Single problem-multiple responses: Lack of congruency toward misbehavior

Date

2010-10-31

Author

Gokmenoglu, Tuba
Eret, Esra
Kiraz, Ercan

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

277
views

0
downloads

The present paper focuses on the teacher strategies towards nine specific cases. The findings stemming from the analyses of interviews show that the strategies used by the teachers are as following: individual talk about reason, displacing the student from group, inviting the students who ridicule to empathy, warning, monitoring, getting help from school director or psychological counselor, ignoring, coming closer and touching, questioning, giving responsibility, changing student seat, sending out, giving punishment, and advising. Furthermore, the results of the study indicate that although the same or similar managerial problems or disputes deserve similar solutions, teachers do not demonstrate coherent approach toward the same undesired behavior. (C) 2010 Published by Elsevier Ltd.

Subject Keywords

Teacher-student interaction, Case analysis, Student misbehavior, Classroom management

URI

https://hdl.handle.net/11511/37263

DOI

https://doi.org/10.1016/j.sbspro.2010.12.372

Conference Name

1st World Conference on Learning, Teaching and Administration (WCLTA)

Collections

Center for Advancing Learning and Teaching (ÖGEM), Conference / Seminar

Suggestions

OpenMETU
Core

Analysis of analogy use on function concept in the ninth grade mathematics textbook and classrooms Ünver, Emel; Ubuz, Behiye; Department of Secondary Science and Mathematics Education (2009) The primary objective of the current study was to examine how analogies are used on function concept in the ninth grade mathematics textbook and classrooms. Using qualitative research procedure comprising textbook analysis and classroom observations, a picture was developed of how analogies used on function concept in ninth grade mathematics textbook and classrooms. One mathematics textbook, the primary source for observed classes was selected and analyzed for the study. Chapter entitled as “functions” in t...
Salient characteristics of high-performing Turkish elementary schools Kondakçı, Yaşar (2014-01-01) Purpose – Considering student achievement in a nation-wide examination as an indicator of school effectiveness, the purpose of this paper is to investigate the common characteristics across nine highly performing schools. Design/methodology/approach – The study was designed as a multiple-case study. Semi-structured interviews with teachers and administrators were conducted when collecting the data. Content analysis was implemented in analyzing the interview transcripts. Findings – The findings of the study ...
Beginning early childhood education teachers' classroom management concerns Temiz, Zeynep; Haser, Çiğdem (2016-01-01) This paper reports an analysis of the classroom management concerns of pre-service early childhood education (ECE) teachers prior to beginning their career and further examines the difficulties they experienced in classroom management in their first year of teaching and their coping strategies. Sixteen pre-service ECE teachers enrolled in the same teacher education programme were interviewed immediately before graduation, and were again interviewed at the end of the first and second semesters after they sta...
Secondary mathematics teachers' subject matter knowledge of quadratic functions and its contribution to student learning outcomes Karacı Yaşa, Gülzade; Erbaş, Ayhan Kürşat; Department of Secondary Science and Mathematics Education (2022-8-31) The purpose of the present study was to investigate secondary mathematics teachers’ subject matter knowledge (SMK) of quadratic functions and its contribution to teachers’ instructional practice and student learning outcomes. The study was carried out in two stages. In the first stage, a questionnaire was administered to 18 secondary mathematics teachers to identify their SMK of quadratic functions, which has three sub-components: common content knowledge (CCK), specialized content knowledge (SCK), and hori...
Pre-service elementary mathematics teachers' knowledge about definitions of integers and their knowledge about elementary students' possible misconceptions and errors in describing integers Kubar, Ayşenur; Çakıroğlu, Erdinç; Department of Elementary Science and Mathematics Education (2012) The aim of the study is to examine the nature of pre-service elementary mathematics teachers’ subject matter knowledge about definition of integers and the nature of pre-service elementary mathematics teachers’ pedagogical content knowledge about definitions of integers. For this purpose, pre-service mathematics teachers’ knowledge about definitions of integers, their interpretations of quoted definitions of integers, their knowledge about elementary students’ possible misconceptions and errors regarding de...

Citation Formats

T. Gokmenoglu, E. Eret, and E. Kiraz, “Single problem-multiple responses: Lack of congruency toward misbehavior,” Amer Univ, Cairo, EGYPT, 2010, vol. 9, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/37263.