The Application of DDL for Teaching Preposition Collocations to Turkish EFL Learners
Ali Şükrü Özbay & Oğuzhan Olgun
pp. 1-10 | Manuscript Number: MANU-1712-13-0005
Manuscript Views: 18 | Manuscript Download: 7
It is an old consensus by now that the presentation of corpus findings in the form of concordances in the language classroom may be an important factor for the EFL learners in their efforts to learn collocation of prepositions as part of their language instruction. It is also the case that corpus based materials may help learners to develop their competences in using prepositional collocations in different levels of language proficiency. Finally, evaluating the extent of correspondence between L1 and L2 in preposition collocations is a topic deserving immediate focus by the language researchers. For all the purposes stated above, this present study was done with 60 EFL students in Turkey who were chosen on convenience sampling methodology. After determining the participant students` language proficiencies through “English Unlimited Placement Test by Cambridge University Press” the participant students were randomly divided into two groups. A completion task including various preposition collocation exercises was delivered to students as a pre-test. In one group, the participants were given a traditional instruction on prepositions and their collocations. In the second group, a DDL instruction was done with the EFL students by using corpus concordances. Post-test was done again with the subject student in order to measure the effect of this interference. Paired samples t-test was applied in order to measure the possible effects of DDL in the learning of preposition collocations. The findings indicated that the use of preposition collocations varied depending on the language proficiency levels of the students of prepositions showed to be positively correlated with their levels of proficiency. Another finding was that L1 transfer problems regarding the preposition collocations were observed in the students` productions and exercises.
Keywords: Data-driven Learning, concordance, collocation, prepositions
- Bahns, J. and Eldaw, M. (l993). Should we teach EFL students collocations? System, 2l, l0l-ll4.
- Baker, M. (2011). In Other words. A course book on translation.London: Routledge Second Edition, 53
- Benson, M. (l990).Collocations and general purpose dictionaries,International Journal of Lexicography, 3,23-35.
- Benson, M., Benson, E., & Ilson, R. 1997. The BBI Combinatory Dictionary of English: A Guide to Word Combinations.(pp. 2-4) John Benjamin Publishing Company
- Bhela, B. (1999). Native language interference in learning a second language: Exploratory case studies of native language interference with target language usage. International Education Journal, 1(1), 22-31.
- Biskup, D. 1992. L1 influence on learners’ renderings of English collocations: A Polish / German empirical study. In J. Pierre, L. Arraud & H. Bejoint (eds.), Vocabulary and Applied Linguistics, 145-160. London: Macmillan
- Brown,D.F.(l997).Advancevocabularyteaching:Theproblemof collocations.RELCJournal,5(2),l-ll.
- Celce-Murcia, M. (200l). Teaching English as a second or foreign language: Heinle & Heinle.
- Cheng, T. Y. (l993). The syntactical problems Chinese college students meet in reading English technical textbooks, ERIC Document Reproduction Service No. ED 364 096.
- Ellis, R. (l986). The study of second language acquisition. Oxford: OUP.
- Farghl, M. & Obiedat, H. (l995). Collocations: a neglected variable in EFL writings, IRAL, 33,3l5-333.
- Firth, J. R. (l957) Modes of Meaning, in Firth, J. R. (ed.) Papers in Linguistics, Oxford University Press
- Flowerdew, L. (l999). A corpus based-analysis of referential and pragmatic errors in student' writing. Hong Kong University of Science and Technology.
- Gilquin, G and Granger S (2010). How can DDL be used in language teaching? In O Keeffe A. McCarthey M, (eds.) the The Routladge Handbook of Corpus Linguistics. London: Routledge, 259-372
- Hill, J. (l999). Collocational competence. English teaching professional. 2/4, 42-5l.
- Hosseini S.M.B. and Akbarian, I. (2007). Language Proficiency and Collocational Competence .The Journal of Asia TEFL Vol. 4, No. 4, pp. 35-58
- Jin, Z. (l982).Difficulties in learning English for Chinese students.TESL Talk, l33, 87–9l.
- Johns, T.F. (l99l). 'From printout to handout: Grammar and vocabulary teaching in the context of data-driven learning'. In Johns, T.F. and King, P. (Eds.) Classroom Concordancing. (pp. 27-45). Birmingham: ELR.
- Kjellmer, G.(l987). Aspects of English collocations, in Mejis, W (ed) Corpus linguistics and beyond, Rodopi.
- Koosha, M., & Jafarpour, A. (2006). Data- driven learning and teaching collocation of prepositions: the case study of Iranian EFL adult learners. Research on Foreign Languages. Journal of Faculty of Letters and Humanities
- Lewis, M. (l993). The lexical approach: The state of ELT and a way forward. Hove, England: Language Teaching Publications.
- Lewis, M. (l997). Implementing the lexical approach. Hove, England: Language Teaching Publications.
- Lorincz, Kristen and Gordon, Rebekah (2012) "Difficulties in Learning Prepositions and Possible Solutions," Linguistic Portfolios: Vol. 1, Article 14. Available at: http://repository.stcloudstate.edu/stcloud_ling/vol1/iss1/14
- McCarthy, M.(l990). Vocabulary. London: Oxford University Press.
- Moehkardi, R.R.D. (2002). Grammatical and Lexical English Collacations: Some Possible Problems to Indonesian Learners of English. Humaniora Volume 14.
- Nattinger, J. R. and Decarrio, J. C. (l992). Lexical phrases and language teaching. Oxford: OUP.
- Nesselhauf, N. (2003). The use of collocations by advanced learners of English and some implications for teaching. Applied Linguistics, 24 (2), 223-242.
- Pawley, A. and Syder, F. (l983). Two puzzles for linguisticc theory: Native-like selection and native-like fluency, in Richards, J. and Scmidt, R. (eds) Language and communication (pp.l9l-226). London:Longman.
- Peters, A. (l983). The units of language acquisition. Cambidge: Camridge University Press.
- Ringbom, H. 1978. The influence of the mother tongue on the translation of lexical items. Interlanguage Studies Bulletin, 3, 80-100.
- Rudzka, B.; Channell, J.; Ostyn, P. and Putsey, Y. (l985). Words you need. London: McMillan Publishers.
- Rutherford, W. (l987). Second Language Grammar: Learning and Teaching. New York: Longman.
- Scott, M.S. and G.R. Tucker(l974). Error analysis and English- language strategies of Arab students, Language Learning, 24, 69–97.
- Shei,C.C. and Helen,P. (2000). An ESL writer's collocational aid.Computer Assisted Language Learning, l3, l67-l83.
- Sinclair, J. (1991). Corpus, Concordance and Collocation. Oxford: Oxford University Press, 71
- Sinclair, J (ed.) (2004). How to use corpora in language teaching.Amsterdam: John Benjamins.
- Taiwo, R. (2004). Heling ESL learners to minimize collocational errors. The Internet TESL Journal, l0/4,32-42.
- Talai, T. and Fotovatnia Z. (2012). Data-driven Learning: A Student-centered Technique for Language Learning. Theory and Practice in Language Studies, Vol. 2, No. 7, pp. 1526-1531
- Vriend, D.L. (l988). Chinese speakers and English prepositions: problems and solutions, ERIC Document Reproduction Service No. ED 3l6,Young, R.(l983). The negotiation of meaning in acquisition, ELT Journal 37, l97-206.
- Wong-Filmore, L. (l976). The second time around: Cognition and social strategies in second language acquisition. Unpublished Ph.D. thesis. Stanford University.
- Zarei, A.A. and Koosha, M. (2002). Patterns of Iranian advanced learners problems with English collocations. Iranian Journal of Applied Linguistics, 6/l, l37-l69.
Determining the Effectiveness of Technology Supported Guided Materials Based on Cognitive Load Theory Principles Related to Solar System
Erdem Kaya, Salih Çepni & Sibel Başoğlu
pp. 11-20 | Manuscript Number: MANU-1712-12-0001
Manuscript Views: 14 | Manuscript Download: 4
The aim of this study is to investigate the effect of guided materials based on Cognitive Load Theory principles related to solar system on 7th grade students’ performance, cognitive load and instructional efficiency. Semi-experimental research design was used in this study. Main application is carried out with 67 7th grade students and one science and technology teacher in Ordu. Data are obtained with; science test, performance test and Cognitive Load Scale. Science test was used as a pretest to determine the equivalency of the groups. Performance test and Cognitive Load Scale were implemented at the end of the learning session. The quantitative data analyzed with independent samples t-test was used to compare the differences of the experimental and control groups.
It is determined that guided materials based on Cognitive Load Theory principles made significant meaningful effect on students’ performance and cognitive load compared with current instruction program. It was found that; learning environment enriched with animations developed Cognitive Load Theory principles provide the learning environment by having fun, permanent and meaningful learning. Compared to students in the control group, students in the experimental group learned with technology supported guided materials based on Cognitive Load Theory principles have lower cognitive load and it was concluded that they provide more effective learning.
Keywords: Cognitive Load Theory, Cognitive Load, Instructional Efficiency, Animation
Aldağ, H., & Sezgin, M. E. (2002). Multimedia uygulamalarında ikili kodlama kuramı. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 15, 29-44.
Baddeley, A. (1992). Working Memory. Science, 255(5044), 556-559.
Chandler, P., & Sweller, J. (1991). Cognitive load theory and the format of instruction. Cognition and Istruction, 8, 293-332.
Clark, R. C., Nguyen, F., & Sweller, J. (2005). Efficiency in learning: Evidence-based guidelines to manage cognitive load. Sydney: Pfeiffer.
Kablan, Z., & Erden, M. (2008). Instructional efficiency of integrated and seperated text with animated presentations in computer-based science instruction. Computers and Education, 51, 660-668.
Kalyuga, S., Chandler, P., & Sweller, J. (1998). Levels of expertise and instructional design. Human Factors, 40, 1-17.
Kalyuga, S., Chandler, P., & Sweller, J. (1999). Managing split-attention and redundancy in multimedia instruction. Applied Cognitive Psychology, 13, 351-371.
Kirschner, P. A. (2002). Cognitive load theory: implication of cognitive load theory on the design of learning. Learning and Instruction, 12, 1-10.
Mayer, R. E. (1997). Multimedia learning: Are we asking the right questions? Educational Psychologist, 32, 1-19.
Mayer, R. E. (2009). Multimedia learning. New York: Cambridge University Press.
Mayer, R. E., & Anderson, R. B. (1991). Animations need narrations: An experimental test of a dual-coding hypothesis. Journal of Educational Psychology, 83, 484-490.
Mayer, R. E., & Moreno, R. (1998). A split-attention effect in multimedia learning: Evidence for dual processing systems in working memory. Journal of Educational Psychology, 90, 312-320.
Moreno, R., & Mayer, R. E. (1999). Cognitive principles of multimedia learning: The role of modality and contiguity. Journal of Educational Psychology, 91, 358-368.
Moreno, R., Mayer, R. E., Spires, H. A., & Lester, J. C. (2001). The case for social agency in computer-based teaching: Do students learn more deeply when they interact with animated pedagogical agents? Cognition and Instruction, 19, 177-213.
Mousavi, S. Y., Low, R., & Sweller, J. (1995). Reducing cognitive load by mixing auditory and visual presentation modes. ournal of Educational Psychology, 87, 319-334.
Paas, F., & van Merriënboer, J. (1993). The efficiency of instructional conditions: an approach to combine mental effort and performance measures. Human Factors, 35, 737-743.
Paas, F., & van Merriënboer, J. (1994). Variability of worked examples and transfer of geometrical problem-solving skills: A cognitive-load approach. Journal of Educational Psychology, 86, 122-133.
Sağıroğlu, Ş. (2001). Etkin bilişim teknolojileri kullanımı. Ankara: Ufuk Kitabevi.
Schnotz, W. (2005). An integrated model of text and picture comprehension. In R. E. Mayer, In The Cambridge handbook of multimedia learning (pp. 49-69). Cambridge: Cambridge University Press.
Sweller, J. (2004). Instructional design consequences of an analogy between evolution by natural selection and human cognitive architecture. Instructional Science, 32, 9-31.
Sweller, J. (2008). Instructional implications of David C. Geary’s evolutionary educational psychology. Educational Psychologist, 43, 214-216.
Sweller, J., & Chandler, P. (1994). Why some material is difficult to learn. Cognition and Instruction, 12(3), 185-233.
Sweller, J., van Merrienboer, J., & Paas, F. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10(3), 251-296.
Takır, A. (2011). The effect of an instruction designed by cognitive load theory principles on 7th grade students' achievement in algebra topics and cognitive load. Ankara: Orta Doğu Teknik Üniversitesi.
van Gerven, P. W., Paas, F., van Merriënboer, J., & Schmidt, H. G. (2006). Modality and variability as factors in training the elderly. Applied Cognitive Psychology, 20, 311-320.
van Gog, T., & Paas, F. (2008). Instructional efficiency: Revisiting the original construct in educational research. Educational Psychologist, 43, 16-26.
Yeung, A. S., Jin, P., & Sweller, J. (1998). Cognitive load and learner expertise: Split-attention and redundancy effects in reading with explanatory notes. Contemporary Educational Psychology, 23, 1-21.
Primary School Students' Attitudes Toward Environment
Gökhan Dağdalan & Hacı Mehmet Yeşiltaş
pp. 21-26 | Manuscript Number: MANU-1712-14-0001
Manuscript Views: 11 | Manuscript Download: 4
This study aims to determine secondary school students’ attitudes toward environment. Within the research, secondary school students’ attitudes were investigated in terms of the educational status of their parents, genders, incomes of their families and grade point averages. In the study, instant survey method was adopted to determine the situation. The research was carried out in 2016-2017 educational year fall semester in Altınordu county of Ordu. The sample consists of 167 fifth grade students from two different public schools. Data, which consists of the level of the students’ attitudes toward environment, was gained from an environmental attitude scale. The collecting data was analyzed with descriptive analysis method and Independent Samples T Test and One-Way ANOVA tests were used by SPSS 22 packaged software. At the end of the research, it was found out that there were meaningful differences among the points of the students’ attitudes toward environment with respect to the all variables.
Keywords: Environmental education, attitude, fifth grade.
- Artun, H. & Özsevgeç, T. (2016). A study on the evaluation of the applicability of an environmental education modular curriculum. International Journal Of Environmental & Science Education, Vol. 11, No.15, 7318-7347.
- Brundtland Report, International Congress on Environmental Education and Training, Moscow (1987)
- Declaration of the United Nations Conference on the Human Environment. Access (http://www.unep.org/documents.multilingual/default.asp?documentid=97&articleid=1503)
- Goncharova, M. (2012). Planet Play: Designing a Game for Children to Promote Environmental Awareness. Online Journal of Communication and Media Technologies Vol. 2, Issue 4.
- Institute for European Environmental Policy – IEEP. Access (www.uia.org/s/or/en/1100055846-3).
- Intergovermental Conference on Environınental Education, Tbilisi (1977)
- Markaki, V. (2014). Environmental education through inquiry and technology. Science Education International Vol. 25, Issue 1.
- North American Association for Environmental Education – NAAEE. Access (https://naaee.org/about-us/about-ee-and-why-it-matters).
- Shobeiri, S. M., Omidvar, B. & Prahallada, N. N. (2007). A comperative study of environmental awareness among secondary school students in Iran and India. Int. J. Environ. Res.,1 (1): 28-34.
- Treagusta, D.F., Amaranta, A., Chandrasegarana A.L. ve Wona M. (2016). A case for enhancing environmental education programs in schools: reflecting on primary school students’ knowledge and attitudes. International Journal of Environmental & Science Education, Vol. 11, No. 12.
- Uitto, A., Juuti, K., Lavonen ,J., & Meisalo, V. (2004). Who is responsible for sustainable development? Attitudes to environmental challenges: A survey of Finnish 9th grade comprehensive school students. Current Research On Mathematics And Science Education Proceedings Of The Xxi Annual Symposium Of The Finnish Association Of Mathematics And Science Education Research. 80-102.
- United Nations Conference on Environment and Development-UNCED, Rio de Janerio (1992)
- United Nations Conference on the Human Environment, Stockholm (1972)
- United Nations Educational, Scientific and Cultural Organization – UNESCO (1977)
Effects of Data-Driven Learning on Collocational Competence of EFL Learners in a Turkish Context
Ali Şükrü Özbay & Mustafa Özer
pp. 27-39 | Manuscript Number: MANU-1712-13-0004
Manuscript Views: 13 | Manuscript Download: 7
This paper aims at investigating the impact of DDL instruction on the collocational development of Turkish EFL learners. Data collection methods include pre-test and post-test of a nine-week explicit instruction. The samples of the study (n: 31) were selected according to purposive sampling methodology and experimental and control groups were created based on the results of the Cambridge CEFR placement test that was administered at the beginning of the study. The experimental group consisted of 15 Turkish EFL learners and were given training inductively with DDL methods. They were given explicit DDL-based instruction with a focus on the verb and preposition combinations. The control group consisted of 16 Turkish EFL learners and were given training deductively with non-DDL methods. The data collected were analysed through qualitative and quantitative analysis procedures. The preliminary findings indicated that the DDL group scored better than the non-DDL group in gap filling, error identification and correction tasks. There was statistically no difference in single-sentence writing tasks. Based on the findings of the study, it is possible to emphasize the positive contribution of the explicit teaching of collocations through DDL approach with an emphasis on self-discovery of phrasal verbs within a database of 5 million-word-reader corpus that was compiled by the researchers according to a strict design criteria. The EFL learners who received the explicit instruction clearly stated that they were able to develop themselves in collocational competence after they received concordance-based explicit instruction.
Keywords: Data-driven learning, Concordance, Learner Autonomy, EFL
- Biber, D. and Reppen, R. (2002) ‘What Does Frequency Have to Do with Grammar Teaching?’ Studies in Second Language Acquisition 24, p. 199–208.
- Brooks, J. and Brooks, M. (1993). In Search of Understanding: The Case for Constructivist Classrooms, ASCD
- Granger, S. and Tribble, C. (1998) ‘Learner Corpus Data in the Foreign Language Classroom: Form-Focused Instruction and Data-Driven Learning’, in S. Granger (ed.) Learner English on Computer. London: Longman, pp. 199–209.
- Lee, D. J. 2007 Exploring corpora for Korean secondary school EFL learning: A computer aided error analysis and data-driven learning. Proceedings of Practical Applications in Language and Computers 2007. Lodz, Poland.
- O’Keeffe, A. and McCarthy, M. (2010) The Routeledge Handbook of corpus Linguistics, Taylor&Francis, 2010 London and New York
- O’Keeffe, A., McCarthy, M. J. and Carter, R. A. (2007) From Corpus to Classroom. Cambridge: Cambridge University Press.
- Rapti, N. 2010 A Study Of Classroom Concordancing In The Greek Context: Data-Driven Grammar Teaching And Adolescent EFL Learners, Thesis submitted to the University of Nottingham
- Smith, S., Huang, C., Kilgarriff, A., Chen, C. 2007. Corpora for SLA: using Sketch Engine to learn Chinese and English. Proceedings 2007 Conference and Workshop on TEFL and Applied Linguistics. pp 430-436. Taoyuan.
- Smith, S., Kilgarriff, A., Gong W, Sommers, S., Wu G. Forthcoming. Automatic Cloze Generation for English Proficiency Testing. Paper to be presented at 2009 LTTC International Conference on English Language Teaching and Testing. Taipei.
The relationship between EFL Teachers’ Burnout and their Students’ Foreign Language Anxiety
Mahsa Rezvani & Sara Rezvani
pp. 40-47 | Manuscript Number: MANU-1712-09-0002
Manuscript Views: 13 | Manuscript Download: 1
Effective teaching requires high level of emotional and labor investment compared to other professions, however, teacher burnout and ineffective classroom management and behavior in dealing with students’ misbehavior may have devastating effects on students’ affective status and learning. As a result, the present study was set out to explore the relationship between the level of EFL teachers' burnout and their students' foreign language anxiety. The participants were 97 English language learners and 15 EFL teachers recruited from three language institutes in Mashhad, Iran. All EFL teachers completed Maslach Burnout Inventory (MBI) while their students responded to the foreign language classroom anxiety (FLCAS) inventory. The results revealed that teachers’ burnout had a positive relationship with students’ foreign language anxiety in general, and communication apprehension and fear of negative evaluation in students had a significant positive relationship with EFL teachers’ emotional exhaustion in particular. Moreover, the results of this study have a number of implications for EFL teachers, educational authorities, and the researchers.
Keywords: Burnout, foreign language anxiety, EFL teachers, EFL learners
- Abdolzadeh, F. (2014) Handling causes of teacher burout in ELT classrooms. International Journal of Language Learning and Applied Linguistics World (IJLLALW) 7(3), 636-641.
- Arnaiz, P., & Guillén, F. (2012). Foreign language anxiety in a Spanish university setting: Interpersonal differences. Revista de Psicodidáctica, 17(1), 5-26.
- Ashtari, Z., Farhady, Y., & Khodaee, M. R. (2009). Relationship between job burnout and work performance in a sample of Iranian mental health staff. African Journal of Psychiatry, 12(1), 71-74.
- Balay, R., & Engin, A. (2007). A research to determine the burnout level of elementary school supervisors working in GAP region. Ankara University, Journal of Faculty of Educational Sciences, year, 40(2), 205-232.
- Boonrat, P., Wisessuwan, A., & Tubsree, C. (2014). Foreign language classroom anxiety of secondary students of international education program for basic education, Piboonbumpen Demonstration School, Burapha University. HRD Journal, 3(2), 119-131.
- Brown, L. (2008). Language and anxiety: An ethnographic study of international postgraduate students. Evaluation and Research in Education, 21(2), 75-95.
- Byrne, M. B. (1994). Burnout: Testing for the validity, replication, and invariance of causal structure across elementary, intermediate, and secondary teachers. American Educational Research Journal, 31(3), 645-673.
- Cheng, Y. S. (2001). Learners’ beliefs and second language anxiety. Concentric: Studies in English literature and linguistics, 27(2), 75-90.
- Fivesa, H., Hammana, D., & Olivarez, A. (2007). Does burnout begin with student teaching? Analyzing efficacy, burnout, and support during the student-teaching semester. Teaching and Teacher Education, 23, 916-934.
- Freudenberger, H. (1974). Staff burnout. Journal of Social Issues, 30(1), 159-165.
- Heidari, S., Gorjian, B. (2017). The effect of the level of English teachers' burnout on the EFL learners' general English achievement at senior high school. Journal of Applied Linguistics and Language Learning, 3(2), 41-47.
- Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The modern language journal, 70(2), 125-132.
- Hosseini Fatemi, A., & Raufi, R. (2014). Burnout and teaching style among Iranian English language educators in public schools and private institutes: a case-comparison study. International Journal of Research Studies in Language Learning, 1, 1-7.
- Huang, Y. W. (2014). Self and Language Anxiety. English Language and Literature Studies, 4(2), 66-77.
- Idri, N. (2012). Foreign Language Anxiety among Algerian EFL students: The case of first year students of English at the University Abderahmane Mira-Bejaia: LMD (license/Master/Doctorate) System Group. Universal Journal of Education and General Studies, 1(3), 55-64.
- Jennett, H. K., Harris, S. L., & Mesibov, G. B. (2003). Commitment to philosophy, teacher efficacy, and burnout among teachers of children with autism. Journal of Autism and Developmental Disorders, 33, 583-593.
- Kırılmaz, A. Y., Çelen, Ü., & Sarp, N. (2003). A study on teacher burnout with a group of primary school teachers. Elementary Education Online, 2(1), 2-9.
- Khawaja, N. G., Chan, S., & Stein, G. (2017). The Relationship Between Second Language Anxiety and International Nursing Students Stress. Journal of International Students, 7(3), 601-620.
- Khezerlou, E. (2017). Professional self-esteem as a predictor of teacher burnout across Iranian and Turkish EFL teachers. Iranian Journal of Language Teaching Research, 5(1), 113-130.
- MacIntyre, P. D., Noels, K. A., & Clément, R. (1997). Biases in self‐ratings of second language proficiency: The role of language anxiety. Language learning, 47(2), 265-287.
- Maslach, C., & Jackson, S. E. (1981). The measurement of experienced-burnout. Journal of Occupational Behavior, 2, 99-113.
- Maslach, C., & Jackson, S. E. (1986). Maslach burnout inventory manual (2nd ed.). Palo Alto, CA: Consulting Psychologist Press.
- Parker, P. A., & Kulik, J. A. (1995). Burnout, self-and supervisor-rated job performance, and absenteeism among nurses. Journal of Behavioral Medicine, 18(6), 581-599.
- Sabancı, A. (2009). The effect of primary school teachers’ burnout on organizational health. Procedia-Social and Behavioral Sciences, 1(1), 195-205.
- Sadeghi, K., & Khezrlou, S. (2014). Burnout among English language teachers in Iran: Do socio-demographic characteristics matter?. Procedia-Social and Behavioral Sciences, 98, 1590-1598.
- Serraj, S., & bt Noordin, N. (2013). Relationship among Iranian EFL Students' Foreign Language Anxiety, Foreign Language Listening Anxiety and Their Listening Comprehension. English Language Teaching, 6(5), 1.
- Skaalvik, E. M., & Skaalvik, S. (2010). Teacher self-efficacy and teacher burnout: a study of relations. Teaching and Teacher Education, 26, 1059-1069.
- Tran, T. T. T., Moni, K., & Baldauf Jr, R. B. (2013). Foreign language anxiety: understanding its sources and effects from insiders' perspectives. The Journal of Asia TEFL, 10(1), 95-131.
- Weinreich, T. (2014). Burnout and work engagement among elementary teachers: Are there differences among teachers? A cross-sectional study. Bachelor's thesis, University of Twente. Retrieved May 2015 from http://essay.utwente.nl/65818/.
- Williams, M., & Burden, R. (2007). Psychology for language teachers: A social constructivist approach. Cambridge: Cambridge University Press.
- Young, D. J. (1991). Creating a low-anxiety classroom environment: What does language anxiety research suggest?. Modern Language Journal, 75, 426-437.
Investigation of Graduate Theses in the Field of Child Development and Education in terms of Educational Management
Cengiz Alper Karadağ
pp. 48-55 | Manuscript Number: MANU-1712-26-0007
Manuscript Views: 15 | Manuscript Download: 7
The purpose of this research is to provide an analysis of postgraduate dissertations in the field of child development and education in terms of education management. The data obtained from YOK (National Theses Center) in 2017. Methodological evaluation approaches has been adopted in the research. The data of the study were obtained through a document review. Content analysis was performed on the data of the study. According to the results of the research, 37 theses are in the graduate level and 6 of them are on PhD level. A great majority of theses was used quantitative research design, data collection instruments was scale. The samples of these studies generally were consisted of teachers. Prominent sub-themes are unwanted behaviors, parental attitudes, problem solving, classroom management skills, management of the curriculum, and parent involvement.
Keywords: Child development and education, early childhood education, pre-school education, education management.
Akgün, E., Yarar, M., ve Dinçer, Ç. (2011). Okul öncesi öğretmenlerin sınıf içi etkinliklerde kullandıkları sınıf yönetimi stratejilerinin incelenmesi. Pegem Eğitim ve Öğretim Dergisi, 1(3), 1-9.
Atılgan, G. (2001). Okul öncesi eğitim kurumlarına devam eden ve etmeyen İlköğretim I. kademe öğrencilerin sosyal beceri özelliklerinin karşılaştırılması. Yüksek Lisans Tezi, Selçuk Üniversitesi Sosyal Bilimler Enstitüsü, Konya.
Dağlı, A. (2007). Okul öncesi eğitimi alan ve almayan ilköğretim birinci sınıf öğrencilerinin Türkçe ve matematik derslerindeki akademik başarılarının karşılaştırılması. Yüksek Lisans Tezi. Selçuk Üniversitesi, Konya.
Denizel Güven, E., Cevher, F.N. (2005). Okul Öncesi Öğretmenlerinin Sınıf Yönetimi Becerlerinin Çeşitli Değişkenler Açısından İncelenmesi. Pamukkale Üniversitesi, Eğitim Fakültesi Dergisi, 18 . 71-92.
Dinçer, Ç., ve Akgün, E. (2015). Okul Öncesi Öğretmenleri için Sınıf Yönetimi Becerileri Ölçeğinin Geliştirilmesi ve Öğretmenlerin Sınıf Yönetimi Becerilerinin Çeşitli Değişkenlerle İlişkisi. Eğitim ve Bilim, 40(177).
Ekinci, O. (2001). Okul öncesi eğitimin ilköğretim birinci sınıf öğrencilerinin başarısına etkisi. Yayınlanmamış Yüksek Lisans Tezi, Gaziantep Üniversitesi Sosyal Bilimler Enstitüsü, Gaziantep.
Erbay, E. (2008). Okul öncesi eğitim alan ve almayan ilköğretim birinci sınıf öğrencilerinin sosyal becerilere sahip olma düzeyleri. Yayınlanmamış yüksek lisans tezi, Pamukkale Üniversitesi Sosyal Bilimler Enstitüsü, Denizli.
Katrancı, M. (2014). Okul Öncesi Eğitim ve Önemi. Serdal Seven (Ed.). Okul Öncesi Eğitime Giriş. Ankara: Pegem Akademi Yayıncılık.
MEB, (1993). XIV. Milli Eğitim Şurası, Raporlar, Görüşmeler, Kararlar. İstanbul, Türkiye: Milli Eğitim Basımevi.
Özbek, A. (2003). Okul öncesi eğitim kurumlarına devam eden ve etmeyen çocukların ilköğretim birinci sınıfta sosyal gelişim açısından öğretmen görüşüne dayalı olarak karşılaştırılması. Yayımlanmamış Yüksek Lisans Tezi, Anadolu Üniversitesi, Eskişehir.
Özkesemen, A. (2008). Okul öncesi eğitimi alan ve almayan 1. Sınıf öğrencilerinin akademik başarılarının yeni müfredat programına göre değerlendirilmesi. Yüksek Lisans Tezi, Kafkas Üniversitesi, Kars.
Öztürk, Y., ve Gangal, M. (2016). Okul Öncesi Eğitim Öğretmenlerinin Disiplin, Sınıf Yönetimi ve İstenmeyen Davranışlar Hakkındaki İnançları Preschool Teachers’ Beliefs about Discipline, Classroom Management, and Disruptive Behaviors. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi [Hacettepe University Journal of Education], 31(3), 593-608.
Sadık, F. (2004). Okul öncesi sınıflarda gözlenen problem davranışlar ve bu davranışlarla baş etmede öğretmenlerin kullandıkları yöntemler. Eğitim Araştırmaları Dergisi, 13, 88-97.
Taner, M. (2003). Okul öncesi eğitimi alan ve almayan farklı sosyo-ekonomik düzeylerdeki ilköğretim birinci sınıf öğrencilerin dil gelişimlerinin karşılaştırılması. Yayımlanmış Yüksek Lisans Tezi. Uludağ Üniversitesi, Bursa.
Toluç, Z. (2008). İlköğretim birinci sınıf öğretmenlerinin görüşlerine göre okul öncesi eğitim alan ve almayan öğrencilerin gelişim becerilerinin karşılaştırılması. Yüksek Lisans Tezi, Beykent Üniversitesi Sosyal Bilimler Enstitüsü, İstanbul.
Toran, M., & Gençgel, H. (2016). Okul öncesi öğretmenlerinin sınıf yönetimi becerilerinin değerlendirilmesi: kktc örneği. Kastamonu eğitim dergisi, 24(4). 2041-2056.
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.
Turla, A., Şahin, T. F., ve Avcı, N. (2001). Okulöncesi öğretmenlerinin fiziksel şartlar, program, yöntem, teknik, sınıf ve davranış yöntemi sorunlarının bazı değişkenlere göre incelenmesi. Milli Eğitim Dergisi, 151, 95-101.
Yıldırım, A. ve Koçak, N. (2016). Okul öncesi eğitim kurumlarından yararlanmayan 4-5 yaş çocuklarının dil gelişimini etkileyen faktörlerin incelenmesi. Eğitim, Bilim ve Teknoloji Araştırmaları Dergisi, 1(2), 133-143.
Yıldırım, A. ve Şimşek, H. (2002). 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.