Teachers' Causal Attributions for Behaviour Problems in Relation to Perceptions of Control

Mavropoulou, Sofia; Padeliadu, Susana

doi:10.1080/01443410120115256

Cited by 67 publications

(55 citation statements)

References 26 publications

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“…Selin öğretmen-merkezli pedagojik-epistemolojik inanç sistemlerine sıkı sıkıya bağlanmış ve pratiklerini bu yönde devindiren meslektaşlarını ve öğrencilerini, dilediği öğrenen-merkezli süreçlerin işletme noktasında en ciddi bariyer olarak ifade etmiştir. Aksine, Emir'in ise karşılaştığı bariyerlerin kaynağını aşırı bir dışsallık taşıyacak şekilde tanımladığı görülmüştür (Ho, 2004;Mavropoulou & Padeliadu, 2002;Poulou & Norwich, 2000;Soodak & Podell, 1994). Örneğin Selin karşılaştığı öğretimsel bariyerleri şu şekilde özetlemiştir:…”

Section: Discussionunclassified

Exploration of scholars' attributions of instructional barriers in the context of pedagogical-epistemological belief systems

Soysal¹,

Tanik²

2017

HIG

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ÖzBu çalışmada bir vakıf üniversitesinde görev alan iki akademisyenin öğretimsel süreçlerinde karşılaştıkları bariyerler ve bu bariyerlere yönelik atıfsal akıl yürütmeleri, onların öğrenme, öğretme ve bilgiye yönelik inançları çerçevesinde incelenmiştir. Çalışma nitel bir perspektifte yürütülmüştür. Nitel veri toplama ve analiz süreçleri ile bariyer-atıf arasındaki karşılıklı belirleyici ilişkinin, akademisyenlerin pedagojik-epistemolojik inançlarından nasıl etkilendiği açıklanmaya çalışılmıştır. İki farklı görüşme protokolü ile veriler toplanmış, tümevarımcı ve yorumlamacı bir şekilde veriler analiz edilmiştir. Katılımcıların pedagojik-epistemolojik inançlarının yönelimi (öğrenen-merkezli; öğretmen-merkezli) ya da ayrıksılığı bariyer-atıf ilişkisinin bahsi geçen inanç sistemleri bağlamında incelenmesine izin vermiştir. Daha öğrenen-merkezli olan akademisyenin öğretimsel bariyerlere yönelik atıflarının daha içe yönelimli (kendi pedagojik yetkinlikleri ile ilgili), kontrol edilebilir ve geçici/sürekli olmayan şekilde olduğu tespit edilmiştir. Öte yandan, daha öğretmen-merkezli öğretimsel süreçlerin etkililiğine inanan katılımcı akademisyenin ise daha dışa dönük, kendi kontrolünün dışında olan ve bariyerlerin kalıcılığını ya da sürekli olduğunu vurgulayan atıfsal akıl yürütmeye sahip olduğu tespit edilmiştir. Çalışmanın temel çıktıları yükseköğretim bağlamında psikolojik (atıf teorisi) ve öğretimsel (pedagojik-epistemolojik inançlar) lenslerle değerlendirilmiş ve önerilerde bulunulmuştur. Anahtar Sözcükler: Pedagojik inanç sistemleri, Öğretimsel bariyerler, Atıf teorisi, Akademisyen, Öğrenilmiş çaresizlik ABSTRACTIn this study, two academics' who have been employed in a private university teaching barriers and accompanied attributional reasoning were examined in the context of their belief systems with regards to learning, teaching and knowledge. This study was conducted with a basic qualitative perspective. By means of qualitative data gathering and analysis, it was aimed at estimating how the relation between teaching barriers and attributional reasoning was influenced by pedagogical-epistemological belief systems of scholars. Qualitative data was collected through two different semi-structured interview protocols and gathered data was analyzed with an inductive and interpretivist manner. The scholars' beliefs systems' divergences (teacher-centered vs. learner-centered) allowed to explore the presumable relation of barrier-attribution in the context of pedagogical-epistemological belief systems. It was found out that the scholar who has adopted the more learner-centered modes of teaching favors more internally-oriented, controllable and non-stable attributional styles in illustrating her barrier-attribution relation. In contrast, it was also detected that the scholar who has held more teacher-centered teaching beliefs is liable to make attributions to overly external, non-controllable and stable factors in illuminating her barrier-attribution relation. Major outcomes of the study are evaluated by means of psycho...

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Section: Discussionunclassified

Exploration of scholars' attributions of instructional barriers in the context of pedagogical-epistemological belief systems

Soysal¹,

Tanik²

2017

HIG

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“…From these frequencies we can infer that the function of escape is a more challenging instance of behavior that may be incorrectly identified within a classroom. Teachers often take a characteristic approach to labeling students when dealing with aversive behavior and attribute the behavior to non-function-related variables (i.e., child's personality, need for attention, lack of family stability, parents' level of education, and so on; Bibou-Nakou et al, 1999, 2000Mavropoulou & Padeliadu, 2002;Christenson, Ysseldyke, Wang, & Algozzine, 1983) rather than looking at the behavior in terms of function.…”

Section: Discussionmentioning

confidence: 99%

Pre-Service Teacher Knowledge of Behavior Function: Implications within the Classroom

Youngblom

Filter²

2017

EJREP

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“…In fact, teachers are increasingly faced with the challenge of dealing with children who have emotional and behavioral problems that present daily challenges in the classroom (Mack, 2004;Rajpal, 2001;Tidwell, Flannery, Lewis-Palmer, 2003;Mavropoulou & Padeliadu, 2002). Consequently, what seems to be most challenging to this issue is the contagious nature of problematic behaviors in the classroom.…”

Section: Conflict and The Academic Environmentmentioning

confidence: 99%

“…What was once a distant topic of discussion in academic classes of history and social studies is now the witnessed account of many children as they experience increasing incidents of violence in their communities and schools (Pietrzak, Petersen, & Speaker, 1998;Singer, Miller, Guo, Flannery, Frierson, & Slovak, 1999). How some students problem-solve and manage future conflicts are of great concern to teachers and administrators throughout schools (Mavropoulou & Padeliadu, 2002;Palardy & Palardy, 2001;Wager, 1993).…”

Section: Introductionmentioning

confidence: 99%

Educator Perceptions of Conflict Interactions Among Young Children in Inner-city Elementary and Middle Schools

Huff

Wilburn

Belay

2009

JYD

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A study that investigated the perceptions of educational professionals regarding the rising issue of aggressive and disruptive behaviors among young children in inner-city schools is discussed in this article. A convenient sample of 14 professionals were selected and interviewed from educators in an inner-city located in the northeast region of Ohio. Evidence of this investigation suggests that young children's aggressive behaviors are increasing in both occurrence and complexity. While these behaviors are perceived to be a function of certain environmental exposures, a case can be made for the effectiveness in conflict management and life skill application in young children as many children seem to display more problems in collective and social settings.

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Teachers' Causal Attributions for Behaviour Problems in Relation to Perceptions of Control

Cited by 67 publications

References 26 publications

Exploration of scholars' attributions of instructional barriers in the context of pedagogical-epistemological belief systems

Exploration of scholars' attributions of instructional barriers in the context of pedagogical-epistemological belief systems

Pre-Service Teacher Knowledge of Behavior Function: Implications within the Classroom

Educator Perceptions of Conflict Interactions Among Young Children in Inner-city Elementary and Middle Schools

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