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Student Success In Inclusive Education: A Focus Group Interview With School Principals

Year 2017, Volume: 8 Issue: 2, 90 - 115, 30.11.2017

Abstract

In this study, it was aimed to examine the school principals’ perpectives on student success in inclusive education. For this purpose, a focus group interview was conducted with eight school principals who were working in primary and secondary schools where inclusive education were given, in the Anatolian side of Istanbul province. The school principals who have important role in success of inclusive education were chosen as participants of this study. In the study, to examine principals’ perspective as school leaders on inclusive education and success of students with special needs, 11 questions prepared according to main theme were asked to principals. Interview was videotaped; for analyzing data firstly videotape was transcribed and then, codes and themes were identified. The results of this study indicates that school principals have an agreement on inclusive students’ taking education in separate schools by special education professionals for success.

References

  • Akiba, M., Le Tendre, K.L. & Scribner, J.P. (2007). Teacher quality, opportunity gap, and national achievement in 46 countries. Educational Researcher, 36(7), 369-387.
  • Akyüz, G. (2006). Türkiye ve Avrupa Birliği ülkelerinde öğretmen ve sınıf niteliklerinin matematik başarısına etkisinin incelenmesi. İlköğretim Online, 5(2), 61-74.
  • Aydın, A., Sarıer, Y., & Uysal, Ş. (2014). PISA sonuçları bağlamında öğrencilerin akademik başarılarının değerlendirilmesi. İlköğretim Online, 13(3), 1065-1074.
  • Baker, J. A., Clark, T. P., Maier, K. S., & Viger, S. (2008). The differential influence of instructional context on the academic engagement of students with behavior problems. Teaching and Teacher Education, 24, 1876-1883.
  • Baydık, B. & Bakkaloğlu, H. (2009). Alt sosyo ekonomik düzeydeki özel gereksinimli olan ve olmayan ilköğretim öğrencilerinin sosyometrik statülerini yordayan değişkenler. Kuram ve Uygulamada Eğitim Bilimleri, 9(2), 401-447.
  • Bornstein, M.H., Hahn, C. & Wolke, D. (2013). Systems and cascades incognitive development and academic achievement. Child Development, 84(1), 154-162.
  • Broomhead, K.E. (2013). Preferential treatment or unwanted in mainstream schools? The perceptions of parents and teachers with regard to pupils with special educational needs. Support for Learning, 28(1), 4-10.
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2014). Bilimsel araştırma yöntemleri (17. bs). Ankara: Pegem Akademi Yayınları.
  • Carey, J., Brigman, G., Webb, L., Villares, E. & Harrington, K. (2014). Development of an instrument to measure student use of academic success skills: an exploratory factor analysis. Measurement and Evaluation in Counseling and Development, 47(3), 171-180.
  • Carroll, D., Fulmer, C., Sobel, D., Garrison-Wade, D., Aragon, L., & Coval, L. (2011). School culture for students with significant support needs: belonging is not enough. International Journal of Special Education, 26(2).
  • Chitiyo, M.,Makweche-Chitiyo, P., Park, M., Ametepee, L.K., & Chitiyo, J. (2011). Examining the effect of positive behaviour support on academic achievement of students with disabilities. Journal of Research in Special Educational Needs, 11(3), 171-177.
  • Collins, L. & White, G. P. (2001). Leading inclusive programs for all special education students: a pre-service training program for principals. ERIC – ED 456604
  • Cook, B. G. (2002). Inclusive attitudes, strengths, and weakness of pre-service general educators enrolled in a curriculum infusion teacher preparation program. Teacher Education and Special Education, 25(3), 262-277.
  • Cook, B. G., Cameron, D. L., & Tankersley, M. (2007). Inclusive teachers’ attitudinal ratings of their students with disabilities. The Journal of Special Education, 40, 230-239.
  • Cullen, J. P., Gregory, J. L., & Noto, L. A. (2010). The teacher attitudes toward inclusion scale (TATIS) technical report (ED509930).
  • Çokluk, Ö., Yılmaz, K. & Oğuz, E. (2011). Nitel bir görüşme yöntemi: odak grup görüşmesi. Kuramsal Eğitimbilim, 4(1), 95-107.
  • Darling-Hammond, L. (1999). Teacher quality and student achievement: a review of state policy evidence. Center for the Study of Teaching and Policy, University of Washington, http://depts.washington.edu/ctpmail/PDFs/LDH_1999.pdf
  • Doll, B., Spies, R., & Champion, A. (2012). Contributions of ecological school mental health services to students’ academic success. Journal of Educational and Psychological Consultation, 22, 44-61.
  • Emmer, E.T., & Gerwels, M.C. (2005). Establishing classroom management for cooperative learning: three cases. Paper presented at the Annual Meeting of the American Educational Research Association; Montreal; April, 2005.
  • Emmer, E.T., & Stough, L. M. (2001). Classroom management: A critical part of education. Educational Psychologist, 36(2), 103-112.
  • Estes, A., Rivera, V., Bryan, M., Cali, P. & Dawson, G. (2011). Discrepancies between academic achievement and intellectual ability in higher-functioning school-aged children with autism spectrum disorder. J Autism Dev Disord, 41: 1044-1052.
  • Evertson, C.M., & Harris, A.H. (1992). What we know about managing classrooms. Educational Leadership, 49(7), 74–78.
  • Gallagher, H.A. (2002). The relationship between measures of teacher quality and student achievement: the case of Vaughn elementary. ERIC – ED 468254
  • Gestsdottir, S., von Suchodoletz, A., Wanless, S.B., Hubert, B., Guimard, P., Birgisdottir, F., Gunzenhauser, C., & McClelland, M. (2014). Early behavioural self-regulation, academic achievement, and gender: longitudinal findings from France, Germany, and Iceland. Applied Developmental Science, 18(2), 90-109.
  • Gökdere, M. (2012). Sınıf öğretmenleri ile sınıf öğretmeni adaylarının kaynaştırma eğitimine yönelik tutum, endişe ve etkileşim düzeylerinin karşılaştırmalı incelemesi. Kuram ve Uygulamada Eğitim Bilimleri, 12(4), 2789-2806.
  • Güner-Yıldız, N. (2015). Teacher and student behaviors in inclusive classrooms. Educational Sciences: Theory & Practice, 15(1), 177-184.
  • Güner-Yıldız, N., Sazak-Pınar, E., & Melekoğlu, M.A. (2014). Türkiye’de sınıf yönetimi kitaplarında yetersizliği olan öğrencilere bakış. İlköğretim Online, 13(1).
  • Güven, D. & Gürsel, O. (2014). İlköğretimde kaynaştırılan zihinsel yetersizliği olan öğrencilerin başarılarının değerlendirilmesine ilişkin öğretmen görüşleri. İlköğretim Online, 13(1), 109-129.
  • Hanline, F. H. (2010). Preservice teachers’ perceptions of field experiences in inclusive preschool settings: implications for personnel preparation. Teacher Education and Special Education, 33(4), 335-351.
  • Hansen, J.H. (2012). Limits to inclusion. International Journal of Inclusive Education, 16(1), 89-98.
  • Haug, P. (2014). The practices of dealing with children with special needs in school: a Norwegian perspective. Emotional and Behavioural Difficulties, 19(3), 296-310.
  • Hemmings, B., & Woodcock, S. (2011). Preservice teachers’ views of inclusive education: a content analysis. Australasian Journal of Special Education, 35(2), 103-116.
  • Jordan, A., Schwartz, E., & McGhie-Richmond, D. (2009). Preparing teachers for inclusive classrooms. Teaching and Teacher Education, 25(4), 535-542.
  • Karadağ, E., Kılıçoğlu, G., & Yılmaz, D. (2014). Organizational cynicism school culture and academic achievement: The study of structural equation modelling. Educational Sciences: Theory & Practice, 14(1), 102-113.
  • Killoran, I., Woronko, D. & Zaretsky, H. (2013). Exploring preservice teachers’ attitudes towards inclusion. International Journal of Inclusive Education, 18(4):427-442.
  • Kosir, K. & Tement, S. (2013). Teacher-student relationship and academic achievement: a cross-lagged longitudinal study on three different age groups. Eur J Psychol Educ, 29: 409-428.
  • Lapointe, P., Poirel, E., & Brassard, A. (2013). Beliefs and responsibilities of educational stakeholders concerning student success and effective principal leadership. Canadian Journal of Educational Administration and Policy, 142.
  • La Salle, T.P., Roach, A.T., & McGrath, D.C. (2013). The relationship of IEP quality to curricular access and academic achievement for students with disabilities. International Journal of Special Education, 28(1).
  • Lebeer, J., Birta-Szekely, N., Demeter, K., Bohacs, K., Candeias, A.A., Sonnesyn, G., Partanen, P., & Dawson, L. (2011). Re-assessing the current assessment practice of children with special education needs in Europe. School Psychology International, 33(1), 69-92.
  • Lemberger, M. E., & Clemens, E. V. (2012). Connectedness and self-regulation as constructs of the Student Success Skills program in inner-city African-American elementary students. Journal of Counseling and Development, 90(4), 450–458. doi:10.1002/j.1556-6676.2012.00056.x
  • Lesar, I., Cuk, I., & Pecek, M. (2014). Teachers on perceived traits and academic achievements of regular pupils and pupils with special needs in main stream primary schools. Teachers and Teaching: Theory and Practice, 20(3), 358-374.
  • McClean, W.A. (2007). An investigation into the need for effective leadership mechanisms in the management of a successful inclusive programme in the primary school system. ERIC - ED 500461.
  • Morrison, W.F., & Rude, H.A. (2002). Beyond textbooks: a rationale for a more inclusive use of literature in preservice special education teacher programs. Teacher Education and Special Education, 25(2), 114-123.
  • Prince, E.J. & Hadwin, J.(2013). The role of a sense of school belonging in understanding the effectiveness of inclusion of children with special educational needs. International Journal of Inclusive Education, 17(3), 238-262.
  • Recchia, S. L., & Puig, V. I. (2011). Challenges and inspirations: student teachers' experiences in early childhood special education classrooms. Teacher Education & Special Education, 34(2), 133-151. doi:10.1177/0888406410387444
  • Ruble, L., & McGrew, J. H. (2013). Teacher and child predictors of achieving iep goals of children with Autism. Journal of Autism and Developmental Disorders, 43(12), 2748-2763. doi: 10.1007/s10803-013-1884-x
  • Sadioğlu, Ö., Bilgin, A., Batu, S. & Oksal, A. (2013). Sınıf öğretmenlerinin kaynaştırmaya ilişkin sorunları, beklentileri ve önerileri. Kuram ve Uygulamada Eğitim Bilimleri, 13(3), 1743-65.
  • Sakız, H. & Woods, C. (2014). From thinking to practice: school staff views on disability inclusion in Turkey. European Journal of Special Needs Education, 29(2), 135-152.
  • Sakız, H. & Woods, C. (2015). Achieving inclusion of students with disabilities in Turkey: current challenges and future prospects. International Journal of Inclusive Education, 19(1), 21-35.
  • Sarı, M. (2006). Araştırmacı öğretmen: öğretmenlerin bilimsel araştırmaya ilişkin görüşlerinin incelenmesi. Kuram ve Uygulamada Eğitim Bilimleri, 6(3), 847-887.
  • Sarıca, R. & Çetin, B. (2012). Öğretimde kavram haritaları kullanımının öğrencilerin akademik başarısına ve kalıcılığa etkisi. İlköğretim Online, 11(2), 306-318.
  • Savaş, B. & Gürel, R. (2014). The variables affecting the success of students. Educational Research and Reviews, 9(1), 41-50.
  • Segedin, L. (2012). Listening to the student voice: understanding the school-related factors that limit student success. Journal of Education, 47(1).
  • Soodak, L.C., & McCarthy, M. R. (2006). Classroom management in ınclusive settings. Evertson, C. M., & Weinstein, C. S. (Ed.), Handbook of classroom management: Research, practice and contemporary ıssues, 3–15. Lawrence Erlbaum Associates, Inc.
  • Sucuoğlu, B., Bakkaloğlu, H., İşcen-Karasu, F., Demir, Ş. & Akalın, S. (2014). Okul öncesi öğretmenlerinin kaynaştırmaya ilişkin bilgi düzeyleri. Kuram ve Uygulamada Eğitim Bilimleri, 14 (4), 1467-1485.
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Kaynaştırma Yoluyla Eğitimde Öğrenci Başarısı: Okul Müdürleriyle Bir Odak Grup Görüşmesi

Year 2017, Volume: 8 Issue: 2, 90 - 115, 30.11.2017

Abstract

Bu çalışmada, kaynaştırma yoluyla
eğitimde öğrenci başarısı konusunda okul müdürlerinin bakış açısının
incelenmesi amaçlanmıştır. Bu amaçla, İstanbul ilinde Anadolu yakasında
kaynaştırma uygulamalarının yürütüldüğü ilkokul ve ortaokullarda görevli sekiz
okul müdürü ile bir odak grup görüşmesi yapılmıştır. Okul müdürleri,
kaynaştırma uygulamalarının başarılı şekilde yürütülmesinde önemli paya sahip
olan okul liderleri olarak bu çalışmanın katılımcıları olarak seçilmişlerdir.
Okul liderleri olarak müdürlerin kaynaştırmayla ilgili bakış açıları ile özel
gereksinimli öğrencilerin başarılarına ilişkin görüşlerinin incelenmesinin amaçlandığı
çalışmada okul müdürlerine ana tema çerçevesinde hazırlanan on bir soru
yöneltilmiştir. Görüşme sırasında video ile kayıt yapılmış; verilerin analizi
için önce görüşme kaydı transkript edilmiş, ardından içerik analizi
kullanılarak kodlar ve temalar belirlenmiştir. Araştırmanın bulguları, okul
müdürlerinin kaynaştırma öğrencilerinin başarısı için ayrı ortamlarda ve
konunun uzmanı özel eğitimciler tarafından eğitilmeleri konusunda ortak bir
görüşe sahip olduklarını göstermektedir.

References

  • Akiba, M., Le Tendre, K.L. & Scribner, J.P. (2007). Teacher quality, opportunity gap, and national achievement in 46 countries. Educational Researcher, 36(7), 369-387.
  • Akyüz, G. (2006). Türkiye ve Avrupa Birliği ülkelerinde öğretmen ve sınıf niteliklerinin matematik başarısına etkisinin incelenmesi. İlköğretim Online, 5(2), 61-74.
  • Aydın, A., Sarıer, Y., & Uysal, Ş. (2014). PISA sonuçları bağlamında öğrencilerin akademik başarılarının değerlendirilmesi. İlköğretim Online, 13(3), 1065-1074.
  • Baker, J. A., Clark, T. P., Maier, K. S., & Viger, S. (2008). The differential influence of instructional context on the academic engagement of students with behavior problems. Teaching and Teacher Education, 24, 1876-1883.
  • Baydık, B. & Bakkaloğlu, H. (2009). Alt sosyo ekonomik düzeydeki özel gereksinimli olan ve olmayan ilköğretim öğrencilerinin sosyometrik statülerini yordayan değişkenler. Kuram ve Uygulamada Eğitim Bilimleri, 9(2), 401-447.
  • Bornstein, M.H., Hahn, C. & Wolke, D. (2013). Systems and cascades incognitive development and academic achievement. Child Development, 84(1), 154-162.
  • Broomhead, K.E. (2013). Preferential treatment or unwanted in mainstream schools? The perceptions of parents and teachers with regard to pupils with special educational needs. Support for Learning, 28(1), 4-10.
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2014). Bilimsel araştırma yöntemleri (17. bs). Ankara: Pegem Akademi Yayınları.
  • Carey, J., Brigman, G., Webb, L., Villares, E. & Harrington, K. (2014). Development of an instrument to measure student use of academic success skills: an exploratory factor analysis. Measurement and Evaluation in Counseling and Development, 47(3), 171-180.
  • Carroll, D., Fulmer, C., Sobel, D., Garrison-Wade, D., Aragon, L., & Coval, L. (2011). School culture for students with significant support needs: belonging is not enough. International Journal of Special Education, 26(2).
  • Chitiyo, M.,Makweche-Chitiyo, P., Park, M., Ametepee, L.K., & Chitiyo, J. (2011). Examining the effect of positive behaviour support on academic achievement of students with disabilities. Journal of Research in Special Educational Needs, 11(3), 171-177.
  • Collins, L. & White, G. P. (2001). Leading inclusive programs for all special education students: a pre-service training program for principals. ERIC – ED 456604
  • Cook, B. G. (2002). Inclusive attitudes, strengths, and weakness of pre-service general educators enrolled in a curriculum infusion teacher preparation program. Teacher Education and Special Education, 25(3), 262-277.
  • Cook, B. G., Cameron, D. L., & Tankersley, M. (2007). Inclusive teachers’ attitudinal ratings of their students with disabilities. The Journal of Special Education, 40, 230-239.
  • Cullen, J. P., Gregory, J. L., & Noto, L. A. (2010). The teacher attitudes toward inclusion scale (TATIS) technical report (ED509930).
  • Çokluk, Ö., Yılmaz, K. & Oğuz, E. (2011). Nitel bir görüşme yöntemi: odak grup görüşmesi. Kuramsal Eğitimbilim, 4(1), 95-107.
  • Darling-Hammond, L. (1999). Teacher quality and student achievement: a review of state policy evidence. Center for the Study of Teaching and Policy, University of Washington, http://depts.washington.edu/ctpmail/PDFs/LDH_1999.pdf
  • Doll, B., Spies, R., & Champion, A. (2012). Contributions of ecological school mental health services to students’ academic success. Journal of Educational and Psychological Consultation, 22, 44-61.
  • Emmer, E.T., & Gerwels, M.C. (2005). Establishing classroom management for cooperative learning: three cases. Paper presented at the Annual Meeting of the American Educational Research Association; Montreal; April, 2005.
  • Emmer, E.T., & Stough, L. M. (2001). Classroom management: A critical part of education. Educational Psychologist, 36(2), 103-112.
  • Estes, A., Rivera, V., Bryan, M., Cali, P. & Dawson, G. (2011). Discrepancies between academic achievement and intellectual ability in higher-functioning school-aged children with autism spectrum disorder. J Autism Dev Disord, 41: 1044-1052.
  • Evertson, C.M., & Harris, A.H. (1992). What we know about managing classrooms. Educational Leadership, 49(7), 74–78.
  • Gallagher, H.A. (2002). The relationship between measures of teacher quality and student achievement: the case of Vaughn elementary. ERIC – ED 468254
  • Gestsdottir, S., von Suchodoletz, A., Wanless, S.B., Hubert, B., Guimard, P., Birgisdottir, F., Gunzenhauser, C., & McClelland, M. (2014). Early behavioural self-regulation, academic achievement, and gender: longitudinal findings from France, Germany, and Iceland. Applied Developmental Science, 18(2), 90-109.
  • Gökdere, M. (2012). Sınıf öğretmenleri ile sınıf öğretmeni adaylarının kaynaştırma eğitimine yönelik tutum, endişe ve etkileşim düzeylerinin karşılaştırmalı incelemesi. Kuram ve Uygulamada Eğitim Bilimleri, 12(4), 2789-2806.
  • Güner-Yıldız, N. (2015). Teacher and student behaviors in inclusive classrooms. Educational Sciences: Theory & Practice, 15(1), 177-184.
  • Güner-Yıldız, N., Sazak-Pınar, E., & Melekoğlu, M.A. (2014). Türkiye’de sınıf yönetimi kitaplarında yetersizliği olan öğrencilere bakış. İlköğretim Online, 13(1).
  • Güven, D. & Gürsel, O. (2014). İlköğretimde kaynaştırılan zihinsel yetersizliği olan öğrencilerin başarılarının değerlendirilmesine ilişkin öğretmen görüşleri. İlköğretim Online, 13(1), 109-129.
  • Hanline, F. H. (2010). Preservice teachers’ perceptions of field experiences in inclusive preschool settings: implications for personnel preparation. Teacher Education and Special Education, 33(4), 335-351.
  • Hansen, J.H. (2012). Limits to inclusion. International Journal of Inclusive Education, 16(1), 89-98.
  • Haug, P. (2014). The practices of dealing with children with special needs in school: a Norwegian perspective. Emotional and Behavioural Difficulties, 19(3), 296-310.
  • Hemmings, B., & Woodcock, S. (2011). Preservice teachers’ views of inclusive education: a content analysis. Australasian Journal of Special Education, 35(2), 103-116.
  • Jordan, A., Schwartz, E., & McGhie-Richmond, D. (2009). Preparing teachers for inclusive classrooms. Teaching and Teacher Education, 25(4), 535-542.
  • Karadağ, E., Kılıçoğlu, G., & Yılmaz, D. (2014). Organizational cynicism school culture and academic achievement: The study of structural equation modelling. Educational Sciences: Theory & Practice, 14(1), 102-113.
  • Killoran, I., Woronko, D. & Zaretsky, H. (2013). Exploring preservice teachers’ attitudes towards inclusion. International Journal of Inclusive Education, 18(4):427-442.
  • Kosir, K. & Tement, S. (2013). Teacher-student relationship and academic achievement: a cross-lagged longitudinal study on three different age groups. Eur J Psychol Educ, 29: 409-428.
  • Lapointe, P., Poirel, E., & Brassard, A. (2013). Beliefs and responsibilities of educational stakeholders concerning student success and effective principal leadership. Canadian Journal of Educational Administration and Policy, 142.
  • La Salle, T.P., Roach, A.T., & McGrath, D.C. (2013). The relationship of IEP quality to curricular access and academic achievement for students with disabilities. International Journal of Special Education, 28(1).
  • Lebeer, J., Birta-Szekely, N., Demeter, K., Bohacs, K., Candeias, A.A., Sonnesyn, G., Partanen, P., & Dawson, L. (2011). Re-assessing the current assessment practice of children with special education needs in Europe. School Psychology International, 33(1), 69-92.
  • Lemberger, M. E., & Clemens, E. V. (2012). Connectedness and self-regulation as constructs of the Student Success Skills program in inner-city African-American elementary students. Journal of Counseling and Development, 90(4), 450–458. doi:10.1002/j.1556-6676.2012.00056.x
  • Lesar, I., Cuk, I., & Pecek, M. (2014). Teachers on perceived traits and academic achievements of regular pupils and pupils with special needs in main stream primary schools. Teachers and Teaching: Theory and Practice, 20(3), 358-374.
  • McClean, W.A. (2007). An investigation into the need for effective leadership mechanisms in the management of a successful inclusive programme in the primary school system. ERIC - ED 500461.
  • Morrison, W.F., & Rude, H.A. (2002). Beyond textbooks: a rationale for a more inclusive use of literature in preservice special education teacher programs. Teacher Education and Special Education, 25(2), 114-123.
  • Prince, E.J. & Hadwin, J.(2013). The role of a sense of school belonging in understanding the effectiveness of inclusion of children with special educational needs. International Journal of Inclusive Education, 17(3), 238-262.
  • Recchia, S. L., & Puig, V. I. (2011). Challenges and inspirations: student teachers' experiences in early childhood special education classrooms. Teacher Education & Special Education, 34(2), 133-151. doi:10.1177/0888406410387444
  • Ruble, L., & McGrew, J. H. (2013). Teacher and child predictors of achieving iep goals of children with Autism. Journal of Autism and Developmental Disorders, 43(12), 2748-2763. doi: 10.1007/s10803-013-1884-x
  • Sadioğlu, Ö., Bilgin, A., Batu, S. & Oksal, A. (2013). Sınıf öğretmenlerinin kaynaştırmaya ilişkin sorunları, beklentileri ve önerileri. Kuram ve Uygulamada Eğitim Bilimleri, 13(3), 1743-65.
  • Sakız, H. & Woods, C. (2014). From thinking to practice: school staff views on disability inclusion in Turkey. European Journal of Special Needs Education, 29(2), 135-152.
  • Sakız, H. & Woods, C. (2015). Achieving inclusion of students with disabilities in Turkey: current challenges and future prospects. International Journal of Inclusive Education, 19(1), 21-35.
  • Sarı, M. (2006). Araştırmacı öğretmen: öğretmenlerin bilimsel araştırmaya ilişkin görüşlerinin incelenmesi. Kuram ve Uygulamada Eğitim Bilimleri, 6(3), 847-887.
  • Sarıca, R. & Çetin, B. (2012). Öğretimde kavram haritaları kullanımının öğrencilerin akademik başarısına ve kalıcılığa etkisi. İlköğretim Online, 11(2), 306-318.
  • Savaş, B. & Gürel, R. (2014). The variables affecting the success of students. Educational Research and Reviews, 9(1), 41-50.
  • Segedin, L. (2012). Listening to the student voice: understanding the school-related factors that limit student success. Journal of Education, 47(1).
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There are 64 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Raziye Erdem 0000-0001-7631-1575

Nevin Güner Yıldız 0000-0002-9135-6429

Publication Date November 30, 2017
Submission Date September 26, 2016
Published in Issue Year 2017 Volume: 8 Issue: 2

Cite

APA Erdem, R., & Güner Yıldız, N. (2017). Kaynaştırma Yoluyla Eğitimde Öğrenci Başarısı: Okul Müdürleriyle Bir Odak Grup Görüşmesi. Çankırı Karatekin Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 8(2), 90-115.