Examining the studies including in-service early childhood teachers’ personal factors affecting classroom management.

Date

2018-11-14

Author

Yılmaz, Betül
Tonga, Funda Eda
Sevinç, Eda

Metadata

Show full item record

Item Usage Stats

117
views

0
downloads

In early childhood education period, the relationship between teacher and child is significant. Because this relationship impacts children’s development and learning, there should be healthy interaction between early childhood teachers and children. Via this healthy interaction, teachers can support children’s learning by providing appropriate learning environment, materials and methods that are determined according to children’s needs and interests. In order to provide effective teaching and learning, appropriate classroom environment to be enhanced with effective classroom management strategies should be arranged. Previous studies indicate that teachers’ classroom management skills affect children’s behaviors and academic success. According to literature, classroom management may be affected by school infrastructure, teachers, students, physical environment of classroom, family and school administration. In this current study, researchers will mainly concentrate on teachers and their effects on classroom management. The aim of the current study is to scan national and international studies that include teachers’ individual factors affecting classroom management and examining these studies in terms of their method, the individual factor(s) that they focused on and their findings. In that way, researchers aim to collect data on individual factors affecting early childhood teachers’ classroom management styles. For this purpose, meta-analysis will be used as research method. In order to carry out meta-analysis, computer search will be used by using database providers including EBSCO and ProQuest. To reach more current research, publication years of the studies will be limited between 2008-2018. In addition to these, the researchers will use some inclusion (in-service teachers, teacher-related factors) and exclusion (publication date, being not significant of the results) criteria to focus on the main idea. After reading the related literature, the results of each study will be analyzed systematically.

URI

https://hdl.handle.net/11511/85887

Conference Name

17th Primary Teacher Education Symposium, (11 Nisan - 14 Kasım 2018)

Collections

Department of Elementary and Early Childhood Education, Conference / Seminar

Suggestions

OpenMETU
Core

Examining humor in early childhood period from teacher and child aspects Yılmaz, Betül; Tantekin Erden, Feyza; Department of Early Childhood Education (2019) The purpose of the study was to examine humor in early childhood education in terms of children and early childhood teachers. The study sample comprised 22 five-year-old children and 5 early childhood teachers from a public preschool in Tokat. A qualitative phenomenological research method was used. As instruments, a humorous visual and five semi- structured questions, addition semi- structured questions that lead children to make a humorous drawing and to explain it were prepared. A questionnaire comprised...
Investigatingthe views of Montessori preschool teachers on inclusive education in Montessori approach Ak, İdil Seda; Erden, Feyza; Department of Early Childhood Education (2019) The purpose of the study was to investigatethe views of Montessori preschool teachers on inclusive education in Montessori approach. The views of 18 participants wereexamined in thisstudy. All participants wereselected from Ankara and İstanbul and they wereinvestigated by a semi-structured interview protocol thatwas developed by the researcherbased on the literature review.The protocol containedquestions in three major parts; these were demographic questions about participants, ...
Examining the process of establishing and implementing classroom rules in kindergarten Kaya, Songül; Olgan, Refika; Department of Early Childhood Education (2012) The aim of the present study is to examine the source and characteristics of the classroom rules adopted by kindergarten teachers and to identify the difficulties confronted in the process of establishing and implementing classroom rules. In addition to this; in the current study, the possible effects of teaching experience on the practices of kindergarten teachers regarding classroom rules were also examined. The data of this study were collected through the survey developed by Günay (2005). The instrument...
Investigating the readiness of preservice mathematics teachers towards teaching profession Mehmetlioğlu, Deniz; Haser, Çiğdem; Department of Elementary Science and Mathematics Education (2010) The aim of this study was to investigate to what extent the preservice teachers perceived that they were ready for the teaching profession and the differences in preservice teachers’ readiness based on the year in the teacher education program, gender, high school type (teacher education high school or other), and existence of a teacher in the immediate family. The study was conducted at the Elementary Mathematics Education programs of universities in Ankara, Burdur, Bolu, Gaziantep, İzmir, Samsun and Sakar...
Investigating students perceptions of mathematics and mathematics teachers through their drawings Merve Nur, Kursav; Erbaş, Ayhan Kürşat (2015-06-10) Teacher cognition and teacher action are two interrelated concepts of teaching and thus ought to be studied together in-depth to understand the nature of teaching and its effect on educational achievement. Examining the relationship between language teachers' cognitions and their actions has the potential to inform and guide current and future instructional practices in language teaching settings. From this point forth, this correlational study aims to answer in what way language teachers' language learning...

Citation Formats

B. Yılmaz, F. E. Tonga, and E. Sevinç, “Examining the studies including in-service early childhood teachers’ personal factors affecting classroom management.,” presented at the 17th Primary Teacher Education Symposium, (11 Nisan - 14 Kasım 2018), 2018, Accessed: 00, 2021. [Online]. Available: https://hdl.handle.net/11511/85887.