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Öğretmenlerin Okuryazarlık ile İlgili İnanç Düzeyi Ölçeği’nin Türk Kültürüne Uyarlanması: Geçerlik ve Güvenirlik Çalışması

Year 2021, Volume: 11 Issue: 2, 53 - 70, 30.12.2021
https://doi.org/10.31679/adamakademi.896245

Abstract

Bu araştırmada “Öğretmenlerin Okuryazarlık ile İlgili İnanç Düzeyi Ölçeği”nin Türkçe uyarlamasının, geçerlilik ve güvenilirlik çalışmalarının yapılması amaçlanmıştır. Araştırmanın çalışma grubu Ankara ilinde görev yapan 169 sınıf öğretmeninden oluşmaktadır. Ölçeğin geçerliliğini belirlemek için kapsam, yapı, ayırt edici ve yordama geçerliği analizleri yapılmış; güvenilirliğini belirlemek içinse iç tutarlılık Cronbach Alfa katsayısı hesaplanmıştır. Analizlerin sonucunda DFA sonuçlarına göre ölçeğin tek faktörlü bir yapısının olduğu, model uyum indekslerinin iyi düzeyde olduğu (χ2/sd=2.39, RMSEA=.078, SRMR=.055, NFI=.95, NNFI=.97, CFI=.97, GFI=.85) bulunmuştur. Ölçeğin Cronbach Alfa iç tutarlılık katsayısı .81 olarak hesaplanmıştır. Ölçek maddelerinin ayırt edicilik düzeylerinin .30 üzerinde yani yeterli olduğu görülmüştür. Sonuç olarak, 20 maddeden oluşan tek faktörlü geçerli ve güvenilir bir ölçek geliştirilmiştir.

References

  • Akyol, H.. ve Temur, T. (2008). Comparing reading skills of first grade students who learn reading-writing with sound-based clause method and. Mustafa Kemal Journal of University Social Sciences Institute, 5(9), 79-95.
  • Baccus, A.A. (2004). Urban fourth and fifth grade teachers’ reading attitudes and efficacy beliefs: Relationships to reading instruction and to students’ attitudes and efficacy beliefs. United States: Degree of Doctor of Philosophy.
  • Brown, T. A. (2006). Confirmatory Factor Analysis for Applied Research. NY: Guilford Press.
  • Büyüköztürk, Ş. (2017). Manual of data analysis for social sciences. Pegem Academy.
  • Cheek, E., Steward, F., Launey B. ve Borgia, L. (2004). Facilitative reading instruction: Preservice teachers’ voices and perceptions. Reading Improvement, 41(2), 129-142.
  • Cordoso-Martins, C. (2001). The reading abilities of beginning readers of brazilian portuguese: ımplications for a theory of reading acquasition. Scientific Studies of Reading, 5(4), 289-317.
  • Çelenk, S. (2002). Teachers' views on the problems encountered in teaching primary reading and writing. Elementary Education Online, 1(2), 40-47. de Lemos, M. (2005). Effective strategies for the teaching of reading: What works, and why. Australian Journal of Learning Difficulties,10 (3–4), 11–17. https://doi.org/10.1080/19404150509546796
  • Ehri, L. C. ve Mccormick, S. (1998). Phases of word learning: ımplications for instruction with delayed and disabled readers. Reading and Writing Quarterly, 14(2), 135-164.
  • Ekin, Ö. ve Saban İflazoğlu, A., (2020). An Investigation of the “Literacy Teaching Self Efficacy” of primary school teachers, Ankara University Journal of Faculty of Educational Sciences, 53 (2), 577-600. https://doi.org/10.30964/auebfd.573039
  • Falcón-Huertas, M. (2006). Teachers' literacy beliefs and their students' conceptions about reading and writing. Graduate Theses and Dissertations. https://scholarcommons.usf.edu/etd/2519
  • Fang, Z. (1996). A review of research on teachers beliefs and practices, Educational Research, 38, 1, 47-65. https://doi.org/10.1080/0013188960380104 . Hooper, D., Coughlan, J. & Mullen, M. (2008). Structural equation modelling: Guidelines for determining model fit. Electronic Journal of Business Research Methods. 6(1), 53–60.
  • Jordan, A., Kıraalı-Iftar, G. ve Dıamond, C.T.P. (1993) Who has the problem? Differences in teachers' beliefs about their work with at-risk and integrated exceptional children. International Journal of Disability, Development and Education, 40, 45-62. https://doi.org/10.1080/0156655930400104
  • Kagan, D. M. (1992). Implications of research on teacher belief. Educational Psychologist, 27(1), 65–90. https://doi.org/10.1207/s15326985ep2701_6
  • Kline, R. B. (2011). Principles and Practice of Structural Equation Modeling. 3rd ed. Guilford.
  • Knight, B.A. ve Westwood, P.S. (1995). The development of the Teachers' Beliefs about Literacy Questionnaire (TBALQ). Paper presented at the National Conference of the
  • Australian Association for Special Education, Darwin: 15 July 1995. Levin, B. B. (2015). The development of teachers' beliefs. In H. Fives, & M. G. Gill (Eds.). International handbook of research on teachers' beliefs (pp. 48–65). NY: Routledge.
  • Maxwell, K.L., McWilliam, R.A., Hemmeter, M.L., Ault, M.J. ve Schuster, J.W. (2001). Predictors of developmentally appropriate classroom practices in kindergarten through third grade. Early Childhood Research Quarterly, 16(4), 431-452. https://doi.org/10.1016/S0885-2006(01)00118-1
  • Mayo, J. (2010). A study of early childhood education: Teachers’ beliefs and practices about early literacy learning (PhD Thesis). Marshall University, Huntington, West Virginia.
  • McMullen, M. B. (1999). Characteristics of teachers who talk the DAP talk AND walk the DAP walk. Journal of Research in Childhood Education, 13 (2), 216–230. https://doi.org/10.1080/02568549909594742.
  • MEB, (2006). Turkey PISA 2006 National Final Report. Ministry of National Education, Education Research and Development Department, Ankara. http://pisa.meb.gov.tr/?page_id=22
  • MEB, (2010). Turkey PISA 2009 National Final Report. Ministry of National Education, Education Research and Development Department, Ankara. http://pisa.meb.gov.tr/?page_id=22
  • MEB, (2013). Turkey PISA 2012 National Final Report. Ministry of National Education, Education Research and Development Department, Ankara. http://pisa.meb.gov.tr/?page_id=22
  • MEB, (2015). Turkey PISA 2015 National Final Report. Ministry of National Education, Education Research and Development Department, Ankara. http://pisa.meb.gov.tr/?page_id=22
  • MEB, (2018). Turkey PISA 2018 National Final Report. Ministry of National Education, Education Research and Development Department, Ankara. http://pisa.meb.gov.tr/?page_id=22
  • Öney, B. ve Durgunoğlu, A. Y. (1997). Beginning to read in turkish: a phonologically transparent orthography. Applied Psycholinguistics, 18, 1-15.
  • Öztürk, B. ve Ertem İ. S., (2017). Evaluation of primary school teachers’ self-efficacy beliefs in teaching of emergent literacy. Journal of Anatolian Cultural Research, 1(3), 1-26.
  • Phillips, D. K. (2008). Guided Reading: Constructivism in Action. Institute for Learning Centered Education, 1-12.
  • Podhajski, B., Mather, N., Nathan, J. ve Sammons, J. (2009). Professional development in scientifically based reading instruction: Teacher knowledge and reading outcomes. Journal of Learning Disabilities, 42(5), 403-417. https://doi.org/10.1177%2F0022219409338737
  • Pressley, M. ve Rankin, J. L. (1994). More about whole language methods of reading instruction for students at risk for early reading failure. Learning Disabilities Research & Practice, 9(3), 157–168.
  • Purdie, N. ve Ellis, L. (2005). A Review of the empirical evidence identifying effective interventions and teaching practices for students with learning difficulties in year 4, 5 and 6. Australian Council for Educational Research. Camberwell, Victoria. https://research.acer.edu.au/tll_misc/7
  • Richardson, V., Anders, P., Tidwell, D. ve Lloyd, C. (1991). The relationship between teachers’ beliefs and practices in reading comprehension instruction. American Educational Research Journal, 28 (3), 559–584. https://doi.org/10.3102/00028312028003559 .
  • Rimm-Kaufman, S. E. ve Sawyer, B. E. (2004). Primary-grade teachers' self-efficacy beliefs, attitudes toward teaching, and discipline and teaching practice priorities in relation to the" responsive classroom" approach. The Elementary School Journal, 104(4), 321-341. https://doi.org/10.1086/499756
  • Schumm, J.S., Vaughn, S., Gordon, J. ve Rothleın, L. (1994). General education teachers' beliefs, skills and practices in planning for mainstreamed students with learning disabilities. Teacher Education and Special Education, 17, 22-37. https://doi.org/10.1177%2F088840649401700104
  • Schumaker, J.B., (2009). Teacher preparation and professional development in effective learning strategy instruction. Washington, DC. National Comprehensive Center for Teacher Quality.
  • Spıegel, D.L. (1992). Blending whole language and systematic direct instruction. The Reading Teacher, 46(1), 38-44. Retrieved November 13, 2020, from http://www.jstor.org/stable/20201008
  • Stanovıch, K. (1994) Constructivism in reading education. Journal of Special Education, 28, 259-274. https://doi.org/10.1177%2F002246699402800303
  • Şenel, G. H. (2004). Teachers’ preferences in methods of reading-writing instruction. Educational-online, 3(2), 48-53.
  • Tabachnick, G. G. ve L. S. Fidell. (2007). Experimental Designs using ANOVA. Belmont, CA: Duxbury.
  • Thompson, B. (2008). Exploratory and Confirmatory Factor Analysis: Understanding Concepts and Applications. 3rd ed. Washington, DC: American Psychological Association.
  • Tok, Ş. (2001). Evaluation of methods used in first reading and writing instruction. Educational Administration: Teory and Practice, 7 (26), 257-275.
  • Westwood, P.S. (1995). Teachers' beliefs and expectations concerning students with learning difficulties. Australian Journal of Remedial Education, 27(2), 19-21.
  • Westwood, P., Knight, B. A. ve Redden, E. (2005). Assessing teachers’ beliefs about literacy acquisition: The development of the Teachers’ Beliefs About Literacy Questionnaire (TBALQ). Australian Journal of Learning Difficulties, 10(3-4), 77-85. https://doi.org/10.1111/1467-9817.00034
  • Wrease, S. (2004). Perceptions of selected elementary teachers on the instruction of reading. Ph.D. dissertation, Union Institute and University, United States -- Ohio.
  • Wren, S. (2001). How do children read? School Reform News, 5 (2), p. 21.
Year 2021, Volume: 11 Issue: 2, 53 - 70, 30.12.2021
https://doi.org/10.31679/adamakademi.896245

Abstract

References

  • Akyol, H.. ve Temur, T. (2008). Comparing reading skills of first grade students who learn reading-writing with sound-based clause method and. Mustafa Kemal Journal of University Social Sciences Institute, 5(9), 79-95.
  • Baccus, A.A. (2004). Urban fourth and fifth grade teachers’ reading attitudes and efficacy beliefs: Relationships to reading instruction and to students’ attitudes and efficacy beliefs. United States: Degree of Doctor of Philosophy.
  • Brown, T. A. (2006). Confirmatory Factor Analysis for Applied Research. NY: Guilford Press.
  • Büyüköztürk, Ş. (2017). Manual of data analysis for social sciences. Pegem Academy.
  • Cheek, E., Steward, F., Launey B. ve Borgia, L. (2004). Facilitative reading instruction: Preservice teachers’ voices and perceptions. Reading Improvement, 41(2), 129-142.
  • Cordoso-Martins, C. (2001). The reading abilities of beginning readers of brazilian portuguese: ımplications for a theory of reading acquasition. Scientific Studies of Reading, 5(4), 289-317.
  • Çelenk, S. (2002). Teachers' views on the problems encountered in teaching primary reading and writing. Elementary Education Online, 1(2), 40-47. de Lemos, M. (2005). Effective strategies for the teaching of reading: What works, and why. Australian Journal of Learning Difficulties,10 (3–4), 11–17. https://doi.org/10.1080/19404150509546796
  • Ehri, L. C. ve Mccormick, S. (1998). Phases of word learning: ımplications for instruction with delayed and disabled readers. Reading and Writing Quarterly, 14(2), 135-164.
  • Ekin, Ö. ve Saban İflazoğlu, A., (2020). An Investigation of the “Literacy Teaching Self Efficacy” of primary school teachers, Ankara University Journal of Faculty of Educational Sciences, 53 (2), 577-600. https://doi.org/10.30964/auebfd.573039
  • Falcón-Huertas, M. (2006). Teachers' literacy beliefs and their students' conceptions about reading and writing. Graduate Theses and Dissertations. https://scholarcommons.usf.edu/etd/2519
  • Fang, Z. (1996). A review of research on teachers beliefs and practices, Educational Research, 38, 1, 47-65. https://doi.org/10.1080/0013188960380104 . Hooper, D., Coughlan, J. & Mullen, M. (2008). Structural equation modelling: Guidelines for determining model fit. Electronic Journal of Business Research Methods. 6(1), 53–60.
  • Jordan, A., Kıraalı-Iftar, G. ve Dıamond, C.T.P. (1993) Who has the problem? Differences in teachers' beliefs about their work with at-risk and integrated exceptional children. International Journal of Disability, Development and Education, 40, 45-62. https://doi.org/10.1080/0156655930400104
  • Kagan, D. M. (1992). Implications of research on teacher belief. Educational Psychologist, 27(1), 65–90. https://doi.org/10.1207/s15326985ep2701_6
  • Kline, R. B. (2011). Principles and Practice of Structural Equation Modeling. 3rd ed. Guilford.
  • Knight, B.A. ve Westwood, P.S. (1995). The development of the Teachers' Beliefs about Literacy Questionnaire (TBALQ). Paper presented at the National Conference of the
  • Australian Association for Special Education, Darwin: 15 July 1995. Levin, B. B. (2015). The development of teachers' beliefs. In H. Fives, & M. G. Gill (Eds.). International handbook of research on teachers' beliefs (pp. 48–65). NY: Routledge.
  • Maxwell, K.L., McWilliam, R.A., Hemmeter, M.L., Ault, M.J. ve Schuster, J.W. (2001). Predictors of developmentally appropriate classroom practices in kindergarten through third grade. Early Childhood Research Quarterly, 16(4), 431-452. https://doi.org/10.1016/S0885-2006(01)00118-1
  • Mayo, J. (2010). A study of early childhood education: Teachers’ beliefs and practices about early literacy learning (PhD Thesis). Marshall University, Huntington, West Virginia.
  • McMullen, M. B. (1999). Characteristics of teachers who talk the DAP talk AND walk the DAP walk. Journal of Research in Childhood Education, 13 (2), 216–230. https://doi.org/10.1080/02568549909594742.
  • MEB, (2006). Turkey PISA 2006 National Final Report. Ministry of National Education, Education Research and Development Department, Ankara. http://pisa.meb.gov.tr/?page_id=22
  • MEB, (2010). Turkey PISA 2009 National Final Report. Ministry of National Education, Education Research and Development Department, Ankara. http://pisa.meb.gov.tr/?page_id=22
  • MEB, (2013). Turkey PISA 2012 National Final Report. Ministry of National Education, Education Research and Development Department, Ankara. http://pisa.meb.gov.tr/?page_id=22
  • MEB, (2015). Turkey PISA 2015 National Final Report. Ministry of National Education, Education Research and Development Department, Ankara. http://pisa.meb.gov.tr/?page_id=22
  • MEB, (2018). Turkey PISA 2018 National Final Report. Ministry of National Education, Education Research and Development Department, Ankara. http://pisa.meb.gov.tr/?page_id=22
  • Öney, B. ve Durgunoğlu, A. Y. (1997). Beginning to read in turkish: a phonologically transparent orthography. Applied Psycholinguistics, 18, 1-15.
  • Öztürk, B. ve Ertem İ. S., (2017). Evaluation of primary school teachers’ self-efficacy beliefs in teaching of emergent literacy. Journal of Anatolian Cultural Research, 1(3), 1-26.
  • Phillips, D. K. (2008). Guided Reading: Constructivism in Action. Institute for Learning Centered Education, 1-12.
  • Podhajski, B., Mather, N., Nathan, J. ve Sammons, J. (2009). Professional development in scientifically based reading instruction: Teacher knowledge and reading outcomes. Journal of Learning Disabilities, 42(5), 403-417. https://doi.org/10.1177%2F0022219409338737
  • Pressley, M. ve Rankin, J. L. (1994). More about whole language methods of reading instruction for students at risk for early reading failure. Learning Disabilities Research & Practice, 9(3), 157–168.
  • Purdie, N. ve Ellis, L. (2005). A Review of the empirical evidence identifying effective interventions and teaching practices for students with learning difficulties in year 4, 5 and 6. Australian Council for Educational Research. Camberwell, Victoria. https://research.acer.edu.au/tll_misc/7
  • Richardson, V., Anders, P., Tidwell, D. ve Lloyd, C. (1991). The relationship between teachers’ beliefs and practices in reading comprehension instruction. American Educational Research Journal, 28 (3), 559–584. https://doi.org/10.3102/00028312028003559 .
  • Rimm-Kaufman, S. E. ve Sawyer, B. E. (2004). Primary-grade teachers' self-efficacy beliefs, attitudes toward teaching, and discipline and teaching practice priorities in relation to the" responsive classroom" approach. The Elementary School Journal, 104(4), 321-341. https://doi.org/10.1086/499756
  • Schumm, J.S., Vaughn, S., Gordon, J. ve Rothleın, L. (1994). General education teachers' beliefs, skills and practices in planning for mainstreamed students with learning disabilities. Teacher Education and Special Education, 17, 22-37. https://doi.org/10.1177%2F088840649401700104
  • Schumaker, J.B., (2009). Teacher preparation and professional development in effective learning strategy instruction. Washington, DC. National Comprehensive Center for Teacher Quality.
  • Spıegel, D.L. (1992). Blending whole language and systematic direct instruction. The Reading Teacher, 46(1), 38-44. Retrieved November 13, 2020, from http://www.jstor.org/stable/20201008
  • Stanovıch, K. (1994) Constructivism in reading education. Journal of Special Education, 28, 259-274. https://doi.org/10.1177%2F002246699402800303
  • Şenel, G. H. (2004). Teachers’ preferences in methods of reading-writing instruction. Educational-online, 3(2), 48-53.
  • Tabachnick, G. G. ve L. S. Fidell. (2007). Experimental Designs using ANOVA. Belmont, CA: Duxbury.
  • Thompson, B. (2008). Exploratory and Confirmatory Factor Analysis: Understanding Concepts and Applications. 3rd ed. Washington, DC: American Psychological Association.
  • Tok, Ş. (2001). Evaluation of methods used in first reading and writing instruction. Educational Administration: Teory and Practice, 7 (26), 257-275.
  • Westwood, P.S. (1995). Teachers' beliefs and expectations concerning students with learning difficulties. Australian Journal of Remedial Education, 27(2), 19-21.
  • Westwood, P., Knight, B. A. ve Redden, E. (2005). Assessing teachers’ beliefs about literacy acquisition: The development of the Teachers’ Beliefs About Literacy Questionnaire (TBALQ). Australian Journal of Learning Difficulties, 10(3-4), 77-85. https://doi.org/10.1111/1467-9817.00034
  • Wrease, S. (2004). Perceptions of selected elementary teachers on the instruction of reading. Ph.D. dissertation, Union Institute and University, United States -- Ohio.
  • Wren, S. (2001). How do children read? School Reform News, 5 (2), p. 21.
There are 44 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Halime Miray Sümer Dodur 0000-0002-1470-8195

Özlem Altındağ Kumaş 0000-0002-6104-2381

Yasemin Yüzbaşıoğlu

Publication Date December 30, 2021
Submission Date March 13, 2021
Published in Issue Year 2021 Volume: 11 Issue: 2

Cite

APA Sümer Dodur, H. M., Altındağ Kumaş, Ö., & Yüzbaşıoğlu, Y. (2021). Öğretmenlerin Okuryazarlık ile İlgili İnanç Düzeyi Ölçeği’nin Türk Kültürüne Uyarlanması: Geçerlik ve Güvenirlik Çalışması. Adam Academy Journal of Social Sciences, 11(2), 53-70. https://doi.org/10.31679/adamakademi.896245

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