Research Article
BibTex RIS Cite

An Analysis of the Studies Examining Classroom Management in Education Faculty Journals in Turkey: A Meta-Synthesis Study

Year 2022, Volume: 19 Issue: 2, 298 - 327, 15.08.2022
https://doi.org/10.33711/yyuefd.1069563

Abstract

In this study, it was aimed a systematic re-examination of qualitative studies related to the classroom management. For this purpose, it was examined ten journals published by education faculties. In conclusion, 14 qualitative studies, which exactly met the criteria were examined. These studies were analyzed by using thematic synthesis method. As a result of thematic synthesis, four main themes emerged. These themes were the context of classroom management, factors affecting classroom management, disruptive behaviors, and coping with disruptive behaviors. The sub-themes related to classroom management main theme were strategies, approaches, dimensions, and competencies. The factors affecting classroom management were students, teachers, parents, school management, physical insufficiency, and socio-economic structure. The sub-themes related to the disruptive behaviors main theme were breaking the rules, disrupting the flow of the lesson, rudeness and disrespectfulness, emotional instability, verbal violence, indifference, and physical violence. In addition, the sub-themes related to the coping with disruptive behaviors main theme are tolerance, guidance, communication, cooperation, verbal warning, enforcement of sanctions, giving responsibility, and reaction. According to the meta-synthesis results, it may be said that synthesized qualitative studies mostly emphasize on the scope of classroom management, the factors affecting classroom management, and management of disruptive behaviors in classroom.

References

  • Anderson, L. M., Evertson, C. M., & Emmer, E. T. (1980). Dimensions in classroom management derived from recent research. Journal of Curriculum Studies, 12(4), 343-356. https://doi.org/10.1080/0022027800120407
  • *Arslan, M. M. (2017). Öğretmen adaylarının sınıf yönetimi boyutlarına ilişkin algılarının karikatürize ifadeleri. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 18(3), 215-231. https://doi.org/10.29299/kefad.2017.18.3.012
  • *Ayaydın, A. (2010). Görsel sanatlar eğitiminde sınıf yönetimi: Bir nitel araştırma örneği. Uludağ Üniversitesi Eğitim Fakültesi Dergisi 23(1), 61-80. https://dergipark.org.tr/tr/pub/uefad/issue/16691/173474
  • Baker, P. H. (2005). Managing student behavior: How ready are teachers to meet the challenge? American Secondary Education, 33(3), 51-64. http://www.jstor.com/stable/41064554
  • Blazer, D., & Kraft, M. A. (2017). Teacher and teaching effects on students’ attitudes and behaviors. Educational Evaluation and Policy Analysis, 39 (1), 146-170. https://doi.org/10.3102/0162373716670260
  • Boholano, H. B. (2017). Social networking: 21st century teaching and learning skills. Research in Pedagogy, 7 (1), 21-29. https://doi.org/10.17810/2015.45
  • Bondas, T., & Hall, E. O. (2007). Challenges in approaching meta-synthesis research. Qualitative Health Research, 17(1), 113-121. https://doi.org/10.1177/1049732306295879
  • Brown, M. J. (2019). Teacher perceptions of factors influencing classroom management practices: A comparative case study of two public high schools in the Western Cape. (Unpublished master’s thesis). University of the Western Cape, Cape Town.
  • Burden, P. R. (1999). Classroom management and discipline. London: John Wiley.
  • Cangelosi, J. S. (2004). Classroom management strategies. (5th ed.). London: John Wiley.
  • Carless, D. (1999). Factors affecting classroom implementation: Task-based curriculum renewal in Hong Kong. International Journal of Educational Reform, 8(4), 374-382. https://doi.org/10.1177/105678799900800405
  • Collier-Meek, M. A., Sanetti, L. M. H., & Boyle, A. M. (2019). Barriers to implementing classroom management and behavior support plans: An exploratory investigation. Psychology in the Schools, 56(1), 5-17. https://doi.org/10.1002/pits.22127
  • Collinson, V., Kozina, E., Lin, Y. H. K., Ling, L., Matheson, I., Newcombe, L., & Zogla, I. (2009). Professional development for teachers: a world of change. European Journal of Teacher Education, 32(1), 3-19. https://doi.org/10.1080/02619760802553022
  • Çelik, O. (2019). Examining the relationship between primary and secondary school teachers’ self-efficacy and classroom management skills. (Unpublished master’s thesis). Marmara University & Istanbul Sabahattin Zaim University, Social Sciences Institute, Istanbul.
  • Çetin, F. (2016). The relationship between teachers’ classroom management competencies, attitudes towards the teaching profession and job satisfaction. Turkish Studies, 18(3), 791-808. https://doi.org/10.7827/TurkishStudies.9285
  • *Çetin, B. (2013). Sınıfta istenmeyen öğrenci davranışlarıyla ilgili sınıf öğretmenlerinin karşılaştıkları sorunlar ve çözüm önerileri. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 14(1), 255-269. https://www.acarindex.com/dosyalar/makale/acarindex-1423907520.pdf
  • *Denizel-Güven, E., & Cevher, N. (2005). Okul öncesi öğretmenlerinin sınıf yönetimi becerilerinin çeşitli değişkenler açısından incelenmesi. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 10(18), 1-22. https://app.trdizin.gov.tr/publication/paper/detail/TlRZek5qZzQ=
  • Deveci, Ö., & Aykaç, N. (2018). Evaluation of studies examining the problems experienced in basic: A meta-synthesis study. Eğitimde Nitel Araştırmalar Dergisi, 7(1), 277-301. https://doi.org/10.14689/issn.2148-2624.1.7c1s.13m
  • Doyle, W. (1986). Classroom organization and management. In M. C. Wittrock, (Ed.). Handbook of research on teaching. (3rd ed.). (pp. 392-431). London: Macmillan.
  • Egeberg, H., & McConney, A. (2018). What do students believe about effective classroom management? A mixed-methods investigation in Western Australian high schools. The Australian Educational Researcher, 45, 195-216. https://doi.org/10.1007/s13384-017-0250-y
  • Erkan, Z. N. (2009). The relationship between class management approaches and job satisfaction of primary school teachers. (Istanbul Anatolian side example). (Unpublished master’s thesis). Maltepe University, Social Sciences Institute, Istanbul.
  • Evertson, C. M., Emmer, E. T., & Worsham, M. E. (2006). Classroom management for elementary teachers. Boston, MA: Allyn and Bacon.
  • Fidler, P. (2002). The relationship between teacher instructional techniques and characteristics and student achievement in reduced size classes. https://eric.ed.gov/?id=ED473460
  • Finfgeld, D. (2008). Meta‐synthesis of caring in nursing. Journal of Clinical Nursing, 17(2), 196-204. https://doi.org/10.1111/j.1365-2702.2006.01824.x
  • Gillette, C., Rudolph, M., Kimble, C., Rockich-Winston, N., Smith, L., Broedel-Zaugg, K. (2018). A meta-analysis of outcomes comparing flipped classroom and lecture. American Journal of Pharmaceutical Education, 82(5), 433-440. https://doi.org/10.5688/ajpe6898
  • Gülbahar, B., & Sıvacı, S. Y. (2018). Öğretmen adaylarının iletişim becerileri ile sınıf yönetimi yeterlik algıları arasındaki ilişkinin incelenmesi. YYÜ Eğitim Fakültesi Dergisi, 15(1), 268-301. http://dx.doi.org/10.23891/efdyyu.2018.69
  • *Güven, S., & Karslı, M. D. (2014). Sınıf yönetiminin etkililiğini etkileyen faktörlere ilişkin okul müdürlerinin görüşleri. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 14(23), 1-24. https://dergipark.org.tr/tr/download/article-file/786758
  • Howard, P. G. (2018). Twenty-first century learning as a radical re-thinking of education in the service of life. Education Sciences, 8(4), 1-13. doi:10.3390/educsci8040189
  • Huhtala A., & Vesalainen, M. (2017). Challenges in developing in-service teacher training: Lessons learnt from two projects for teachers of Swedish in Finland. Apples-Journal of Applied Language Studies, 11(3), 55-79. http://dx.doi.org/10.17011/apples/urn.201712104584
  • Hysa, E. (2014). Defining a 21st century education: Case study of development and growth course, Mediterranean Journal of Social Sciences, 5(2), 41-46. https://doi.org/10.5901/mjss.2014.v5n2p41
  • Ilgar, L. (2007). A research classroom management skills of primary school teachers. (Unpublished PhD Dissertation). Istanbul University, Social Sciences Institute, İstanbul.
  • *Ilgar, L. (2014). Özel okul ve devlet okulunda görev yapmış sınıf öğretmenlerinin sınıf yönetimindeki farklılıklara ilişkin görüşleri: Nitel bir çalışma. Hasan Ali Yücel Eğitim Fakültesi Dergisi, 11(22), 259-285. https://hayefjournal.org/Content/files/sayilar/75/259.pdf
  • Jennings, P. A. & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491-525. http://dx.doi.org/10.3102/0034654308325693
  • Kaya, M. & Selvitopu, A. (2019). A meta-analysis of the effects of some factors on teachers’ classroom management skills. International Journal of Contemporary Educational Research, 6(2), 409-425. https://doi.org/10.33200/ijcer.621313
  • Kınay, İ., Elçiçek, Z., & Oral, B. (2015). Investigation of the relationship between prospective teachers’ class management competencies and their attitudes towards teaching profession. International Journal of Eurasia Social Sciences, 6(19), 206-217.http://www.ijoess.com/Makaleler/362458344_206217%20%c4%b0smail%20kinay.pdf
  • *Koçak, A., & Bostancı, A. B. (2019). Sınıf yönetiminde sosyal adalet. Ankara University Journal of Faculty of Educational Sciences, 52(3), 915-942. https://doi.org/10.30964/auebfd.597200
  • Konan, N., Çelik, O. T., & Çetin, R. B. (2018). The problem of delegating school heads in Turkey: A meta-synthesis study. PAU Journal of Education, 44, 92-113. https://doi.org/10.9779/PUJE865
  • Korpershoek, H., Harms, T., De Boer, H., Van Kuijk, H., & Doolaard, S. (2016). A meta-analysis of the effects of classroom management strategies and classroom management programs on students’ academic, behavioral, emotional, and motivational outcomes. Review of Educational Research, 86(3), 643-680. https://doi.org/10.3102/0034654315626799
  • Korthagen, F. A. J. (2004). In search of the essence of a good teacher: Towards a more holistic approach in teacher education. Teaching and Teacher Education, 20(1), 77-97. doi: 10.1016/j.tate.2003.10.002
  • Kozikoğlu, İ. (2019). Analysis of the studies concerning flipped learning model: A comparative meta-synthesis study. International Journal of Instruction, 12(1), 851-868. https://eric.ed.gov/?id=EJ1201225
  • Kunter, M., Baumert, J., & Köller, O. (2007). Effective classroom management and the development of subject-related interest. Learning and Instruction, 17(5), 494-509. https://doi.org/10.1016/j.learninstruc.2007.09.002
  • *Külekçi-Akyavuz, E. (2019). İlkokul öğrencilerinin sergiledikleri istenmeyen davranışlar. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 19(35), 30-40. https://atif.sobiad.com/index.jsp?modul=makaledetay&Alan=sosyal&Id=AWAVWtayZgeuuwfVYLx
  • Lachal, J., Revah-Levi, A., Orri, M., & Moro, M. R. (2017). Metasynthesis: An original method to synthesize qualitative literature in psychiatry. Frontiers in Psychiatry, 8 (269), 1-9. https://doi.org/10.3389/fpsyt.2017.00269
  • Lai, E. & Cheung, D. (2015). Enacting teacher leadership: The role of teachers in bringing about change. Educational Management Administration & Leadership, 43(5) 673-692. https://doi.org/10.1177/1741143214535742
  • Levin, J., & Nolan, F. N. (2000). Principles of classroom management. Boston, MA: Allyn and Bacon.
  • Lewis, R. (2008). The developmental management approach to classroom behavior: Responding to individual needs. Melbourne: ACER Press.
  • Lewis, R. & Burman, E. (2008). Providing for student voice in classroom management: teachers’ views. International Journal of Inclusive Education, 12(2), 151-167. https://doi.org/10.1080/13603110600790605
  • Lozano, R., & Kızılaslan, I. (2013). Approaches to classroom discipline in Turkey and their implications for teacher education. International Journal on New Trends in Education and Their Implications, 4(1), 180-187. http://www.ijonte.org/FileUpload/ks63207/File/17. lozano.pdf
  • Malloy, J. M., Bohanon, H., & Francoeur, K. (2018). Positive behavior interventions and support in high schools: A case study from Hampshire. Journal of Educational and Psychological Consultation, 28(2), 219-247. https://doi.org/10.1080/10474412.2017.1385398
  • Martin, F., Dennen, V. P., & Bonk, C. J. (2020). A synthesis of systematic review research on emerging learning environments and technologies. Education Tech Research Dev. 68, 1613-1633. https://doi.org/10.1007/s11423-020-09812-2
  • Marzano, R. J., & Marzano, J. S. (2003). The key to classroom management. Educational Leadership, 61(1), 6-13. http://www.ascd.org/publications/educational-leadership/sept03/vol 61/num01/The-Key-to-Classroom-Management.aspx
  • Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. Jossey-Bass.
  • Midthassel, U. V. (2006). Creating a shared understanding of classroom management. Educational Management Administration & Leadership, 34(3), 365-383. https://doi.org/10.1177/1741143206065270
  • Muijs, D. & Harris, A. (2003) Teacher leadership: Improvement through empowerment: An overview on literature. Educational Management & Administration, 31(4), 437-448. https://doi.org/10.1177/0263211X030314007
  • Muijs, D. & Harris, A. (2007). Teacher leadership in (in) action. Educational Management Administration & Leadership, 35(1), 111-134. https://doi.org/10.1177/1741143207071387
  • Närhi, V., Kiiski, T., & Savolainen, H. (2017). Reducing disruptive behaviours and improving classroom behavioural climate with class-wide positive behaviour support in middle schools. British Educational Research Journal, 43(6), 1186-1205. https://doi.org/ 10.1002/berj.3305
  • Nelsen, J. & Lynn, L. (2012). Positive discipline. (3rd ed.). NY: Three Rivers Press.
  • Noah, P. D. (2017). A systematic approach to the qualitative meta-synthesis. Issues in Information Systems, 18(2), 196-205. https://iacis.org/iis/2017/2_iis_2017_196-205.pdf
  • Noblit, G. W., & Hare, R. D. (1988). Meta-ethnography: Synthesizing qualitative studies. Sage.
  • Oliver, R. M., Wehby, J. H., & Reschly, D. J. (2011) Teacher classroom management practices: Effects on disruptive or aggressive student behavior. Campbell Systematic Reviews, 7(1), 1-55. https://doi.org/10.4073/csr.2011.4
  • Opdenakker, M. & Van Damme, J. (2006) Teacher characteristics and teaching styles as effectiveness enhancing factors of classroom practice. Teaching and Teacher Education, 22(1), 1-21. http://dx.doi.org/10.1016/j.tate.2005.07.008
  • Oyinloye, O. M., & Imenda, S. N. (2019). The impact of assessment for learning on learner performance in life science. EURASIA Journal of Mathematics, Science and Technology Education, 15(11), 1-8. https://doi.org/10.29333/ejmste/108689
  • *Öngören-Özdemir, S., & Tepeli, K. (2016). Okul öncesi öğretmenlerinin saldırgan davranışlarla baş etme stratejilerinin incelenmesi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 17(2), 51-70. http://kefad.ahievran.edu.tr/InstitutionArchiveFiles/f44778c7
  • *Özgan, H., & Yılmaz, S. (2009). Müfettişlerin, öğretmenlerin sınıf yönetimindeki eksiklikleri hakkındaki görüşleri. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 10(2), 57-65. https://app.trdizin.gov.tr/publication/paper/detail/T1RRM01UazU=
  • *Öztürk, Y., & Gangal, M. (2016). Okul öncesi eğitim öğretmenlerinin disiplin, sınıf yönetimi ve istenmeyen davranışlar hakkındaki inançları. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 31(3), 593-608 https://app.trdizin.gov.tr/publication/paper/detail/TWpBMk9UVT FOUT09
  • Pane, D. M. (2010). Viewing classroom discipline as negotiable social interaction: A communities of practice perspective. Teaching and Teacher Education, 26(1), 87-97. http://dx.doi.org/10.1016/j.tate.2009.05.002
  • Patel, N. V. (2003). A holistic approach to learning and teaching interaction: Factors in the development of critical learners. International Journal of Educational Management, 17(6), 272-284. https://doi.org/10.1108/09513540310487604
  • Patton, M. Q. (2002). Qualitative research & evaluation methods. (3rd ed.). London: Sage.
  • Polat, S., & Ay, O. (2016). Meta-synthesis: A conceptual analysis. Journal of Qualitative Research in Education, 4(1), 52-64. http://dx.doi.org/10.14689/issn.2148-2624.1.4c2s3m
  • Postholm, M. B. (2013). Classroom management: what does research tell us? European Educational Research Journal, 12(3), 389-402. https://doi.org/10.2304/eerj.2013.12.3.389
  • Pounder, J. S. (2006). Transformational classroom leadership: The fourth wave of teacher leadership? Educational Management, Administration & Leadership, 34(4), 533-545. http://dx.doi.org/10.1177/1741143206068216
  • Riley, P. (2009). An adult attachment perspective on the student-teacher relationship & classroom management difficulties. Teaching and Teacher Education, 25(5), 626-635. http://dx.doi.org/10.1016/j.tate.2008.11.018
  • Sahranç, Ü. (2013). Öğrenme psikolojisi ile ilgili temel kavramlar. In İ. Yıldırım (Ed.), Eğitim psikolojisi. (3rd ed.). (pp. 301-332). Anı.
  • Sakız, G. (2015). Perceived teacher factors in relation to students’ achievement related outcomes in science classrooms in elementary school. European Journal of Science and Mathematics Education, 3(2), 115-129. http://scimath.net/articles/32/322.pdf
  • Seeman, H. (2000). Preventing discipline problems: A classroom management handbook. Scarecrow Press.
  • *Sezer, Ş. (2018). Öğretmenlerin sınıf yönetimi tutumlarının öğrencilerin gelişimi üzerindeki etkileri: Fenomenolojik bir çözümleme. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 33(2), 534-549. http://dx.doi.org/10.16986/HUJE.2017031319
  • Sibanda, M., & Mpofu, L. (2017). Positive discipline practices in schools: A case of Mzilikazi District secondary schools in Zimbabwe. Journal of Educational and Social Research, 7(3), 117-125. https://doi.org/10.1515/jesr-2017-00094
  • *Siyez, D. M. (2009). Liselerde görev yapan öğretmenlerin istenmeyen öğrenci davranışlarına yönelik algıları ve tepkileri. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 14(25), 67-80. https://dergipark.org.tr/en/download/article-file/114679
  • Smith, J. A. (2008). Interpretative phenomenological analysis. Qualitative Psychology: A practical guide to research methods. Trowbridge: Sage.
  • Soysal (Radmard) S., (2021). A descriptional content analysis of national studies on the classroom management case. Journal of Higher Education and Science, 11(1), 214-244. https://doi.org/10.5961/jhes.2021.443
  • Spoden, C., & Fricke, K. (2018). Measurement of teachers’ reactive, preventive and proactive classroom management skills by student ratings: Results from a two-level confirmatory factor analysis. Psychological Test and Assessment Modeling, 60(2), 223-240. https://www.psychologieaktuell.com/fileadmin/download/ptam/22018_ 20180627/05_PTAM-2-2018 Spoden_v2.pdf
  • Sultan, S., & Shafi, M. (2014). Impact of perceived teachers’ competence on students’ performance: Evidence for mediating/moderating role of class environment. i-manager’s Journal on Educational Psychology, 8(1), 10-18. https://doi.org/10.26634/jpsy.8.1.2764.
  • Sun, R. C. F., & Shek, D. T. L. (2012). Student classroom misbehavior: An exploratory study based on teachers’ perceptions. The Scientific World Journal, (Special Issue), 1-8. https://doi.org/10.1100/2012/208907
  • *Teyfur, M. (2011). Sınıf öğretmenlerinin uyguladığı yapılandırmacı öğrenme yaklaşımının sınıf yönetimi uygulamalarına etkisinin değerlendirilmesi. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 12(2), 139-164. https://dergipark.org.tr/tr/pub/inuefd/issue/8699/108642
  • Thomas, J., & Harden, A. (2008). Methods for the thematic synthesis of qualitative research in systematic reviews. BMC Medical Research Methodology, 8(1), 1-10. https://doi.org/10.1186/1471-2288-8-45
  • Thompson, J. (1998). Discipline survival kit for the secondary teacher. London: John Wiley.
  • Tong, A., Flemming, K., McInnes, E., Oliver, S., & Craig, J. (2012). Enhancing transparency in reporting the synthesis of qualitative research: ENTREQ. BMC Med Res Methodology, 12(181), 1-8. https://doi.org/10.1186/1471-2288-12-181
  • Uğurlu, C. T., Usta, G., & Köybaşı, F. (2019). An investigation of teachers’ classroom management skills in terms of gender variability: A meta-analysis study. International Online Journal of Educational Sciences, 11(1), 71-90. https://doi.org/10.15345/iojes.2019.01.006
  • UNESCO, (2015). Positive discipline in the inclusive, learning-friendly classroom: A guide for teachers and teacher educators. Paris: UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000149284
  • Walsh, D., & Downe, S. (2005). Meta-synthesis method for qualitative research: A literature review. Journal of Advanced Nursing, 50(2), 204-211. https://doi.org/10.1111/j.1365-2648.2005.03380.x
  • Wang, M. C., Haertel, G. D., & Walberg, H. J. (1993). Toward a knowledge base for school learning. Review of Educational Research, 63(3), 249-294. https://doi.org/10.3102/00346543063003249
  • Weed, M. (2005). Meta interpretation: A method for the interpretive synthesis of qualitative research. Forum: Qualitative Social Research, 6(1), 1-21. http://dx.doi.org/10.17169/fqs-6.1.508
  • Yılmaz, K. (2011). İlköğretim okulu öğretmenlerinin sınıf yönetimi tarzları ile demokratik değerlere ilişkin görüşleri arasındaki ilişki. Değerler Eğitimi Dergisi, 19(21), 147-170. https://ded.dem.org.tr/gorsel/pdf/ded-21-makale-6.pdf
  • Yılmaz, Z. N. & Aydın, Ö. (2015). İlköğretim öğretmenlerinin sınıf yönetimi becerilerine ilişkin algılarının çeşitli değişkenler açısından incelenmesi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 11(1), 148-164. https://dergipark.org.tr/tr/pub/mersinefd/issue/17396/181855

Sınıf Yönetimine İlişkin Nitel Araştırmaların Analizi: Bir Meta-Sentez Çalışması

Year 2022, Volume: 19 Issue: 2, 298 - 327, 15.08.2022
https://doi.org/10.33711/yyuefd.1069563

Abstract

Bu çalışmada, sınıf yönetimi ile ilgili nitel çalışmaların sistematik olarak yeniden incelenmesi amaçlanmıştır. Bu amaçla eğitim fakülteleri tarafından yayınlanan on dergi incelenmiştir. Sonuç olarak, kriterleri tam olarak karşılayan 14 nitel çalışma incelenmiştir. Bu çalışmalar, tematik sentez yöntemi kullanılarak analiz edilmiştir. Tematik sentez sonucunda dört ana tema ortaya çıkmıştır. Bu temalar, sınıf yöne-timinin kapsamı, sınıf yönetimini etkileyen faktörler, istenmeyen davranışlar ve istenmeyen davranışlarla baş etme stratejileri şeklindedir. Sınıf yönetimine ilişkin alt temalar stratejiler, yaklaşımlar, boyutlar ve yeterlilikler şeklindedir. Sınıf yönetimini etkileyen faktörler öğrenci, öğretmen, veli, okul yönetimi, fiziki yetersizlik ve sosyo-ekonomik yapı olarak ortaya çıkmıştır. Yıkıcı davranışlar ana temasına ilişkin alt temalar kuralları çiğneme, dersin akışını bozma, kabalık ve saygısızlık, duygusal dengesizlik, sözel şiddet, ilgisizlik ve fiziksel şiddettir. Ayrıca yıkıcı davranışlarla baş etme ana temasına ilişkin alt temalar hoşgörü, rehberlik, iletişim, işbirliği, sözlü uyarı, yaptırımların uygulanması, sorumluluk verme ve tepki gösterme şeklindedir. Meta-sentez sonuçlarına göre sentezlenen nitel çalışmaların daha çok sınıf yönetiminin kapsamına, sınıf yönetimini etkileyen faktörlere ve sınıfta istenmeyen davranışların yönetimine odaklandığı söylenebilir.

References

  • Anderson, L. M., Evertson, C. M., & Emmer, E. T. (1980). Dimensions in classroom management derived from recent research. Journal of Curriculum Studies, 12(4), 343-356. https://doi.org/10.1080/0022027800120407
  • *Arslan, M. M. (2017). Öğretmen adaylarının sınıf yönetimi boyutlarına ilişkin algılarının karikatürize ifadeleri. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 18(3), 215-231. https://doi.org/10.29299/kefad.2017.18.3.012
  • *Ayaydın, A. (2010). Görsel sanatlar eğitiminde sınıf yönetimi: Bir nitel araştırma örneği. Uludağ Üniversitesi Eğitim Fakültesi Dergisi 23(1), 61-80. https://dergipark.org.tr/tr/pub/uefad/issue/16691/173474
  • Baker, P. H. (2005). Managing student behavior: How ready are teachers to meet the challenge? American Secondary Education, 33(3), 51-64. http://www.jstor.com/stable/41064554
  • Blazer, D., & Kraft, M. A. (2017). Teacher and teaching effects on students’ attitudes and behaviors. Educational Evaluation and Policy Analysis, 39 (1), 146-170. https://doi.org/10.3102/0162373716670260
  • Boholano, H. B. (2017). Social networking: 21st century teaching and learning skills. Research in Pedagogy, 7 (1), 21-29. https://doi.org/10.17810/2015.45
  • Bondas, T., & Hall, E. O. (2007). Challenges in approaching meta-synthesis research. Qualitative Health Research, 17(1), 113-121. https://doi.org/10.1177/1049732306295879
  • Brown, M. J. (2019). Teacher perceptions of factors influencing classroom management practices: A comparative case study of two public high schools in the Western Cape. (Unpublished master’s thesis). University of the Western Cape, Cape Town.
  • Burden, P. R. (1999). Classroom management and discipline. London: John Wiley.
  • Cangelosi, J. S. (2004). Classroom management strategies. (5th ed.). London: John Wiley.
  • Carless, D. (1999). Factors affecting classroom implementation: Task-based curriculum renewal in Hong Kong. International Journal of Educational Reform, 8(4), 374-382. https://doi.org/10.1177/105678799900800405
  • Collier-Meek, M. A., Sanetti, L. M. H., & Boyle, A. M. (2019). Barriers to implementing classroom management and behavior support plans: An exploratory investigation. Psychology in the Schools, 56(1), 5-17. https://doi.org/10.1002/pits.22127
  • Collinson, V., Kozina, E., Lin, Y. H. K., Ling, L., Matheson, I., Newcombe, L., & Zogla, I. (2009). Professional development for teachers: a world of change. European Journal of Teacher Education, 32(1), 3-19. https://doi.org/10.1080/02619760802553022
  • Çelik, O. (2019). Examining the relationship between primary and secondary school teachers’ self-efficacy and classroom management skills. (Unpublished master’s thesis). Marmara University & Istanbul Sabahattin Zaim University, Social Sciences Institute, Istanbul.
  • Çetin, F. (2016). The relationship between teachers’ classroom management competencies, attitudes towards the teaching profession and job satisfaction. Turkish Studies, 18(3), 791-808. https://doi.org/10.7827/TurkishStudies.9285
  • *Çetin, B. (2013). Sınıfta istenmeyen öğrenci davranışlarıyla ilgili sınıf öğretmenlerinin karşılaştıkları sorunlar ve çözüm önerileri. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 14(1), 255-269. https://www.acarindex.com/dosyalar/makale/acarindex-1423907520.pdf
  • *Denizel-Güven, E., & Cevher, N. (2005). Okul öncesi öğretmenlerinin sınıf yönetimi becerilerinin çeşitli değişkenler açısından incelenmesi. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 10(18), 1-22. https://app.trdizin.gov.tr/publication/paper/detail/TlRZek5qZzQ=
  • Deveci, Ö., & Aykaç, N. (2018). Evaluation of studies examining the problems experienced in basic: A meta-synthesis study. Eğitimde Nitel Araştırmalar Dergisi, 7(1), 277-301. https://doi.org/10.14689/issn.2148-2624.1.7c1s.13m
  • Doyle, W. (1986). Classroom organization and management. In M. C. Wittrock, (Ed.). Handbook of research on teaching. (3rd ed.). (pp. 392-431). London: Macmillan.
  • Egeberg, H., & McConney, A. (2018). What do students believe about effective classroom management? A mixed-methods investigation in Western Australian high schools. The Australian Educational Researcher, 45, 195-216. https://doi.org/10.1007/s13384-017-0250-y
  • Erkan, Z. N. (2009). The relationship between class management approaches and job satisfaction of primary school teachers. (Istanbul Anatolian side example). (Unpublished master’s thesis). Maltepe University, Social Sciences Institute, Istanbul.
  • Evertson, C. M., Emmer, E. T., & Worsham, M. E. (2006). Classroom management for elementary teachers. Boston, MA: Allyn and Bacon.
  • Fidler, P. (2002). The relationship between teacher instructional techniques and characteristics and student achievement in reduced size classes. https://eric.ed.gov/?id=ED473460
  • Finfgeld, D. (2008). Meta‐synthesis of caring in nursing. Journal of Clinical Nursing, 17(2), 196-204. https://doi.org/10.1111/j.1365-2702.2006.01824.x
  • Gillette, C., Rudolph, M., Kimble, C., Rockich-Winston, N., Smith, L., Broedel-Zaugg, K. (2018). A meta-analysis of outcomes comparing flipped classroom and lecture. American Journal of Pharmaceutical Education, 82(5), 433-440. https://doi.org/10.5688/ajpe6898
  • Gülbahar, B., & Sıvacı, S. Y. (2018). Öğretmen adaylarının iletişim becerileri ile sınıf yönetimi yeterlik algıları arasındaki ilişkinin incelenmesi. YYÜ Eğitim Fakültesi Dergisi, 15(1), 268-301. http://dx.doi.org/10.23891/efdyyu.2018.69
  • *Güven, S., & Karslı, M. D. (2014). Sınıf yönetiminin etkililiğini etkileyen faktörlere ilişkin okul müdürlerinin görüşleri. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 14(23), 1-24. https://dergipark.org.tr/tr/download/article-file/786758
  • Howard, P. G. (2018). Twenty-first century learning as a radical re-thinking of education in the service of life. Education Sciences, 8(4), 1-13. doi:10.3390/educsci8040189
  • Huhtala A., & Vesalainen, M. (2017). Challenges in developing in-service teacher training: Lessons learnt from two projects for teachers of Swedish in Finland. Apples-Journal of Applied Language Studies, 11(3), 55-79. http://dx.doi.org/10.17011/apples/urn.201712104584
  • Hysa, E. (2014). Defining a 21st century education: Case study of development and growth course, Mediterranean Journal of Social Sciences, 5(2), 41-46. https://doi.org/10.5901/mjss.2014.v5n2p41
  • Ilgar, L. (2007). A research classroom management skills of primary school teachers. (Unpublished PhD Dissertation). Istanbul University, Social Sciences Institute, İstanbul.
  • *Ilgar, L. (2014). Özel okul ve devlet okulunda görev yapmış sınıf öğretmenlerinin sınıf yönetimindeki farklılıklara ilişkin görüşleri: Nitel bir çalışma. Hasan Ali Yücel Eğitim Fakültesi Dergisi, 11(22), 259-285. https://hayefjournal.org/Content/files/sayilar/75/259.pdf
  • Jennings, P. A. & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491-525. http://dx.doi.org/10.3102/0034654308325693
  • Kaya, M. & Selvitopu, A. (2019). A meta-analysis of the effects of some factors on teachers’ classroom management skills. International Journal of Contemporary Educational Research, 6(2), 409-425. https://doi.org/10.33200/ijcer.621313
  • Kınay, İ., Elçiçek, Z., & Oral, B. (2015). Investigation of the relationship between prospective teachers’ class management competencies and their attitudes towards teaching profession. International Journal of Eurasia Social Sciences, 6(19), 206-217.http://www.ijoess.com/Makaleler/362458344_206217%20%c4%b0smail%20kinay.pdf
  • *Koçak, A., & Bostancı, A. B. (2019). Sınıf yönetiminde sosyal adalet. Ankara University Journal of Faculty of Educational Sciences, 52(3), 915-942. https://doi.org/10.30964/auebfd.597200
  • Konan, N., Çelik, O. T., & Çetin, R. B. (2018). The problem of delegating school heads in Turkey: A meta-synthesis study. PAU Journal of Education, 44, 92-113. https://doi.org/10.9779/PUJE865
  • Korpershoek, H., Harms, T., De Boer, H., Van Kuijk, H., & Doolaard, S. (2016). A meta-analysis of the effects of classroom management strategies and classroom management programs on students’ academic, behavioral, emotional, and motivational outcomes. Review of Educational Research, 86(3), 643-680. https://doi.org/10.3102/0034654315626799
  • Korthagen, F. A. J. (2004). In search of the essence of a good teacher: Towards a more holistic approach in teacher education. Teaching and Teacher Education, 20(1), 77-97. doi: 10.1016/j.tate.2003.10.002
  • Kozikoğlu, İ. (2019). Analysis of the studies concerning flipped learning model: A comparative meta-synthesis study. International Journal of Instruction, 12(1), 851-868. https://eric.ed.gov/?id=EJ1201225
  • Kunter, M., Baumert, J., & Köller, O. (2007). Effective classroom management and the development of subject-related interest. Learning and Instruction, 17(5), 494-509. https://doi.org/10.1016/j.learninstruc.2007.09.002
  • *Külekçi-Akyavuz, E. (2019). İlkokul öğrencilerinin sergiledikleri istenmeyen davranışlar. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 19(35), 30-40. https://atif.sobiad.com/index.jsp?modul=makaledetay&Alan=sosyal&Id=AWAVWtayZgeuuwfVYLx
  • Lachal, J., Revah-Levi, A., Orri, M., & Moro, M. R. (2017). Metasynthesis: An original method to synthesize qualitative literature in psychiatry. Frontiers in Psychiatry, 8 (269), 1-9. https://doi.org/10.3389/fpsyt.2017.00269
  • Lai, E. & Cheung, D. (2015). Enacting teacher leadership: The role of teachers in bringing about change. Educational Management Administration & Leadership, 43(5) 673-692. https://doi.org/10.1177/1741143214535742
  • Levin, J., & Nolan, F. N. (2000). Principles of classroom management. Boston, MA: Allyn and Bacon.
  • Lewis, R. (2008). The developmental management approach to classroom behavior: Responding to individual needs. Melbourne: ACER Press.
  • Lewis, R. & Burman, E. (2008). Providing for student voice in classroom management: teachers’ views. International Journal of Inclusive Education, 12(2), 151-167. https://doi.org/10.1080/13603110600790605
  • Lozano, R., & Kızılaslan, I. (2013). Approaches to classroom discipline in Turkey and their implications for teacher education. International Journal on New Trends in Education and Their Implications, 4(1), 180-187. http://www.ijonte.org/FileUpload/ks63207/File/17. lozano.pdf
  • Malloy, J. M., Bohanon, H., & Francoeur, K. (2018). Positive behavior interventions and support in high schools: A case study from Hampshire. Journal of Educational and Psychological Consultation, 28(2), 219-247. https://doi.org/10.1080/10474412.2017.1385398
  • Martin, F., Dennen, V. P., & Bonk, C. J. (2020). A synthesis of systematic review research on emerging learning environments and technologies. Education Tech Research Dev. 68, 1613-1633. https://doi.org/10.1007/s11423-020-09812-2
  • Marzano, R. J., & Marzano, J. S. (2003). The key to classroom management. Educational Leadership, 61(1), 6-13. http://www.ascd.org/publications/educational-leadership/sept03/vol 61/num01/The-Key-to-Classroom-Management.aspx
  • Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. Jossey-Bass.
  • Midthassel, U. V. (2006). Creating a shared understanding of classroom management. Educational Management Administration & Leadership, 34(3), 365-383. https://doi.org/10.1177/1741143206065270
  • Muijs, D. & Harris, A. (2003) Teacher leadership: Improvement through empowerment: An overview on literature. Educational Management & Administration, 31(4), 437-448. https://doi.org/10.1177/0263211X030314007
  • Muijs, D. & Harris, A. (2007). Teacher leadership in (in) action. Educational Management Administration & Leadership, 35(1), 111-134. https://doi.org/10.1177/1741143207071387
  • Närhi, V., Kiiski, T., & Savolainen, H. (2017). Reducing disruptive behaviours and improving classroom behavioural climate with class-wide positive behaviour support in middle schools. British Educational Research Journal, 43(6), 1186-1205. https://doi.org/ 10.1002/berj.3305
  • Nelsen, J. & Lynn, L. (2012). Positive discipline. (3rd ed.). NY: Three Rivers Press.
  • Noah, P. D. (2017). A systematic approach to the qualitative meta-synthesis. Issues in Information Systems, 18(2), 196-205. https://iacis.org/iis/2017/2_iis_2017_196-205.pdf
  • Noblit, G. W., & Hare, R. D. (1988). Meta-ethnography: Synthesizing qualitative studies. Sage.
  • Oliver, R. M., Wehby, J. H., & Reschly, D. J. (2011) Teacher classroom management practices: Effects on disruptive or aggressive student behavior. Campbell Systematic Reviews, 7(1), 1-55. https://doi.org/10.4073/csr.2011.4
  • Opdenakker, M. & Van Damme, J. (2006) Teacher characteristics and teaching styles as effectiveness enhancing factors of classroom practice. Teaching and Teacher Education, 22(1), 1-21. http://dx.doi.org/10.1016/j.tate.2005.07.008
  • Oyinloye, O. M., & Imenda, S. N. (2019). The impact of assessment for learning on learner performance in life science. EURASIA Journal of Mathematics, Science and Technology Education, 15(11), 1-8. https://doi.org/10.29333/ejmste/108689
  • *Öngören-Özdemir, S., & Tepeli, K. (2016). Okul öncesi öğretmenlerinin saldırgan davranışlarla baş etme stratejilerinin incelenmesi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 17(2), 51-70. http://kefad.ahievran.edu.tr/InstitutionArchiveFiles/f44778c7
  • *Özgan, H., & Yılmaz, S. (2009). Müfettişlerin, öğretmenlerin sınıf yönetimindeki eksiklikleri hakkındaki görüşleri. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 10(2), 57-65. https://app.trdizin.gov.tr/publication/paper/detail/T1RRM01UazU=
  • *Öztürk, Y., & Gangal, M. (2016). Okul öncesi eğitim öğretmenlerinin disiplin, sınıf yönetimi ve istenmeyen davranışlar hakkındaki inançları. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 31(3), 593-608 https://app.trdizin.gov.tr/publication/paper/detail/TWpBMk9UVT FOUT09
  • Pane, D. M. (2010). Viewing classroom discipline as negotiable social interaction: A communities of practice perspective. Teaching and Teacher Education, 26(1), 87-97. http://dx.doi.org/10.1016/j.tate.2009.05.002
  • Patel, N. V. (2003). A holistic approach to learning and teaching interaction: Factors in the development of critical learners. International Journal of Educational Management, 17(6), 272-284. https://doi.org/10.1108/09513540310487604
  • Patton, M. Q. (2002). Qualitative research & evaluation methods. (3rd ed.). London: Sage.
  • Polat, S., & Ay, O. (2016). Meta-synthesis: A conceptual analysis. Journal of Qualitative Research in Education, 4(1), 52-64. http://dx.doi.org/10.14689/issn.2148-2624.1.4c2s3m
  • Postholm, M. B. (2013). Classroom management: what does research tell us? European Educational Research Journal, 12(3), 389-402. https://doi.org/10.2304/eerj.2013.12.3.389
  • Pounder, J. S. (2006). Transformational classroom leadership: The fourth wave of teacher leadership? Educational Management, Administration & Leadership, 34(4), 533-545. http://dx.doi.org/10.1177/1741143206068216
  • Riley, P. (2009). An adult attachment perspective on the student-teacher relationship & classroom management difficulties. Teaching and Teacher Education, 25(5), 626-635. http://dx.doi.org/10.1016/j.tate.2008.11.018
  • Sahranç, Ü. (2013). Öğrenme psikolojisi ile ilgili temel kavramlar. In İ. Yıldırım (Ed.), Eğitim psikolojisi. (3rd ed.). (pp. 301-332). Anı.
  • Sakız, G. (2015). Perceived teacher factors in relation to students’ achievement related outcomes in science classrooms in elementary school. European Journal of Science and Mathematics Education, 3(2), 115-129. http://scimath.net/articles/32/322.pdf
  • Seeman, H. (2000). Preventing discipline problems: A classroom management handbook. Scarecrow Press.
  • *Sezer, Ş. (2018). Öğretmenlerin sınıf yönetimi tutumlarının öğrencilerin gelişimi üzerindeki etkileri: Fenomenolojik bir çözümleme. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 33(2), 534-549. http://dx.doi.org/10.16986/HUJE.2017031319
  • Sibanda, M., & Mpofu, L. (2017). Positive discipline practices in schools: A case of Mzilikazi District secondary schools in Zimbabwe. Journal of Educational and Social Research, 7(3), 117-125. https://doi.org/10.1515/jesr-2017-00094
  • *Siyez, D. M. (2009). Liselerde görev yapan öğretmenlerin istenmeyen öğrenci davranışlarına yönelik algıları ve tepkileri. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 14(25), 67-80. https://dergipark.org.tr/en/download/article-file/114679
  • Smith, J. A. (2008). Interpretative phenomenological analysis. Qualitative Psychology: A practical guide to research methods. Trowbridge: Sage.
  • Soysal (Radmard) S., (2021). A descriptional content analysis of national studies on the classroom management case. Journal of Higher Education and Science, 11(1), 214-244. https://doi.org/10.5961/jhes.2021.443
  • Spoden, C., & Fricke, K. (2018). Measurement of teachers’ reactive, preventive and proactive classroom management skills by student ratings: Results from a two-level confirmatory factor analysis. Psychological Test and Assessment Modeling, 60(2), 223-240. https://www.psychologieaktuell.com/fileadmin/download/ptam/22018_ 20180627/05_PTAM-2-2018 Spoden_v2.pdf
  • Sultan, S., & Shafi, M. (2014). Impact of perceived teachers’ competence on students’ performance: Evidence for mediating/moderating role of class environment. i-manager’s Journal on Educational Psychology, 8(1), 10-18. https://doi.org/10.26634/jpsy.8.1.2764.
  • Sun, R. C. F., & Shek, D. T. L. (2012). Student classroom misbehavior: An exploratory study based on teachers’ perceptions. The Scientific World Journal, (Special Issue), 1-8. https://doi.org/10.1100/2012/208907
  • *Teyfur, M. (2011). Sınıf öğretmenlerinin uyguladığı yapılandırmacı öğrenme yaklaşımının sınıf yönetimi uygulamalarına etkisinin değerlendirilmesi. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 12(2), 139-164. https://dergipark.org.tr/tr/pub/inuefd/issue/8699/108642
  • Thomas, J., & Harden, A. (2008). Methods for the thematic synthesis of qualitative research in systematic reviews. BMC Medical Research Methodology, 8(1), 1-10. https://doi.org/10.1186/1471-2288-8-45
  • Thompson, J. (1998). Discipline survival kit for the secondary teacher. London: John Wiley.
  • Tong, A., Flemming, K., McInnes, E., Oliver, S., & Craig, J. (2012). Enhancing transparency in reporting the synthesis of qualitative research: ENTREQ. BMC Med Res Methodology, 12(181), 1-8. https://doi.org/10.1186/1471-2288-12-181
  • Uğurlu, C. T., Usta, G., & Köybaşı, F. (2019). An investigation of teachers’ classroom management skills in terms of gender variability: A meta-analysis study. International Online Journal of Educational Sciences, 11(1), 71-90. https://doi.org/10.15345/iojes.2019.01.006
  • UNESCO, (2015). Positive discipline in the inclusive, learning-friendly classroom: A guide for teachers and teacher educators. Paris: UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000149284
  • Walsh, D., & Downe, S. (2005). Meta-synthesis method for qualitative research: A literature review. Journal of Advanced Nursing, 50(2), 204-211. https://doi.org/10.1111/j.1365-2648.2005.03380.x
  • Wang, M. C., Haertel, G. D., & Walberg, H. J. (1993). Toward a knowledge base for school learning. Review of Educational Research, 63(3), 249-294. https://doi.org/10.3102/00346543063003249
  • Weed, M. (2005). Meta interpretation: A method for the interpretive synthesis of qualitative research. Forum: Qualitative Social Research, 6(1), 1-21. http://dx.doi.org/10.17169/fqs-6.1.508
  • Yılmaz, K. (2011). İlköğretim okulu öğretmenlerinin sınıf yönetimi tarzları ile demokratik değerlere ilişkin görüşleri arasındaki ilişki. Değerler Eğitimi Dergisi, 19(21), 147-170. https://ded.dem.org.tr/gorsel/pdf/ded-21-makale-6.pdf
  • Yılmaz, Z. N. & Aydın, Ö. (2015). İlköğretim öğretmenlerinin sınıf yönetimi becerilerine ilişkin algılarının çeşitli değişkenler açısından incelenmesi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 11(1), 148-164. https://dergipark.org.tr/tr/pub/mersinefd/issue/17396/181855
There are 94 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Şenol Sezer 0000-0001-8800-6017

Ertuğ Can 0000-0002-0885-9042

Publication Date August 15, 2022
Published in Issue Year 2022 Volume: 19 Issue: 2

Cite

APA Sezer, Ş., & Can, E. (2022). An Analysis of the Studies Examining Classroom Management in Education Faculty Journals in Turkey: A Meta-Synthesis Study. Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 19(2), 298-327. https://doi.org/10.33711/yyuefd.1069563