Direct Instruction and Child-Initiated Instruction
Through the Lenses of Classroom Social Behavior and Teacher Demographics
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The primary purpose of this study was to investigatekindergarten teachers'' attitudes toward two instructional modelsbased on two criteria: (1) the classroom social behavior of theirkindergarten students, and (2) teacher demographics. In thisstudy, and from a classroom perspective, the author defines children''sclassroom social behavior as staying seated, asking permission totalk, listening to the teacher, responding appropriately, taking turns, andsharing. The target population of this study was a sampling ofkindergarten teachers from several kindergartens in the cities of Ankaraand Adana in ...
The primary purpose of this study was to investigate
kindergarten
teachers'' attitudes toward two instructional models
based on two
criteria: (1) the classroom social behavior of their
kindergarten
students, and (2) teacher demographics. In this
study, and from a
classroom perspective, the author defines children''s
classroom social
behavior as staying seated, asking permission to
talk, listening to the
teacher, responding appropriately, taking turns, and
sharing. The
target population of this study was a sampling of
kindergarten teachers
from several kindergartens in the cities of Ankara
and Adana in Turkey.
A total of 121 completed surveys (a response rate of
90 percent) were
collected for data analysis. Descriptive statistics,
frequencies,
correlations and multiple regression analyses were
performed for the
data analysis in this study.
kindergarten
teachers'' attitudes toward two instructional models
based on two
criteria: (1) the classroom social behavior of their
kindergarten
students, and (2) teacher demographics. In this
study, and from a
classroom perspective, the author defines children''s
classroom social
behavior as staying seated, asking permission to
talk, listening to the
teacher, responding appropriately, taking turns, and
sharing. The
target population of this study was a sampling of
kindergarten teachers
from several kindergartens in the cities of Ankara
and Adana in Turkey.
A total of 121 completed surveys (a response rate of
90 percent) were
collected for data analysis. Descriptive statistics,
frequencies,
correlations and multiple regression analyses were
performed for the
data analysis in this study.
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