Influence of the Physical Environment on Instruction Process and Behavior Management: Early Childhood Teachers’ Perceptions
Abstract
The purpose of this study is to describe the perceptions of early childhood teachers about the influence of physical environment on their instruction process and behavior management practices. Twenty-two female early childhood teachers participated in the study; eleven teachers from the public sector and eleven from private schools. A researcher-developed semi-structured interview protocol was used to collect data. After data analysis, 3 main themes were determined: (1) factors influencing classroom management, (2) physical environment and (3) the influence of physical environment on instruction and behavior management practices. The findings of the study show that there are some differences between private and public school teachers’ perceptions related to the factors influencing classroom management, the physical environment of their classrooms and effect of the physical environment on teachers’ instruction and behavior management practices.
Keywords
physical environment instruction behavior management teachers' perceptions early childhood teachers
References
- Blatchford, P., Moriarty, V., Edmonds S., & Martin C. (2002). Relationships between class size and teaching: A multi-method analysis of English infant schools. American Educational Research Journal, 39, (1), 101-132.
- Brophy, J. (1999). Perspectives of classroom management: Yesterday, today, and tomorrow. In J. Freiberg (Ed). Beyond behaviorism Changing the classroom management paradigm (pp. 43- 56). Boston; London: Allyn and Bacon.
- Bullard, J. (2009). Creating environments for learning: Birth to age eight. New Jersey: Merrill.
- Burden, P. R. (2003). Classroom management: Creating a successful learning community. New York: Wiley.
- Burden, P. R., & Byrd, D. M. (1994). Methods for effective teaching. Boston: Allyn and Bacon.
- Doyle, W. (1980). Classroom management. West Lafayette, Ind: Kappa Delta Pi.
- 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, practice, and contemporary issues (pp. 3-15). Mahwah, NJ: Lawrence Erlbaum Associates.
- Finn, J. D., Pannozzo, G. M., & Achilles, C. M. (2003). The “Why’s” of class size: Student behavior in small classes. Review of Educational Research, 73, (3), 321-368.
- Finn, J. D., Gerber, S. B., & Boyd-Zaharias, J. (2005). Small classes in the early grades, academic achievement, and graduating from high school. Journal of Educational Psychology, 97(2), 214-223.
- Guardino, C. A., & Fullerton, E. (2010). Changing behaviors by changing the classroom environment. Teaching Exceptional Children, 42(6), 8-13.
- Martin, N. K. & Shoho, A. R. (1999). Beliefs regarding classroom management style: Differences between traditional and alternative certification teachers. (ERIC Document Reproduction Services No. ED 432 544)
- Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. San Francisco: Jossey-Bass.
- Ryan, G. W., & Bernard, H. R. (2003). Techniques to identify themes. Field Methods, 15 (1), 85- 109.
- Sahin, I. T. (2011). Physical design for classroom management: Perceptions of early childhood teachers. Germany: LAP Lambert Academic Publishing.
- Sahin, I. T., Tantekin-Erden, F. & Akar, H. (2011). The influence of the physical environment on early childhood education classroom management. Eurasian Journal of Educational Research, 44, 185-202.
- Weinstein, C. S., & Novodvorsky, I. (2011). Middle and secondary classroom management: Lessons from research and practice. New York: McGraw-Hill.
- Sınıfın Fiziksel Özelliklerinin Öğretim Süreci ve Davranış Yönetimi Üzerindeki Etkisi:
- Okul Öncesi Öğretmenlerinin Algıları
Sınıfın Fiziksel Özelliklerinin Öğretim Süreci ve Davranış Yönetimi Üzerindeki Etkisi: Okul Öncesi Öğretmenlerinin Algıları
Abstract
Bu çalışmanın amacı, sınıfın fiziksel özelliklerinin öğretim süreci ve davranış yönetimi üzerindeki etkisi ile ilgili okul öncesi öğretmenlerinin algılarını ortaya koymaktır. Araştırmanın çalışma grubunu 11'i özel okul öncesi eğitim kurumlarında, 11'i ise devlet okullarında çalışan 22 bayan okul öncesi öğretmeni oluşturmaktadır. Veri toplamak amacıyla araştırmacılar tarafından hazırlanan yarı yapılandırılmış bir görüşme formu kullanılmıştır. Veri analizi sonucunda, 3 ana tema belirlenmiştir: (1) sınıf yönetimini etkileyen faktörler, (2) sınıfın fiziksel özellikleri ve (3) sınıfın fiziksel özelliklerinin öğretmenlerin öğretim süreci ve davranış yönetimi uygulamaları üzerindeki etkisi. Bulgular, sınıf yönetimini etkileyen faktörler, sınıfların fiziksel özellikleri ve bu özelliklerin sınıftaki öğretim süreci ve davranış yönetimi üzerindeki etkileri ile ilgili olarak, devlet okulu ve özel okul öğretmenlerinin algıları arasında bazı farklılıklar olduğunu ortaya koymuştur
Keywords
sınıfın fiziksel özellikleri öğretim süreci davranış yönetimi öğretmen algıları okul öncesi öğretmenleri
References
- Blatchford, P., Moriarty, V., Edmonds S., & Martin C. (2002). Relationships between class size and teaching: A multi-method analysis of English infant schools. American Educational Research Journal, 39, (1), 101-132.
- Brophy, J. (1999). Perspectives of classroom management: Yesterday, today, and tomorrow. In J. Freiberg (Ed). Beyond behaviorism Changing the classroom management paradigm (pp. 43- 56). Boston; London: Allyn and Bacon.
- Bullard, J. (2009). Creating environments for learning: Birth to age eight. New Jersey: Merrill.
- Burden, P. R. (2003). Classroom management: Creating a successful learning community. New York: Wiley.
- Burden, P. R., & Byrd, D. M. (1994). Methods for effective teaching. Boston: Allyn and Bacon.
- Doyle, W. (1980). Classroom management. West Lafayette, Ind: Kappa Delta Pi.
- 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, practice, and contemporary issues (pp. 3-15). Mahwah, NJ: Lawrence Erlbaum Associates.
- Finn, J. D., Pannozzo, G. M., & Achilles, C. M. (2003). The “Why’s” of class size: Student behavior in small classes. Review of Educational Research, 73, (3), 321-368.
- Finn, J. D., Gerber, S. B., & Boyd-Zaharias, J. (2005). Small classes in the early grades, academic achievement, and graduating from high school. Journal of Educational Psychology, 97(2), 214-223.
- Guardino, C. A., & Fullerton, E. (2010). Changing behaviors by changing the classroom environment. Teaching Exceptional Children, 42(6), 8-13.
- Martin, N. K. & Shoho, A. R. (1999). Beliefs regarding classroom management style: Differences between traditional and alternative certification teachers. (ERIC Document Reproduction Services No. ED 432 544)
- Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. San Francisco: Jossey-Bass.
- Ryan, G. W., & Bernard, H. R. (2003). Techniques to identify themes. Field Methods, 15 (1), 85- 109.
- Sahin, I. T. (2011). Physical design for classroom management: Perceptions of early childhood teachers. Germany: LAP Lambert Academic Publishing.
- Sahin, I. T., Tantekin-Erden, F. & Akar, H. (2011). The influence of the physical environment on early childhood education classroom management. Eurasian Journal of Educational Research, 44, 185-202.
- Weinstein, C. S., & Novodvorsky, I. (2011). Middle and secondary classroom management: Lessons from research and practice. New York: McGraw-Hill.
- Sınıfın Fiziksel Özelliklerinin Öğretim Süreci ve Davranış Yönetimi Üzerindeki Etkisi:
- Okul Öncesi Öğretmenlerinin Algıları
Details
| Primary Language | English |
|---|---|
| Journal Section | Articles |
| Authors | |
| Publication Date | March 19, 2016 |
| Published in Issue | Year 2013Volume: 2 Issue: 4 |