Sınıfında özel gereksinimli öğrenci bulunan ilkokul öğretmenlerinin kullandıkları bilimsel dayanaklı sınıf yönetimi stratejilerinin incelenmesi
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Date
2017
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Eğitim Bilimleri Enstitüsü
Abstract
In this paper, it is aimed at scrutinizing the classroom management strategies used by primary school teachers who have student(s) with special needs in their classes. To this end, (a) evidence based classroom management strategies of the teachers, (b) teachers' interactional behaviors towards students, (c) teachers' preventive classroom management strategies and (d) teachers' self-assessment of their own classroom management are examined separately. The study group consists of 14 inclusive elementary school teachers. Each teacher has a student with special needs who is matched to an average student in the same age and sex and with typically development. In this descriptive research, making use of the Evidence Based Classroom Management Strategies Observation Form, Preventive Classroom Management Strategies Observation Form and of video clips of the classrooms the strategies used by the teachers have been evaluated. Furthermore, each teacher has evaluated his/her own strategies according to Classroom Management Self-Assessment Scale. It has been observed that the most used strategies for both students with and without special needs are active participation, reinforcement and opportunity to respond. On the other hand, the least used strategies for both groups have been regulation of transitions, presentation of prompts and pre-correction. According to the results, there is no significant difference in the frequency of strategies teachers employed for both students with and without special needs. The frequency of the teachers' positive interactions with both groups of students is more than negative interactions. It is also seen that teachers have high scores on Preventive Classroom Management Strategies Observation Form's sub-dimensions of functioning and order of class, beginning of lesson, giving direction, rewarding positive behaviors and transitions. According to the teachers, their classroom management is very good. Except two of them, they have had full scores from the self-assessment scale. The findings obtained from the observation forms and self-assessment scales indicate that the teachers do not realistically evaluate their classroom management and they have never or hardly use some of the strategies stated among the used ones on the self-assessment scale. Finally, the findings of the study have been discussed in the light of the pertinent literature and of the content of the classroom management courses in the teacher training programs in Turkey. Key Words: Evidence-based classroom management strategies, elementary school inclusion classrooms.
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Keywords
ilkokul kaynaştırma sınıfları, bilimsel dayanaklı sınıf yönetimi stratejileri