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

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dc.contributor.authorPilten, Gülhiz
dc.date.accessioned2020-01-18T21:03:01Z
dc.date.available2020-01-18T21:03:01Z
dc.date.issued2016
dc.departmentNEÜ, Ahmet Keleşoğlu Eğitim Fakültesi, Temel Eğitim Bölümüen_US
dc.description.abstractThe 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.en_US
dc.identifier.citationPilten, G. (2016). A phenomenological study of teacher perceptions of the applicability of differentiated reading instruction designs in Turkey. Kuram ve Uygulamada Eğitim Bilimleri, 16, 4, 1419-1451.
dc.identifier.doi10.12738/estp.2016.4.0011en_US
dc.identifier.endpage1451en_US
dc.identifier.issn1303-0485en_US
dc.identifier.issn2148-7561en_US
dc.identifier.issue4en_US
dc.identifier.startpage1419en_US
dc.identifier.urihttps://app.trdizin.gov.tr/makale/TWpBME1qRTNOdz09/a-phenomenological-study-of-teacher-perceptions-of-the-applicability-of-differentiated-reading-instruction-designs-in-turkey
dc.identifier.urihttps://hdl.handle.net/20.500.12452/1419
dc.identifier.volume16en_US
dc.identifier.wosWOS:000384646800015en_US
dc.identifier.wosqualityQ4en_US
dc.indekslendigikaynakTR-Dizinen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.language.isoenen_US
dc.relation.ispartofKuram ve Uygulamada Eğitim Bilimlerien_US
dc.relation.publicationcategoryMakale - Ulusal Hakemli Dergi - Kurum Öğretim Elemanıen_US]
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectDifferentiated reading instructionen_US
dc.subjectDifferentiationen_US
dc.subjectReading implementationsen_US
dc.subjectTeacher perspectivesen_US
dc.subjectPrimary gradesen_US
dc.titleA Phenomenological Study of Teacher Perceptions of the Applicability of Differentiated Reading Instruction Designs in Turkeyen_US
dc.typeArticleen_US

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