a place in schools. Kappa Delta Pi Record, 52, 6-10. doi:10.1080/00228958.2016.1123048.
Kumar R., & Lauermann, F. (2018). Cultural beliefs and instructional intentions: Do experiences in teacher education institutions matter? American Educational Research Journal, 55, 419-452.
Levin, J., & Nolan, J. F. (2022). Principles of classroom management: A professional decision-making model. (8th edit). Pearson.
Malone, D. (2017). Socioeconomic status: A potential challenge for parental involvement in schools. The Delta Kappa Gamma Bulletin, 83, 58-62.
Maslow, A. (1968). Toward a psychology of being. New York, NY: D. Van Nostrand.
Mather, N., Goldstein, S., & Eklund, K. (2015). Learning disabilities and challenging behaviors: Using the Building Blocks Model to guide intervention and classroom management (3rd ed.). Paul H Brookes Publishing.
McLeod, J., Fisher, J., & Hoover, G. (2003). The key elements of classroom management: Managing time and space, student behavior, and instructional strategies. Association for Supervision and Curriculum Development.
Meador, D. (2020). School Issues That Negatively Impact Student Learning. https://www.thoughtco.com/issues-that-negatively-impacts-student-learning-3194421
Merritt, E. G., Wanless, S. B., Rimm-Kaufman, S. E., Cameron, C., & Peugh, J. L. (2012). The contribution of teachers' emotional support to children's social behaviors and self-regulatory skills in first grade. School Psychology Review, 41(2), 141-159.
Patrick, H., Ryan, A. M., & Kaplan, A. (2007). Early adolescents' perceptions of the classroom social environment, motivational beliefs, and engagement. Journal of Educational Psychology, 99(1), 83.
Pecorari, D., & Malmström, H. (2018). At the crossroads of TESOL and English medium instruction. Tesol Quarterly, 52(3), 497-515.
Rideout, V., & Fox, S. (2018). Digital health practices, social media use, and mental well-being among teens and young adults in the US. Hope Lab Report.
Rocca, K. A. (2008). Participation in the college classroom: The impact of instructor immediacy and verbal aggression. The Journal of Classroom Interaction, 22-33.
Rosenshine. B. (1997). Advances in research on instruction. In J. W. Lloyd, E. J. Kameenui, & D. Chard (Eds.), Issues in education students with disabililies (pp. 197-221). Lawrence Erlbaum Associates.
Scherzinger, M. & Wettstein, A. (2019). Classroom disruptions, the teacher-student relationship and classroom management from the perspective of teachers, students, and external observers: A multimethod approach. Learning Environments Research, 22(1), 101-116. https://doi.org/10.1007/s10984-018-9269-x
Sibley, E., & K. Brabeck. (2017). Latino immigrant students’ school experiences in the United States: The importance of family-schoolcommunity collaborations. School Community Journal, 27, 137-57.
Taş, A. (2023). Sınıf yönetimini etkileyen etkenler. H. Kıran ve K. Çelik (Ed.), Etkili sınıf yönetimi (15. baskı, s. 33-55). Anı.
Topper, K., W. Williams, K. Leo, R. Hamilton, and T. Fox. (1994). A positive approach to understanding and addressing challenging behaviors: Supporting educators and families to include students with emotional and behavioral difficulties in regular education. Center for Developmental Disabilities, University of Vermont.
Toprakçı, E. (2017). Sınıf yönetimi (3. Baskı). Pegem.
Turan, S. (2004) Yönetimle ilgili temel teori ve yaklaşımlar. Şişman, M. (Ed.) Sınıf yönetimi (s. 2-10). Pegem.
Uğurlu, C. T. (2018). Sınıf yönetimi. Anı.
Vollet, J. W. (2022). Peer relations: Does social media make it worse? M. H. Jones (Ed.), Peer relationships in classroom management, evidence amd interventions for teaching (1.st edit). Taylor & Francis Books.
Wang, H., Peng, A. & Patterson, M. M. (2021). The roles of class social climate, language mindset, and emotions in predicting willingness to communicate in a foreign language. System, 99.
Wang, M. C., Haertel, G. D., & Walberg, H. J. (1993). Toward a knowledge base: Why, how, for whom?. Review of Educational Research, 63(3), 365-376.
Yavuz, M. (2006). İlköğretim okulu müdürlerinden beklenen roller ve karşılanma düzeyleri (Yayımlanmamış Doktora Tezi), Selçuk Üniversitesi, Konya.
Referanslar
Aktaş Arnas, Y. & Sadık, F. (2008). Okul öncesi eğitimde sınıf yönetimi (1. Baskı). Kök Yayıncılık.
Birnie, B. F. (2017). A teacher's guide to successful classroom management and differentiated instruction. Rowman & Littlefield.
Boyd, D. (2014). It’s complicated: The social lives of networked teens. Yale University Press.
Burden, P. R. (2020). Classroom management: Creating a successful K-12 learning community (7. edit). John Wiley & Sons.
Cakiroglu, U., Akkan, Y., & Guven, B. (2012). Analyzing the effect of web-based instruction applications to school culture within technology integration. Educational Sciences: Theory and Practice, 12(2), 1043-1048.
Can, E. (2023). Sınıf yönetimini etkileyen değişkenler. İ. Gül ve Y. Gündüz (Ed.). Sınıf yönetimi (3. baskı, s. 16-35). Pegem.
Comer, J. (1995). Untitled presentation. Education Service Center, Region IV. Houston, TX.
Cook, K., E. Dearing, and H. Zachrisson. 2018. Is parent–teacher cooperation in the first year of school associated with children’s academic skills and behavioral functioning? Journal of Early Childhood, 50, 211-26.
Curby, T., Rimm-Kaufman, S. & Ponitz, C. (2009). Teacher-child interactions and children’s achievement trajectories across kindergarten and first grade. Journal of Educational Psychology, 101, 912-925.
Deci, E., & R. Ryan. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68-78.
Delceva-Dizdarevik, J. (2014). Classroom management. International Journal of Cognitive Research in Science, Engineering and Education, 2(1), 51-55.
Demanet, J., & M. Houtte. (2012). School belonging and school misconduct: The differing role of teacher and peer attachment. Journal of Youth and Adolescence, 41, 499-514.
Derakhshan, A., Rakhshanderoo, M., & Curle, S. (2022). Students and instructors’ attitudes toward EMI at Iranian universities. English-Medium Instruction in Higher Education in the Middle East and North Africa: Policy, Research and Pedagogy, Bloomsbur y Publishing, London, United Kingdom, 25-44.
DiPaola, M., & Hoy, W. K. (2013). Principals improving instruction: Supervision, evaluation, and professional development. Information Age Publishing.
Doyle, W. (2006). Ecological approaches to classroom management. Evertson, C. M., & Weinstein, C. S. (Eds.), Handbook of classroom management: Research, practice, and contemporary issues (pp. 97-127). (1st ed.). Routledge. https://doi.org/10.4324/9780203874783
Dreikurs, R., & P. Cassel. (1972). Discipline without tears: What to do with children who misbehave. Hawthorn.
Epstein, J. (1995). School/family/community partnerships: Caring for the children we share. Phi Delta Kappan, 76,701-712.
Erden, M. (2008). Sınıf Yönetimi. Arkadaş.
George M. J., & Odgers C. L. (2015). Seven fears and the science of how mobile Technologies may be influencing adolescents in the digital age. Perspectives on Psychological Science, 10, 832-851. doi:10.1177/1745691615596788.
Gettinger, M. & Kohler, K. M. (2006). Process-Outcome approaches to classroom management and effective teaching. Evertson, C.M., & Weinstein, C.S. (Eds.), Handbook of classroom management: Research, practice, and contemporary issues (pp. 73-97). (1st ed.). Routledge. https://doi.org/10.4324/9780203874783
Glasser, W. (1990). The quality school: Managing students without coercion. Harper & Row.
Good, T., & Brophy, J. (2007). Looking in classrooms (10th ed.). New York: Allyn & Bacon.
Hafızoğlu, A., & Yerdelen, S. (2019). The Role of Students' Motivation in the Relationship between Perceived Learning Environment and Achievement in Science: A Mediation Analysis. Science Education International, 30(4), 251-260.
Haley, P., & Berry, K. (1988). Home and school as partners: Helping parents help their children. Andover, MA: Regional Laboratory for Educational Improvement of the Northeast and Islands.
Hinduja, S., & Patchin, J. W. (2022). Bullying and cyberbullying offending among US youth: the influence of six parenting dimensions. Journal of Child and Family Studies, 31(5), 1454-1473.
Hoy, W.K. & Miskel, C. (2005). Education administration: Theory, research, and practice (7th ed.), McGraw-Hill.
Jones, V. & Jones, L. (2021). Comprehensive classroom management: Creating communities of support and solving problems (Twelfth ed.) Pearson.
Jung, E., & Y. Zhang. 2016. Parental involvement, children’s aspirations, and achievement in new immigrant families. The Journal of Educational Research, 109, 333-50.
Kaplan, C. (1992). Teachers’ punishment histories and their selection of disciplinary strategies. Contemporary Psychology, 17(3), 258-265.
Kaplan, D. M., deBlois, M., Dominguez, V., & Walsh, M. E. (2016). Studying the teaching of kindness: A conceptual model for evaluating kindness education programs in schools. Evaluation and Program Planning, 58, 160-170. doi:10.1016/j.evalprogplan.2016.06.001.
Karakütük, K., & Tunç, B. (2004). Okul büyüklüğü-sınıf büyüklüğü. Akdeniz Üniversitesi Eğitim Fakültesi Dergisi, 1(1), 9-22.
Kayabaşı, Y. (2017). Sınıf yönetimi kavramının sınıfta disiplin sağlamadan farklı yanları ve temel özellikleri. G. Yüksel ve S. Büyükalan Filiz (Ed.), Sınıf yönetimi (1. baskı, s. 25-46). Pegem.
Kowalski, R. M., Giumetti, G. W., Schroeder, A. N., & Lattaner, M. R. (2014). Bullying in the digital age: A critical review and meta-analysis of cyberbullying among youth. Psychological Bulletin, 140, 1072-1137. doi:10.1037/a0035618.
Krutka, D. G., & Carpenter, J. P. (2016). Why social media must have a place in schools. Kappa Delta Pi Record, 52, 6-10. doi:10.1080/00228958.2016.1123048.
Kumar R., & Lauermann, F. (2018). Cultural beliefs and instructional intentions: Do experiences in teacher education institutions matter? American Educational Research Journal, 55, 419-452.
Levin, J., & Nolan, J. F. (2022). Principles of classroom management: A professional decision-making model. (8th edit). Pearson.
Malone, D. (2017). Socioeconomic status: A potential challenge for parental involvement in schools. The Delta Kappa Gamma Bulletin, 83, 58-62.
Maslow, A. (1968). Toward a psychology of being. New York, NY: D. Van Nostrand.
Mather, N., Goldstein, S., & Eklund, K. (2015). Learning disabilities and challenging behaviors: Using the Building Blocks Model to guide intervention and classroom management (3rd ed.). Paul H Brookes Publishing.
McLeod, J., Fisher, J., & Hoover, G. (2003). The key elements of classroom management: Managing time and space, student behavior, and instructional strategies. Association for Supervision and Curriculum Development.
Meador, D. (2020). School Issues That Negatively Impact Student Learning. https://www.thoughtco.com/issues-that-negatively-impacts-student-learning-3194421
Merritt, E. G., Wanless, S. B., Rimm-Kaufman, S. E., Cameron, C., & Peugh, J. L. (2012). The contribution of teachers' emotional support to children's social behaviors and self-regulatory skills in first grade. School Psychology Review, 41(2), 141-159.
Patrick, H., Ryan, A. M., & Kaplan, A. (2007). Early adolescents' perceptions of the classroom social environment, motivational beliefs, and engagement. Journal of Educational Psychology, 99(1), 83.
Pecorari, D., & Malmström, H. (2018). At the crossroads of TESOL and English medium instruction. Tesol Quarterly, 52(3), 497-515.
Rideout, V., & Fox, S. (2018). Digital health practices, social media use, and mental well-being among teens and young adults in the US. Hope Lab Report.
Rocca, K. A. (2008). Participation in the college classroom: The impact of instructor immediacy and verbal aggression. The Journal of Classroom Interaction, 22-33.
Rosenshine. B. (1997). Advances in research on instruction. In J. W. Lloyd, E. J. Kameenui, & D. Chard (Eds.), Issues in education students with disabililies (pp. 197-221). Lawrence Erlbaum Associates.
Scherzinger, M. & Wettstein, A. (2019). Classroom disruptions, the teacher-student relationship and classroom management from the perspective of teachers, students, and external observers: A multimethod approach. Learning Environments Research, 22(1), 101-116. https://doi.org/10.1007/s10984-018-9269-x
Sibley, E., & K. Brabeck. (2017). Latino immigrant students’ school experiences in the United States: The importance of family-schoolcommunity collaborations. School Community Journal, 27, 137-57.
Taş, A. (2023). Sınıf yönetimini etkileyen etkenler. H. Kıran ve K. Çelik (Ed.), Etkili sınıf yönetimi (15. baskı, s. 33-55). Anı.
Topper, K., W. Williams, K. Leo, R. Hamilton, and T. Fox. (1994). A positive approach to understanding and addressing challenging behaviors: Supporting educators and families to include students with emotional and behavioral difficulties in regular education. Center for Developmental Disabilities, University of Vermont.
Toprakçı, E. (2017). Sınıf yönetimi (3. Baskı). Pegem.
Turan, S. (2004) Yönetimle ilgili temel teori ve yaklaşımlar. Şişman, M. (Ed.) Sınıf yönetimi (s. 2-10). Pegem.
Uğurlu, C. T. (2018). Sınıf yönetimi. Anı.
Vollet, J. W. (2022). Peer relations: Does social media make it worse? M. H. Jones (Ed.), Peer relationships in classroom management, evidence amd interventions for teaching (1.st edit). Taylor & Francis Books.
Wang, H., Peng, A. & Patterson, M. M. (2021). The roles of class social climate, language mindset, and emotions in predicting willingness to communicate in a foreign language. System, 99.
Wang, M. C., Haertel, G. D., & Walberg, H. J. (1993). Toward a knowledge base: Why, how, for whom?. Review of Educational Research, 63(3), 365-376.
Yavuz, M. (2006). İlköğretim okulu müdürlerinden beklenen roller ve karşılanma düzeyleri (Yayımlanmamış Doktora Tezi), Selçuk Üniversitesi, Konya.
