THE PRESCHOOL CLASSROOM MANAGEMENT AND INCLUSION IN TURKEY
| Autor: | Nimet Bülbin Sucuoğlu, Hatice Bayrakli, Fadime İşcen Karasu, Şeyda Demir |
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| Přispěvatelé: | Sivas Cumhuriyet Üniversitesi, [Sucuoglu, Nimet Bulbin] Hacettepe Univ, Fac Educ, Dept Primary Educ, Div Early Childhood Educ, Ankara, Turkey -- [Bayrakli, Hatice] Eastern Mediterranean Univ, Fac Educ, Dept Special Educ, Famagusta, Turkey -- [Karasu, Fadime Iscen] Cumhuriyet Univ, Fac Educ, Dept Primary Educ, Div Classroom Educ, Sivas, Turkey -- [Demir, Seyda] Ankara Univ, Fac Educ Sci, Dept Special Educ, Ankara, Turkey |
| Rok vydání: | 2017 |
| Předmět: |
Classroom management
Eğitim Turkish lcsh:Education (General) Education Skills management Style (sociolinguistics) Serif preschool teachers Preschool Teachers Classroom Management Inclusion Pedagogy Developmental and Educational Psychology Mathematics education ComputingMilieux_COMPUTERSANDEDUCATION 0501 psychology and cognitive sciences Eğitim Araştırmaları Classroom Management Inclusion 05 social sciences 050301 education Preschool Teachers language.human_language inclusion classroom management language Psychology lcsh:L7-991 0503 education Inclusion (education) 050104 developmental & child psychology |
| Zdroj: | Volume: 9, Issue: 2 66-80 International Journal of Early Childhood Special Education International Journal of Early Childhood Special Education, Vol 9, Iss 2, Pp 66-80 (2017) |
| ISSN: | 1308-5581 |
| Popis: | WOS: 000424528800001 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. |
| Databáze: | OpenAIRE |
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