THE PRESCHOOL CLASSROOM MANAGEMENT AND INCLUSION IN TURKEY

Year 2017, Volume: 9 Issue: 2, 66 - 80, 01.12.2017

Nimet Bülbin Sucuoğlu , Hatice Bayraklı , Fadime İşcen Karasu Şeyda Demir

https://doi.org/10.20489/intjecse.341324

Cited By: 1

Abstract

This study evaluates classroom management of preschool
teachers by using the data collected from 147 teachers who have and do not have
children with disabilities in their classrooms. The Turkish Form of the Teacher
Strategies Questionnaire (TSQ-T) was used for gathering data based on teachers’
opinions of the classroom management strategies that they use. The authors
found that the TSQ-T is a reliable instrument for investigating preschool
classroom management, and that the frequency and usefulness scores regarding
the management strategies of the teachers who have and do not have children
with disabilities in their classrooms are similar, except for the fact that the
inclusive classroom teachers view the negative strategies as being less useful
than the other group of teachers. In addition, the Turkish teachers have almost
the highest scores on their current and future confidence in being able to deal
with problems. The authors discussed the results in terms of the content of the
pre-service and in-service classroom management courses and practicums related
to management skills of the preschool teachers and the teacher candidates.

Keywords

Preschool Teachers, Classroom Management, Inclusion

References

• Akalın, S., Demir, Ş., Sucuoğlu, B., Bakkaloğlu, H., & İşcen, F. (2014). The needs of inclusive preschool teachers about inclusive practices. Eurasian Journal of Educational Research, 54, 39-60.
• Akar, H., Erden-Tantekin, F., Tor, D., & Şahin İ. T. (2010). Study on teachers’ classroom management approaches and experiences. Elementary Education Online, 9(2), 792-806.
• Akgün, E., Yarar, M., & Dinçer, Ç. (2011). Okul öncesi öğretmenlerin sınıf içi etkinliklerde kullandıkları sınıf yönetimi stratejilerinin incelenmesi [The evaluation of classroom management strategies of preschool teachers in classroom activities]. Pegem Eğitim ve Öğretim Dergisi, 1(3), 1-9.
• Aktaş-Arnas, Y., & Sadık, F. (2008). Okul öncesi eğitimde sınıf yönetimi [Classroom management in preschool education]. Ankara: Kök Yayıncılık.
• Avramidis, E., Bayliss, P., & Burden, R. (2000). A survey into mainstream teachers' attitudes towards the inclusion of children with special educational needs in the ordinary school one local education authority. Educational Psychology, 20(2), 191-211.
• Blanton, W., Blanton, L., & Cross, L. (1993, April). An exploratory study of how expert and novice regular education teachers and special education teachers think and make instructional decisions about special needs students. Paper presented at the meeting of the American Education Research Association, Atlanta.
• Brophy, J. E., & McCaslin, N. (1992). Teachers' reports of how they perceive and cope with problem students. Elementary School Journal, 93(1), 3-68.
• Bruns, A. D., & Mogharreban, C. C. (2009). The gap between beliefs and practices: Early childhood practitioners’ perceptions about inclusion. Journal of Research in Childhood Education, 21(3), 229-241.
• Buell, M. J., Hallam, R., Gamel-McCormick, M., & Scheer, S. (1999). A survey of general and special education teachers' perceptions and inservice needs concerning inclusion. International Journal of Disability, Development and Education, 46(2), 143-156.
• Carlson, J. S., Tiret, H. B., Bender, S. L., & Benson, L. (2011). The influence of group training in the Incredible Years Teacher Classroom Management Program on preschool teachers’ classroom management strategies. Journal of Applied School Psychology, 27(2), 134-154.
• Çifci, İ., Yıkmış, A., & Akbaba-Altun, S. (2001). Kaynaştırma sınıflarında çalışan öğretmenlerin kaynaştırılmış öğrencilere yönelik pekiştireç kullanma durumlarının belirlenmesi [Determining use of reinforcers of teachers in inclusive classrooms for students with mainstreamed students]. XI. Ulusal Özel Eğitim Kongresi Bildirileri. Konya.
• Denizel-Güven, E. D., & Cevher, F. N. (2005). Okul öncesi öğretmenlerinin sınıf yönetimi becerilerinin çeşitli değişkenler açısından incelenmesi [The level of preschool teachers’ classroom management skills and its relations with different variables]. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 2(18), 1-22.
• Doğan, Ö., & Uzmen, S. (2003). Okulöncesi dönem eğitimcilerinin sınıfta kullandıkları stratejiler ile ilgili görüşleri [Opinions of preschool period teachers about the strategies they use in the classroom]. OMEP World Assembly and Conference Book-2, Kuşadası-Aydın, Turkey, 221-228.
• Doyle. W., & Carter, K. (1984). Academic tasks in classrooms. Curriculum Inquiry, 14(2), 129-149. Emmer, E. T., Evertson, C. M., & Worsham, M. E. (2003). Classroom management for secondary teachers (6th ed.)., Boston: Allyn and Bacon.
• Evertson, C. M., & Emmer, E. T. (1982). Preventive classroom management. In. D. Duke (Ed.). Helping teachers manage classrooms (pp. 2-31). Alexandria, VA: Association for Supervision and Curriculum Development.
• Evertson, C. M., & Harris, A. H. (1992). What we know about managing classrooms. Educational Leadership, 49(7), 74-78.
• Evertson, C. M., Emmer, E. T., Sanford, J., & Clements, B. (1983). Improving classroom management: An experiment in elementary school classrooms. The Elementary School Journal, 84(2), 173-188.
• Evertson, C. M. & Weinstein, C. S. (2006). Classroom management as a field of inquiry. In C. M. Evertson, C. S. Weinstein (Eds.), Handbook of classroom management: Research, practices and contemporary issues (pp. 3-15). Mahwah, NJ: Lawrence Earlbaum Associates.
• Gezgin, N. (2009). Okulöncesi eğitimi öğretmenlerinin kullandıkları sınıf yönetimi stratejileri [The classroom management strategies that preschool education teachers use]. Unpublished master’s thesis. Uludağ University, Social Sciences Institute, Bursa.
• Güner, N. (2010). Kaynaştırma uygulamaları yapılan sınıflarda çalışan öğretmenlerin sınıf yönetimi bilgi düzeyleri ile Önleyici Sınıf Yönetimi Eğitim Programı’nın öğretmenlerin sınıf yönetimlerine etkisinin incelenmesi [The analysis the level of knowledge on classroom management and the effectiveness of proactive classroom management training program on classroom management of the inclusive classroom teachers]. Unpublished Doctoral Thesis, Ankara University, Institute of Educational Sciences.
• Hanrahan, J., Goodman, W., & Rapagna, S. (1990). Preparing mentally retarded students for mainstreaming: Priorities of regular class and special school teachers. American Journal on Mental Retardation, 94(5), 470-474. Jennings, P., & Greenberg, M. (2009). The pro-social classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491-525.
• Kamens, M. W., Loprete, S. J., & Slostad, F. A. (2003). Inclusive classrooms: What practicing teachers want to know. Action in Teacher Education, 25(1), 20-26.
• Kounin, J. (1977). Discipline and group management in classrooms. (Rev. Ed.) New York: Holt, Rinehart & Winston.
• Leyser, Y., & Toppendorf, K. (2001). Are attitudes and practices regarding mainstreaming changing? A case of teachers in two rural school districts. Education, 121(4), 751-761.
• Marzano, R. J., & Marzano, J. S. (2003). The key to classroom management. Educational Leadership, 61(1), 6-17.
• Marzano, R. J., Marzano, J. S., & Pickering, D. J. (2003). Classroom management that works. Alexandria, VA: ASCD.
• McGilloway, S., Hyland, L., Ni Mhaille, G., Logdge, A., O’Neill, D., Kelly, P., et al., (2010). Positive classrooms, positive children: A randomised controlled trial to investigate the effectiveness of the Incredible Years Teacher Classroom Management Programme in an Irish context (short term outcomes). Summary Report, Archways. Retrieved from www.iyirelandstudy.ie.
• McIntosh, R. (1994). Observations of students with learning disabilities in general education classrooms. Exceptional Children, 60(3), 249-261.
• MoNE (2007). Project MEGEP: Çocuk gelişimi ve eğitimi alanı [Child development and education field]. Retrieved from http://emezun.meb.gov.tr/doc/tanitimmodulu/07-Cocuk_Gelisimi.pdf
• Sadık, F. (2004). Okul öncesi sınıflarda gözlenen problem davranışlar ve bu davranışlarla başetmede öğretmenlerin kullandıkları yöntemler [Problem behaviors observed in the preschool classrooms and the strategies teachers use to deal with them]. Eğitim Araştırmaları Dergisi, 13, 89-97.
• Schumm, J., & Vaughn, S. (1993). Getting ready for inclusion. Is the stage set? Learning Disabilities Research and Practices, 10(3), 169-179.
• Shernoff, E., & Kratochwill, T. R. (2007). Transporting an evidence based classroom management program for preschoolers with disruptive behavior problems to a school: An analysis of implementation, outcomes and contextual variables. School Psychology Quarterly, 22(3), 449-472.
• Soodak, L. C., & McCharty, M. R. (2006). Classroom management in inclusive settings. In C. M. Evertson, C. S. Weinstein (Eds.), Handbook of classroom management: Research, practices and contemporary issues (pp. 461-490). Mahwah, NJ: Lawrence Earlbaum Associates.
• Stage, S. A., & Quiroz, D. R. (1997). A meta-analysis of interventions to decrease disruptive classroom behavior in public education settings. School Psychology Review, 26(3), 333-368.
• Sucuoğlu, B., Demirtaşlı, N., & Güner, N. (2009). Kaynaştırma sınıflarında çalışan sınıf öğretmenlerinin önleyici sınıf yönetimi bilgi ve becerilerinin değerlendirilmesi [Evaluation of proactive classroom management knowledge and skills of teachers working in mainstreamed classrooms] (2008-2009). Project No: 108K-183.
• Sugai, G., & Horner, R. H. (2002). The evolution of discipline practices: School-wide positive behavior supports. Child and Family Behavior Therapy, 24(1-2), 23-50.
• Turla, A., Şahin, T. F., & Avcı, N. (2001). Okulöncesi öğretmenlerinin fiziksel şartlar, program, yöntem, teknik, sınıf ve davranış yöntemi sorunlarının bazı değişkenlere göre incelenmesi [Examining physical conditions, program, method, technique, classroom and behavior management programs of preschool teachers]. Milli Eğitim Dergisi, Temmuz, Ağustos, Eylül. Sayı: 151.
• Uyanık-Balat, G., & Bilgin, H. (2010). Okul öncesi eğitimde sınıf yönetimi [Classroom management in preschool education]. Ankara: Eğiten Kitap.
• Uysal, H., Akbaba, S., & Akgün, E. (2010). Okul öncesi öğretmenlerinin istenmeyen davranışlar karşısında uyguladıkları stratejiler [The strategies preschool teachers use when confronted with children’s undesired behaviors]. Elementary Education Online, 9(3), 971-979.
• Wang, M. C., Haertel, G. D., & Walberg, H. J. (1993) Towards a knowledge base for school learning. Review of Educational Research, 63(3), 249-294. Webster-Stratton, C., Reid, M. J., & Hammond, M. (2001). Preventing conduct problems, promoting social competence: A parent and teacher training partnership in Head Start. Journal of Clinical Child Psychology, 30(3), 283-302.
• Webster-Stratton, C. (2006). The Incredible Years: A Trouble-Shooting Guide for parents of children Aged 2-8 years. Umbrella Press