Okul öncesi öğretmenlerinin ödül ve ceza uygulamalarına yönelik görüşleri

Han, Bünyamin

doi:10.24130/eccdjecs.1967202262309

Cited by 5 publications

(6 citation statements)

References 16 publications

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“…Only one study focuses on measuring parental reward behaviors (Atli et al, 2022). There are robust studies related to the use of rewards and praise in educational processes, but most of them are qualitative research involving interviews with teachers (Cumhur, Kartal, Karademir & Erdinç, 2019;Güzelyurt et al, 2019;Han and Altunhan, 2022;Ġlgar & Örs, 2021) or review articles (Gündüz & Balyer, 2011;Köçer & Çınar, 2021). These studies contribute to the field by proposing strong alternatives to rewards.…”

Section: Discussion Conclusion and Suggestionsmentioning

confidence: 99%

“…According to the internal control-focused approach, rewards may be effective, but their impact is often short-lived, and sometimes they have no effect at all (Han & Altunhan, 2022;Yaman & Güven, 2014). Various meta-analysis studies have shown that internal control-focused, social, and emotional learning development programs help reduce student problems, enhance social skills, and improve academic achievement (Taylor, Oberle, Durlak & Weissberg, 2017).…”

Section: Introductionmentioning

confidence: 99%

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Developing a Scale to Measure Teacher Reward and Praise Behaviors for Classroom Management

BOLAT

2023

E-Kafkas Eğitim Araştırmaları Dergisi

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Classroom management is an indispensable element in creating an effective learning environment. In a classroom with poor management, students cannot engage in the learning process and may experience anxiety. Consequently, equipping teachers with effective classroom management skills is among the responsibilities of school leaders. However, prior to offering professional development programmes, school leaders should first teachers’ use of rewards and praise as part of their classroom management tools. According to the Self-Determination Theory, although rewards and praise are effective in establishing discipline, they may not significantly enhance development or motivation. Therefore, it is imperative to measure how much rewards and praise teachers employ in their classrooms in a valid and reliable manner. To the best of our knowledge, no scale currently exists in the literature that measures this aspect. This research will be the first study to measure teachers' reward and praise behaviors. The research is conducted as a quantitative study using a descriptive survey model. In the initial round, a 25-item pilot form was administered to 465 teachers. The results of Exploratory Factor Analysis revealed a 13-item, 2-factor structure, explaining 76% of the total variance, named as "teacher praise behaviors" and "teacher reward behaviors," respectively. The reliability levels of the factor scores were found to be .87 and .92. In the second round, data were collected from 271 teachers using the 13-item form. Confirmatory Factor Analysis confirmed the 2-factor structure. To test concurrent validity, two scales were administered, and their relationships were presented as evidence of concurrent validity. In conclusion, the Teacher Reward and Praise Scale has been presented as a valid and reliable instrument for measuring teachers' behaviors in classroom management, available for researchers and practitioners' use.

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Section: Discussion Conclusion and Suggestionsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Developing a Scale to Measure Teacher Reward and Praise Behaviors for Classroom Management

BOLAT

2023

E-Kafkas Eğitim Araştırmaları Dergisi

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“…One of the main problems of STEM education, which is one of the methods of interdisciplinary learning in all of the processes starting from preschool education -the first stage of education -up to higher education, is the integration of the teaching program (Uğraş, 2017). Unfortunately, it has been known that STEM education is not grasped very well by educators, and even those who see it of vital importance, fail to demonstrate a clear vision of it (Brown et al, 2011).…”

Section: S T Emmentioning

confidence: 99%

Analysis of Case Problems by STEM Activities in Children’s Stories and Their Effect on Problem-Solving Skills

Dümenci¹,

Muş²,

Demir

2021

BUEFAD

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The development of the problem-solving skills comes into prominence in case the condition of being faced with more difficult and more complicated problems is reflected in education. A mixed method was used in the method of the study with a view to the analysis of the case problems in children’s stories by the STEM education and examining its effect on the problem-solving skills. The quantitative data, which benefited both from the qualitative and quantitative methods, was derived as the pre-test and the final test data from the problem-solving skills scale (PSSS), developed by Oğuz and Köksal Akyol (2015). In the collection of the qualitative data, the material and teacher evaluation forms -developed by researchers- were used. According to the findings of the results of this study, the use of the STEM activities in the analysis of the case problems of stories, enhanced the problem-solving skills of children (p <.001).

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“…Another notable study focusing on the preschool level was conducted by Han and Altunhan (2022), shedding light on the utilization of reward and punishment. Han and Altunhan (2022) discovered that preschool teachers often employ symbolic and social rewards rather than material incentives. These rewards are utilized to motivate students, modify behavior, and establish classroom rules.…”

Section: Introductionmentioning

confidence: 99%

Examining the Views and Practices of Preschool Teachers: An Analysis of Reinforcement and Punishment Approaches

KURŞUN,

ŞEN

2024

Humanistic Perspective

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Bu çalışmada okul öncesi eğitimcilerin pekiştirme ve cezalandırma kullanımları Skinner'ın davranışsal yaklaşımı ışığında incelenmiştir. Araştırma, özel sektörde görev yapan okul öncesi eğitimcilerinin ödül ve ceza teknikleri hakkındaki görüşlerine odaklanmıştır bu açıdan olgubilim çalışması (phenomenology approach) kullanılmıştır. BBu çalışmada özel sektörde görev yapan 18 okulöncesi öğretmenine ulaşılmıştır. Pekiştirme ile ilgili düşünceleri ve uyguladıkları uygulamalar hakkında yarı yapılandırılmış görüşme yöntemiyle açık uçlu sorular sorulmuştur. Daha sonra Ceza ile ilgili görüş ve uygulamaları sorulmuştur. Sonuç olarak dört açık uçlu soru sorulmuş ve izin veren öğretmenlerin yanıtları kaydedilmiş ve yazıya dökülmüştür. İzin alınmayan öğretmenlerin cevapları araştırmacı tarafından kaydedilmiş ve içerik analizi yöntemiyle incelenip, kodlanmıştır. Öğretmenlerin pekiştirme ve ceza yöntemini büyük ölçüde desteklediğini ve bu konuda olumlu görüşlere sahip olduklarını ortaya koymuştur. En çok savunulan görüş çocukların, pekiştirme yönteminin çocuğun motive olmasına yardımcı olduğu görüşü iken, en çok kullanılan pekiştirme uygulaması sözel onaydır. Öğretmenlerin Ceza konusunda tereddütleri olsa da çoğu öğretmen cezanın sınıf ortamlarında bir disiplin yöntemi olarak kullanılmasını ve istenmeyen davranışları azaltmak için kullanılmasını desteklemiştir. En çok kullanılan ceza uygulamasının mola (time-out) olduğu sonucuna varılmıştır. Bu bulgular doğrultusunda, okul öncesi öğretmenlerinin davranışçı teknikleri sınıfta kullanma konusunda olumlu düşünceleri olduğu literatürde sınırlı sayıda araştırma konusudur. Bu bulgular ışığında okul öncesi dönemde pekiştireç ve ceza kullanımına ilişkin literatüre katkıda bulunulup,okul öncesi öğretmenlerinin sınıf yönetimi alanında en çok kullandıkları alternatif yöntemler, sınıf yönetimi teknikleri ve görüşleri hakkında fikirler sunacaktır.

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Okul öncesi öğretmenlerinin ödül ve ceza uygulamalarına yönelik görüşleri

Cited by 5 publications

References 16 publications

Developing a Scale to Measure Teacher Reward and Praise Behaviors for Classroom Management

Developing a Scale to Measure Teacher Reward and Praise Behaviors for Classroom Management

Analysis of Case Problems by STEM Activities in Children’s Stories and Their Effect on Problem-Solving Skills

Examining the Views and Practices of Preschool Teachers: An Analysis of Reinforcement and Punishment Approaches

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