Research Article
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Year 2020, Volume: 7 Issue: 2, 60 - 79, 01.08.2020
https://doi.org/10.17275/per.20.20.7.2

Abstract

References

  • Akar, İ. (2015). Üstün yetenekli öğrencileri genel eğitim sınıfında destekleyecek bir sınıf öğretmeninin sahip olması gereken yeterlikler. Yayımlanmamış doktora tezi. Hacettepe Universitesi, Ankara.
  • Akar, İ. (2018). Üstün yetenekli öğrencilerin genel eğitim sınıflarında desteklenmeleri. F. Şahin (Ed.), Özel Yetenekli Öğrenciler ve Eğitimleri içinde (s. 317-340). Anı yayıncılık, Ankara.
  • Akar, İ. (2020). Consensus on the competencies for a classroom teacher to support gifted students in the regular classroom: A delphi study. International Journal of Progressive Education (In press).
  • Armstrong, D. C. (1995). The use of Kinetic School Drawings to explore the educational preferences of gifted students. Journal for the Education of the Gifted, 18(4), 410-439.
  • Berman, K. M., Schultz, R. A., & Weber, C. L. (2012). A lack of awareness and emphasis in preservice teacher training: Preconceived beliefs about the gifted and talented. Gifted Child Today, 35(1), 18-26.
  • Coleman, L. J., & Cross, T. L. (2005). Being gifted in school: An introduction to development, guidance, and teaching. Waco, TX: Prufrock Press.
  • Creswell, J., W. (2013). Qualitative inquiry & research methods: Choosing among five approaches. (3rd edition). Thousand Oaks, CA: Sage.
  • Cullingford, C. (1991). The inner world of the school: Children's ideas about schools. London, UK: Cassell Educational.
  • Delisle, J. R., Whitmore, J. R., & Ambrose, R. P. (1987). Preventing discipline problems with gifted students. Teaching Exceptional Children, 19(4), 32.
  • Gagné, F. (2005). From noncompetence to exceptional talent: Exploring the range of academic achievement within and between grade levels. Gifted Child Quarterly, 49(2), 139-153.
  • Gallagher, J., Harradine, C. C., & Coleman, M. R. (1997). Challenge or boredom? Gifted students’ views on their schooling. Roeper Review, 19(3), 132-136.
  • MEB. (1956). Güzel sanatlarda fevkalade istidat gösteren çocukların devlet tarafından yetiştirilmesi hakkında kanun. Resmi Gazete, 9242.
  • MEB. (1961). İlköğretim ve eğitim kanunu. Resmi Gazete, 10705.
  • MEB. (1973). Milli eğitim temel kanunu. Resmi Gazete, 14574.
  • MEB. (1997). Özel eğitim hakkında kanun hükmünde kararname. Resmi Gazete, 23011.
  • MEB. (2006). Özel eğitim hizmetleri yönetmeliği. Ankara: MEB Özel Eğitim ve Rehberlik Hizmetleri Genel Müdürlüğü.
  • MEB. (2012). Milli eğitim bakanlığı özel eğitim kurumları yönetmeliği. Resmi Gazete, 28758.
  • MEB. (2013). Milli eğitim bakanlığı ortaöğretim kurumları yönetmeliği. Resmi Gazete, 28758.
  • MEB. (2014). Milli eğitim bakanlığı okul öncesi eğitim ve ilköğretim kurumları yönetmeliği. Resmi Gazete, 29072.
  • MEB. (2016). Bilim ve sanat merkezleri yönergesi. Ankara: MEB Özel Eğitim ve Rehberlik Hizmetleri Genel Müdürlüğü.
  • MEB. (2017). Milli eğitim bakanlığı rehberlik hizmetleri yönetmeliği. Ankara: MEB Özel Eğitim ve Rehberlik Hizmetleri Genel Müdürlüğü.
  • MEB. (2018a). Özel eğitim hizmetleri yönetmeliği. Ankara: MEB Özel Eğitim ve Rehberlik Hizmetleri Genel Müdürlüğü.
  • MEB. (2018b). Bilim ve sanat merkezleri öğrenci tanılama ve yerleştirme kılavuzu 2018-2019. Ankara: MEB Özel Eğitim ve Rehberlik Hizmetleri Genel Müdürlüğü.
  • Mosse, J. L. (2003). The nature of gifted education in the regular education classrooms in the elementary schools of a rural western pennsylvania school district: Implications for a staff development program. Unpublished Doctoral Dissertation. University of Pittsburgh.
  • Peine, M. E. (2003). Doing grounded theory research with gifted students. Journal for the Education of the Gifted, 26(3), 184-200.
  • Peine, M. E., & Coleman, L. J. (2010). The phenomenon of waiting in class. Journal for the Education of the Gifted, 34(2), 220-244.
  • Ross, P. O. C. (1993). National excellence: A case for developing America's talent. US Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
  • Sisk, D. (2009). Myth 13: The regular classroom teacher can "go it alone". Gifted Child Quarterly, 53(4), 269-271.
  • Tieso, C. L. (2003). Ability grouping is not just tracking anymore. Roeper Review, 26(1), 29-36.
  • VanTassel-Baska, J., & Stambaugh, T. (2005). Challenges and possibilities for serving gifted learners in the regular classroom. Theory into practice, 44(3), 211-217.
  • VanTassel-Baska, J. & Johnsen, S. K. (2007). Teacher education standards for the field of gifted education: A vision of coherence for personnel preparation in the 21st century. Gifted Child Quarterly, 51, 182-205.
  • Yang, Y., Gentry, M., & Choi, Y. O. (2012). Gifted students’ perceptions of the regular classes and pull-out programs in South Korea. Journal of Advanced Academics, 23(3), 270-287.

An Overview of the Phenomenon of Waiting in the Class from the Perspective of the Classroom Teacher: A Phenomenology Study

Year 2020, Volume: 7 Issue: 2, 60 - 79, 01.08.2020
https://doi.org/10.17275/per.20.20.7.2

Abstract

The purpose of this study was to reveal the reasons and different factors underlying the phenomenon of waiting in the class based on the opinions and experiences of classroom teachers teaching gifted students in the regular classrooms. The study was conducted as a phenomenology study, which is amongst qualitative research designs. The participants consisted of four classroom teachers teaching in regular classrooms including gifted students at a public elementary school. A series of open-ended questions developed by the researcher focusing on the phenomenon of waiting in the class were asked to the participants and responses received. Interviews with each of the participants were guided by a semi-structured interview protocol. Data were subjected to content analysis using a qualitative analysis program. Analysis of the qualitative data revealed nineteen different codes under four different themes. The themes emerged after the analysis were: state of the classroom, intra-course routines, nature of being gifted and teacher’s competence. In conclusion, gifted students’ waiting in the class also existed in elementary school classrooms and the reasons of the phenomenon differed from the perspective of the classroom teacher. Before the beginning of the process of supporting gifted students in regular classrooms, there is a need to implement a number of specific measures to overcome the issue.

References

  • Akar, İ. (2015). Üstün yetenekli öğrencileri genel eğitim sınıfında destekleyecek bir sınıf öğretmeninin sahip olması gereken yeterlikler. Yayımlanmamış doktora tezi. Hacettepe Universitesi, Ankara.
  • Akar, İ. (2018). Üstün yetenekli öğrencilerin genel eğitim sınıflarında desteklenmeleri. F. Şahin (Ed.), Özel Yetenekli Öğrenciler ve Eğitimleri içinde (s. 317-340). Anı yayıncılık, Ankara.
  • Akar, İ. (2020). Consensus on the competencies for a classroom teacher to support gifted students in the regular classroom: A delphi study. International Journal of Progressive Education (In press).
  • Armstrong, D. C. (1995). The use of Kinetic School Drawings to explore the educational preferences of gifted students. Journal for the Education of the Gifted, 18(4), 410-439.
  • Berman, K. M., Schultz, R. A., & Weber, C. L. (2012). A lack of awareness and emphasis in preservice teacher training: Preconceived beliefs about the gifted and talented. Gifted Child Today, 35(1), 18-26.
  • Coleman, L. J., & Cross, T. L. (2005). Being gifted in school: An introduction to development, guidance, and teaching. Waco, TX: Prufrock Press.
  • Creswell, J., W. (2013). Qualitative inquiry & research methods: Choosing among five approaches. (3rd edition). Thousand Oaks, CA: Sage.
  • Cullingford, C. (1991). The inner world of the school: Children's ideas about schools. London, UK: Cassell Educational.
  • Delisle, J. R., Whitmore, J. R., & Ambrose, R. P. (1987). Preventing discipline problems with gifted students. Teaching Exceptional Children, 19(4), 32.
  • Gagné, F. (2005). From noncompetence to exceptional talent: Exploring the range of academic achievement within and between grade levels. Gifted Child Quarterly, 49(2), 139-153.
  • Gallagher, J., Harradine, C. C., & Coleman, M. R. (1997). Challenge or boredom? Gifted students’ views on their schooling. Roeper Review, 19(3), 132-136.
  • MEB. (1956). Güzel sanatlarda fevkalade istidat gösteren çocukların devlet tarafından yetiştirilmesi hakkında kanun. Resmi Gazete, 9242.
  • MEB. (1961). İlköğretim ve eğitim kanunu. Resmi Gazete, 10705.
  • MEB. (1973). Milli eğitim temel kanunu. Resmi Gazete, 14574.
  • MEB. (1997). Özel eğitim hakkında kanun hükmünde kararname. Resmi Gazete, 23011.
  • MEB. (2006). Özel eğitim hizmetleri yönetmeliği. Ankara: MEB Özel Eğitim ve Rehberlik Hizmetleri Genel Müdürlüğü.
  • MEB. (2012). Milli eğitim bakanlığı özel eğitim kurumları yönetmeliği. Resmi Gazete, 28758.
  • MEB. (2013). Milli eğitim bakanlığı ortaöğretim kurumları yönetmeliği. Resmi Gazete, 28758.
  • MEB. (2014). Milli eğitim bakanlığı okul öncesi eğitim ve ilköğretim kurumları yönetmeliği. Resmi Gazete, 29072.
  • MEB. (2016). Bilim ve sanat merkezleri yönergesi. Ankara: MEB Özel Eğitim ve Rehberlik Hizmetleri Genel Müdürlüğü.
  • MEB. (2017). Milli eğitim bakanlığı rehberlik hizmetleri yönetmeliği. Ankara: MEB Özel Eğitim ve Rehberlik Hizmetleri Genel Müdürlüğü.
  • MEB. (2018a). Özel eğitim hizmetleri yönetmeliği. Ankara: MEB Özel Eğitim ve Rehberlik Hizmetleri Genel Müdürlüğü.
  • MEB. (2018b). Bilim ve sanat merkezleri öğrenci tanılama ve yerleştirme kılavuzu 2018-2019. Ankara: MEB Özel Eğitim ve Rehberlik Hizmetleri Genel Müdürlüğü.
  • Mosse, J. L. (2003). The nature of gifted education in the regular education classrooms in the elementary schools of a rural western pennsylvania school district: Implications for a staff development program. Unpublished Doctoral Dissertation. University of Pittsburgh.
  • Peine, M. E. (2003). Doing grounded theory research with gifted students. Journal for the Education of the Gifted, 26(3), 184-200.
  • Peine, M. E., & Coleman, L. J. (2010). The phenomenon of waiting in class. Journal for the Education of the Gifted, 34(2), 220-244.
  • Ross, P. O. C. (1993). National excellence: A case for developing America's talent. US Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
  • Sisk, D. (2009). Myth 13: The regular classroom teacher can "go it alone". Gifted Child Quarterly, 53(4), 269-271.
  • Tieso, C. L. (2003). Ability grouping is not just tracking anymore. Roeper Review, 26(1), 29-36.
  • VanTassel-Baska, J., & Stambaugh, T. (2005). Challenges and possibilities for serving gifted learners in the regular classroom. Theory into practice, 44(3), 211-217.
  • VanTassel-Baska, J. & Johnsen, S. K. (2007). Teacher education standards for the field of gifted education: A vision of coherence for personnel preparation in the 21st century. Gifted Child Quarterly, 51, 182-205.
  • Yang, Y., Gentry, M., & Choi, Y. O. (2012). Gifted students’ perceptions of the regular classes and pull-out programs in South Korea. Journal of Advanced Academics, 23(3), 270-287.
There are 32 citations in total.

Details

Primary Language English
Subjects Special Education and Disabled Education
Journal Section Research Articles
Authors

İbrahim Akar 0000-0001-5147-129X

Publication Date August 1, 2020
Acceptance Date April 5, 2020
Published in Issue Year 2020 Volume: 7 Issue: 2

Cite

APA Akar, İ. (2020). An Overview of the Phenomenon of Waiting in the Class from the Perspective of the Classroom Teacher: A Phenomenology Study. Participatory Educational Research, 7(2), 60-79. https://doi.org/10.17275/per.20.20.7.2