Ege Akgün

Okul Öncesi Öğretmenlerin Sınıf İçi Etkinliklerde Kullandıkları Sınıf Yönetimi Stratejilerinin İncelenmesi

Ogretmenlerin sinif yonetimi stratejileri, egitim ogretim etkinliklerinin saglikli yurutulmesinde, cocuklarin akademik ve sosyal basarilarinin artmasinda ve cocuklarin yasam becerileri kazanmasinda onemli yer tutmaktadir. Bu arastirmanin amaci, okul oncesi ogretmenlerinin sinif ici etkinliklerde kullandiklari sinif yonetimi stratejilerinin gozlem yoluyla incelenmesidir. Arastirmanin calisma grubunu, Ankara il merkezinde calisan alti okul oncesi ogretmeni olusturmaktadir. Okul oncesi ogretmenlerinin sinif yonetimi stratejileri “Yapilandirilmamis ve Katilimci Olmayan Gozlem” teknigi ile gozlemlenmistir. Arastirmada elde edilen verilerin analizinde nitel arastirma yontemlerinden icerik analizi kullanilmistir. Arastirmanin bulgularina gore ogretmenlerin sinif ici etkinliklerde kullandiklari olumsuz ifade toplaminin olumlu ifadelerden daha fazla oldugu gorulmektedir. Olumsuz ifade kullanan ogretmenlerin cogunlukla onlisans mezunu oldugu gorulmektedir.

The Evaluation of Social Competence and Internalizing and Externalizing Problem Behaviors of Frchch and Turkish Children by their Attachment Representations

Abstract The purpose of this study is to identify the relationship between attachment representations of preschool children living in different cultures and their social competence, and between their attachment representations and internalizing and externalizing problem behaviors. The participants of this study were 44 children:20 French and 24 Turkish. The data were collected from Besancon, France and Ankara, Turkey in the academic year 2011-2012. Two measurement instruments (Attachment Story Completion Task and Preschool Socioaffective Profile) were used for data collection.The research findings reveal that the rate of secure attachment is higher in girls compared to boys, and that nationality does not play a determining role in the attachment styles.In Turkish children, anger-aggression scores and anxiety-withdrawal scores do not differ significantly by the attachment style, whereas social competence differs significantly by the attachment style.In French children, externalizing behavior problems scores do not differ significantly by the attachment style, whereas social competence and internalizing behavior problems scores differ significantly by the attachment style.

Okul Öncesi Öğretmenleri için Sınıf Yönetimi Becerileri Ölçeğinin Geliştirilmesi ve Öğretmenlerin Sınıf Yönetimi Becerilerinin Çeşitli Değişkenlerle İlişkisi

The purpose of this study is to develop a measurement tool for determining preschool teachers’ classroom management skills according to their own perceptions and to evaluate preschool teachers’ classroom management skills based on different variables. 520 teachers participated in the inventory development process and the data from 413 teachers was taken into consideration for the analysis. This study followed descriptive research design in that it compared teachers’ classroom management scores with different variables. According to the results, our inventory was found as a reliable and valid measurement tool for investigating preschool teachers’ classroom management skills. In addition, the results indicate that there is no significant difference in preschool teachers’ classroom management skills according to level of education, having assistant personnel in the classroom and working hours whereas there is a significant difference according to teachers’ age, type of educational institutions that teachers are graduated from, teaching experience, working status, class size and children’s age.