A Phenomenological Study of Teacher Perceptions of the Applicability of Differentiated Reading Instruction Designs in Turkey

Autor/in	Pilten, Gülhiz
Titel	A Phenomenological Study of Teacher Perceptions of the Applicability of Differentiated Reading Instruction Designs in Turkey
Quelle	In: Educational Sciences: Theory and Practice, 16 (2016) 4, S.1419-1451 (33 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1303-0485
Schlagwörter	Phenomenology; Teacher Attitudes; Individualized Instruction; Reading Instruction; Elementary School Teachers; Educational Practices; Qualitative Research; Fidelity; Curriculum Implementation; Semi Structured Interviews; Prereading Experience; Learning Activities; Pedagogical Content Knowledge; Teaching Methods; Faculty Development; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Phenomenological psychology; Phänomenologie; Psychologie; Lehrerverhalten; Individualisierender Unterricht; Leseunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Bildungspraxis; Qualitative Forschung; Lernaktivität; Pädagogische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Türkei
Abstract	The main purpose of the present study is determining the practicability of the "Differentiated Reading Instruction Approach" in primary school grades in Turkey, in accordance with the teachers' perceptions, by considering important roles in the practice of the approach. The work-group of the present research is in phenomenology design, which is one of the qualitative research designs, formed by 17 class teachers selected via maximum variety sampling from various geographic regions of Turkey. Findings of the present research revealed that the present implementations of the teachers are far from taking students' individual differences into consideration and therefore they don't comply with the basic principles of differentiated teaching. In addition, at the end of the seminars, which included the theoretical foundations and implementation oriented samples of this approach, it was determined that most of the teachers stated that this approach cannot be implemented in Turkey. Consequently, examination of the teachers' differentiated reading teaching designs revealed that these designs were realized in a successful way that complies with the theoretical foundations of the approach in terms of content, process and production. (As Provided).
Anmerkungen	Educational Consultancy, Ltd (EDAM). Kisikli Mh. Alemdag Cd. Yan Yol Sk., SBK Is Merkezi No:5 Kat:1, Uskudar-Istanbul, 34692 Turkey. Tel: +90-216-481-30-23; Fax: +90-216-481-31-36; e-mail: editor@edam.com.tr; Web site: http://www.estp.com.tr/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01