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Year 2015, Volume: 12 Issue: 29, 110 - 132, 02.03.2015

Seyit Ateş , Kasım Yıldırım

Abstract

In this research, teachers’ opinions on transferring educational research finding into practice were investigated. With this overall aim, literature was reviewed and a form including open-ended question was formed, and given to the teachers. This study took place in 2011-2012 school year and consisted of 255 elementary school classroom teachers and 222 content area teachers. The data obtained from the teachers was analyzed using content analysis technique. The research findings revealed that the teachers believed that there was big gap research findings and educational practices in learning environments and a variety of perspectives belonging to the teachers appeared about how to close this gap between educational research finding and educational practices in learning environments. Additionally, the participants argued that there were some problems, which are caused by them and educational researchers. These problems may not allow transferring the educational research findings in to practice. By considering these research findings and literature about this topic, an educational model, which is based on collaboration process supported by research and practice, which explains how to close this gap between research findings and educational practices, was suggested. What’s more, some recommendations related to the research findings and based on the suggested model were given for future. It is expected that the research findings will contribute to all of stakeholders related to education and provide new insights into their perspectives

Keywords

Education Research Practice Teacher

References

  • Abbot, M., Walton, C., & Greenwood, C.R. (2002). Research to practice: Phonemic awareness in kindergarten and first grade. Teaching Exceptional Children, 34, 20-26
  • Aksoy, N. (2003). Eylem araştırması: Uygulamaları iyileştirme ve değiştirmede kullanılacak bir yöntem. Kuram ve Uygulamada Eğitim Yönetimi, 36, 474-489.
  • Bartlett, S., & Burton, D. (2006). Practitioner research or descriptions of classroom practice? A discussion of teachers investigating their classrooms. Educational Action Research, 14, 395-405.
  • Blackley, J., & Wells, M. (2009). Supporting teachers as researchers (STAR): A model for sustainable professional learning. Refereed paper presented at ‘Teacher education crossing borders: Cultures, contexts, communities and curriculum’ the annual conference of the Australian Teacher Education Association (ATEA), Albury, 28 June – 1 July.
  • Bogdan, R.C., & Biklen, S.K. (1998). Qualitative research for education: An introduction to theory and methods (3rd Ed.). London: Alyn & Bacon.
  • Broekkamp, H., & Hout-Wolters, B. (2007). The gap between educational research and practice: A literaturereview, symposium, and questionnaire. Educational Research and Evaluation, 13, 203-220.
  • Bruce, C.D., Flynn, T., & Stagg-Peterson, S. (2011). Examining what we mean by collaboration in collaborative action research: a cross-case analysis. Educational Action Research, 19, 433-452.
  • Carter, K. (2006). Action research in partnership: Establishing teachers as key players on the school effectiveness stage. Educational Action Research, 6, 275-303
  • Cohen, L, Manion, L., & Morrison, K. (2007). Research method in education (6th Ed.). New York: Routledge.
  • Cordingley, P. (2008). Research and evidence-informed practice: Focusing on practice and practitioners. Cambridge Journal of Education, 38, 37-52.
  • Creswell, J. W. (2005). Educational research: Planning, conducting, and evaluating qualitative and quantitative Research (2nd Ed.). New Jersey: Pearson Education.
  • Creswell, J. W., & Miller, D. L. (2000). Determining validty in qualitative inqury. Theory into Practice, 39, 124-130.
  • Creswell, J.W. (1994). Research design: Qualitative & quantitative approaches.London: SAGE Publications.
  • Day, C.W. (1998). The role of higher education in fostering lifelong learning partnerships with teachers. European Journal of Education, 33, 419-432.
  • Daymon, C., & Holloway, I. (2003). Qualitative research methods in public relations and marketing communications. London: Routledge.
  • Deshler, D. D. (2003). Intervention research and bridging the gap between research and practice. Learning Disabilities: A Contemporary Journal, 1, 1-7.
  • Donner, W.W. (1980). Research into use: The social contexts of knowledge transfer. Retrieved from ERIC database ED (202883).
  • Doyle, W., & Ponder, G.A. (1977-78). The practicality ethic in teacher decision-making. Interchange, 8, 1-12.
  • Fletcher, J. M. (2003). Bringing research-based practice in reading intervention to scale. Learning Disabilities Research & Practice, 18, 201-211.
  • Foegen, A., Espin, C.A., Allinder, R.M., & Markell, M.A. (2001). Translating research into practice: Preservice teachers’ beliefs about curriculum-based measurement. The Journal of Special Education, 34, 226-236.
  • Foorman, B. R., & Moats, L. C. (2004). Conditions for sustaining research-based practices in early reading instruction. Remedial and Special Education, 25, 51-60.
  • Freire, P. (1972). Ezilenlerin pedagojisi (Çev: D. Hattatoğlu, E. Özbek). İstanbul: Ayrıntı Yayınları.
  • Gersten, R., & Brengelman, S. U. (1996). The quest to translate research into classroom practice: The emerging knowledge base. Remedial and Special Education, 17, 67-74.
  • Gersten, R., & Dimino, J. (2001). The realities of translating research into classroom practice. Learning Disabilities Research & Practice, 16, 120-130.
  • Gersten, R., Chard, D., & Baker, S. (2000). Factors enhancing sustained use of research-based instructional practices. Journal of Learning Disabilities, 33, 445-457.
  • Gersten, R., Vaughn, S., Deshler D., & Schiller E. (1997). What we know about using research findings: Implications for improving special educaion practice. Journal of Learning Disabilities, 30, 466-476.
  • Greenwood, C.R. (2001). Bridging the gap between research and practice in special education: Issues and implications for teacher preparation. Teacher Education and Special Education, 24, 273-275.
  • Hallinan, M.T. (1996). Bridging the gap between research and practice. Sociology of Education, 69, 131-134.
  • Heron, J. (1996). Co-operative inquiry:Research into the human condition. London: Sage Publication.
  • Huston, D., & Thomas, J. (2003). Translating research into practice for instruction of students with moderate disabilities. Retrieved from ERIC database, ED (480288).
  • Jay, S. (2011). Examining the sustainability of research-based practices in rural elementary schools after program funding ands: A case study of four first grade teachers. Unpublished Doctoral Disseration, The Florida State University College Education
  • Johnson, B., & Christensen, L. (2004). Educational research: Quantitative, qualitative, and mixed approaches (2nd Ed.). Boston: Pearson Education, Inc.
  • Kennedy, M. M. (1997). The connection between research and practice. Educational Researcher, 26, 4-12.
  • Kerlinger, F. N. (1977). The influence of research on education practice. Educational Researcher. 6, 5-12.
  • Kincheloe, J. L. (1993). Teachers as reseachers: Qualitative lnquiry as a path to empowerement. The Falmer Press.
  • Klingner, J.K., Vaughn, S., Hughes, M.T., & Arguelles, M.E. (1999). Sustaining research-based practices in reading. Remedial and Special Education, 20, 263-274.
  • Lehmann, J.P, Bassett, D.S., Sands, D.J., Spencer, K., & Gliner, J.A. (1999). Research translated into practices for increasing student involvement in transition-related activities. Career Development for Exceptional Individuals, 22, 1-19
  • Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. California: Sage Publications, Inc.
  • Little, M. E., & Houston, D. (2003). Research into practice through professional development. Remedial and Special Education, 24, 75-87
  • McClintock, D., Ison, R., & Armson, R. (2003). Metaphors for reflecting on research practice: Researching with people. Journal of Environmental Planning and Management, 46, 715-731.
  • McIntyre, D. (2005). Bridging the gap between research and practice. Cambridge Journal of Education, 35, 357-382.
  • Menzies, H.M., Mahdavi, J.N., & Lewis, J.L. (2008). Early intervention in reading: From research to practice. Remedial and Special Education, 29, 67-77.
  • Nolan, R. R., & Roper, S. S. (1977). Translating research into practice: suggestions for working with practitioners. Retrieved from Eric ED (143073)
  • Pressley, M., & El-Dinary, P.B. (1997). What we know about translating comprehension – strategies instruction research into practice. Journal of Learning Disabilities, 30, 486-488.
  • Warby, D.B., Greene, M.T., Higgins, K., & Lovitt, T.C. (1999). Suggestions for translating research into classroom practices. Intervention in School and Clinic, 34, 205-211.
  • Yıldırım, A. ve Şimşek, H. (2005). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.

Türk Öğretmenlerin Gözüyle Eğitim Araştırmalarının Uygulamaya Yansıma Durumu

Year 2015, Volume: 12 Issue: 29, 110 - 132, 02.03.2015

Seyit Ateş , Kasım Yıldırım

Abstract

Bu çalışmada, eğitime yönelik araştırmaların uygulamaya yansıması konusunda uygulamanın önemli değişkenlerinden olan öğretmenlerin görüşlerinin belirlenmesi amaçlanmıştır. Bu amaç doğrultusunda ilgili literatür taranmış ve bu doğrultuda yarı yapılandırılmış sorulardan oluşan anket formu hazırlanarak katılımcıların konuya ilişkin görüşleri alınmıştır. Araştırmaya 2011-2012 öğretim yılında 285’i sınıf öğretmeni, 222’si branş öğretmeni olmak üzere toplam 507 öğretmen katılmıştır. İçerik analizi teknikleriyle analize tabi tutulan veriler değerlendirildiğinde, katılımcıların araştırmalarla uygulamalar arasındaki derin boşluğun farkında oldukları ve bu boşluğun nasıl giderilebileceğine ilişkin çeşitli görüşlere sahip oldukları saptanmıştır. Çalışmada, katılımcıların görüşleri ve literatür bilgilerinden hareketle, araştırmalarla uygulamalar arasındaki boşluğu gidermeye yönelik işbirliğine dayalı bir araştırma-uygulama-araştırma süreç modeli oluşturulmuş ve yapılacak araştırmalara yönelik önerilerde bulunulmuştur. 

Keywords

Eğitim Araştırma Uygulama Öğretmen

References

  • Abbot, M., Walton, C., & Greenwood, C.R. (2002). Research to practice: Phonemic awareness in kindergarten and first grade. Teaching Exceptional Children, 34, 20-26
  • Aksoy, N. (2003). Eylem araştırması: Uygulamaları iyileştirme ve değiştirmede kullanılacak bir yöntem. Kuram ve Uygulamada Eğitim Yönetimi, 36, 474-489.
  • Bartlett, S., & Burton, D. (2006). Practitioner research or descriptions of classroom practice? A discussion of teachers investigating their classrooms. Educational Action Research, 14, 395-405.
  • Blackley, J., & Wells, M. (2009). Supporting teachers as researchers (STAR): A model for sustainable professional learning. Refereed paper presented at ‘Teacher education crossing borders: Cultures, contexts, communities and curriculum’ the annual conference of the Australian Teacher Education Association (ATEA), Albury, 28 June – 1 July.
  • Bogdan, R.C., & Biklen, S.K. (1998). Qualitative research for education: An introduction to theory and methods (3rd Ed.). London: Alyn & Bacon.
  • Broekkamp, H., & Hout-Wolters, B. (2007). The gap between educational research and practice: A literaturereview, symposium, and questionnaire. Educational Research and Evaluation, 13, 203-220.
  • Bruce, C.D., Flynn, T., & Stagg-Peterson, S. (2011). Examining what we mean by collaboration in collaborative action research: a cross-case analysis. Educational Action Research, 19, 433-452.
  • Carter, K. (2006). Action research in partnership: Establishing teachers as key players on the school effectiveness stage. Educational Action Research, 6, 275-303
  • Cohen, L, Manion, L., & Morrison, K. (2007). Research method in education (6th Ed.). New York: Routledge.
  • Cordingley, P. (2008). Research and evidence-informed practice: Focusing on practice and practitioners. Cambridge Journal of Education, 38, 37-52.
  • Creswell, J. W. (2005). Educational research: Planning, conducting, and evaluating qualitative and quantitative Research (2nd Ed.). New Jersey: Pearson Education.
  • Creswell, J. W., & Miller, D. L. (2000). Determining validty in qualitative inqury. Theory into Practice, 39, 124-130.
  • Creswell, J.W. (1994). Research design: Qualitative & quantitative approaches.London: SAGE Publications.
  • Day, C.W. (1998). The role of higher education in fostering lifelong learning partnerships with teachers. European Journal of Education, 33, 419-432.
  • Daymon, C., & Holloway, I. (2003). Qualitative research methods in public relations and marketing communications. London: Routledge.
  • Deshler, D. D. (2003). Intervention research and bridging the gap between research and practice. Learning Disabilities: A Contemporary Journal, 1, 1-7.
  • Donner, W.W. (1980). Research into use: The social contexts of knowledge transfer. Retrieved from ERIC database ED (202883).
  • Doyle, W., & Ponder, G.A. (1977-78). The practicality ethic in teacher decision-making. Interchange, 8, 1-12.
  • Fletcher, J. M. (2003). Bringing research-based practice in reading intervention to scale. Learning Disabilities Research & Practice, 18, 201-211.
  • Foegen, A., Espin, C.A., Allinder, R.M., & Markell, M.A. (2001). Translating research into practice: Preservice teachers’ beliefs about curriculum-based measurement. The Journal of Special Education, 34, 226-236.
  • Foorman, B. R., & Moats, L. C. (2004). Conditions for sustaining research-based practices in early reading instruction. Remedial and Special Education, 25, 51-60.
  • Freire, P. (1972). Ezilenlerin pedagojisi (Çev: D. Hattatoğlu, E. Özbek). İstanbul: Ayrıntı Yayınları.
  • Gersten, R., & Brengelman, S. U. (1996). The quest to translate research into classroom practice: The emerging knowledge base. Remedial and Special Education, 17, 67-74.
  • Gersten, R., & Dimino, J. (2001). The realities of translating research into classroom practice. Learning Disabilities Research & Practice, 16, 120-130.
  • Gersten, R., Chard, D., & Baker, S. (2000). Factors enhancing sustained use of research-based instructional practices. Journal of Learning Disabilities, 33, 445-457.
  • Gersten, R., Vaughn, S., Deshler D., & Schiller E. (1997). What we know about using research findings: Implications for improving special educaion practice. Journal of Learning Disabilities, 30, 466-476.
  • Greenwood, C.R. (2001). Bridging the gap between research and practice in special education: Issues and implications for teacher preparation. Teacher Education and Special Education, 24, 273-275.
  • Hallinan, M.T. (1996). Bridging the gap between research and practice. Sociology of Education, 69, 131-134.
  • Heron, J. (1996). Co-operative inquiry:Research into the human condition. London: Sage Publication.
  • Huston, D., & Thomas, J. (2003). Translating research into practice for instruction of students with moderate disabilities. Retrieved from ERIC database, ED (480288).
  • Jay, S. (2011). Examining the sustainability of research-based practices in rural elementary schools after program funding ands: A case study of four first grade teachers. Unpublished Doctoral Disseration, The Florida State University College Education
  • Johnson, B., & Christensen, L. (2004). Educational research: Quantitative, qualitative, and mixed approaches (2nd Ed.). Boston: Pearson Education, Inc.
  • Kennedy, M. M. (1997). The connection between research and practice. Educational Researcher, 26, 4-12.
  • Kerlinger, F. N. (1977). The influence of research on education practice. Educational Researcher. 6, 5-12.
  • Kincheloe, J. L. (1993). Teachers as reseachers: Qualitative lnquiry as a path to empowerement. The Falmer Press.
  • Klingner, J.K., Vaughn, S., Hughes, M.T., & Arguelles, M.E. (1999). Sustaining research-based practices in reading. Remedial and Special Education, 20, 263-274.
  • Lehmann, J.P, Bassett, D.S., Sands, D.J., Spencer, K., & Gliner, J.A. (1999). Research translated into practices for increasing student involvement in transition-related activities. Career Development for Exceptional Individuals, 22, 1-19
  • Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. California: Sage Publications, Inc.
  • Little, M. E., & Houston, D. (2003). Research into practice through professional development. Remedial and Special Education, 24, 75-87
  • McClintock, D., Ison, R., & Armson, R. (2003). Metaphors for reflecting on research practice: Researching with people. Journal of Environmental Planning and Management, 46, 715-731.
  • McIntyre, D. (2005). Bridging the gap between research and practice. Cambridge Journal of Education, 35, 357-382.
  • Menzies, H.M., Mahdavi, J.N., & Lewis, J.L. (2008). Early intervention in reading: From research to practice. Remedial and Special Education, 29, 67-77.
  • Nolan, R. R., & Roper, S. S. (1977). Translating research into practice: suggestions for working with practitioners. Retrieved from Eric ED (143073)
  • Pressley, M., & El-Dinary, P.B. (1997). What we know about translating comprehension – strategies instruction research into practice. Journal of Learning Disabilities, 30, 486-488.
  • Warby, D.B., Greene, M.T., Higgins, K., & Lovitt, T.C. (1999). Suggestions for translating research into classroom practices. Intervention in School and Clinic, 34, 205-211.
  • Yıldırım, A. ve Şimşek, H. (2005). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.
There are 46 citations in total.

Details

Primary Language Turkish
Journal Section Araştırma Makaleleri
Authors

Seyit Ateş

Kasım Yıldırım

Publication Date March 2, 2015
Published in Issue Year 2015 Volume: 12 Issue: 29

Cite

APA Ateş, S., & Yıldırım, K. (2015). Türk Öğretmenlerin Gözüyle Eğitim Araştırmalarının Uygulamaya Yansıma Durumu. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 12(29), 110-132.
AMA Ateş S, Yıldırım K. Türk Öğretmenlerin Gözüyle Eğitim Araştırmalarının Uygulamaya Yansıma Durumu. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi. April 2015;12(29):110-132.
Chicago Ateş, Seyit, and Kasım Yıldırım. “Türk Öğretmenlerin Gözüyle Eğitim Araştırmalarının Uygulamaya Yansıma Durumu”. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 12, no. 29 (April 2015): 110-32.
EndNote Ateş S, Yıldırım K (April 1, 2015) Türk Öğretmenlerin Gözüyle Eğitim Araştırmalarının Uygulamaya Yansıma Durumu. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 12 29 110–132.
IEEE S. Ateş and K. Yıldırım, “Türk Öğretmenlerin Gözüyle Eğitim Araştırmalarının Uygulamaya Yansıma Durumu”, Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, vol. 12, no. 29, pp. 110–132, 2015.
ISNAD Ateş, Seyit - Yıldırım, Kasım. “Türk Öğretmenlerin Gözüyle Eğitim Araştırmalarının Uygulamaya Yansıma Durumu”. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 12/29 (April 2015), 110-132.
JAMA Ateş S, Yıldırım K. Türk Öğretmenlerin Gözüyle Eğitim Araştırmalarının Uygulamaya Yansıma Durumu. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi. 2015;12:110–132.
MLA Ateş, Seyit and Kasım Yıldırım. “Türk Öğretmenlerin Gözüyle Eğitim Araştırmalarının Uygulamaya Yansıma Durumu”. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, vol. 12, no. 29, 2015, pp. 110-32.
Vancouver Ateş S, Yıldırım K. Türk Öğretmenlerin Gözüyle Eğitim Araştırmalarının Uygulamaya Yansıma Durumu. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi. 2015;12(29):110-32.

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