scholarly journals ELEMENTARY SCHOOL TEACHERS’ EXPERIENCES REGARDING THE PREREFERRAL PROCESS

2020 ◽  
Vol 6 (2) ◽  
Author(s):  
Mine Kizir ◽  
Candan Hasret Şahin
Keyword(s):  
At Risk ◽  
Elementary School ◽  
Elementary School Teachers ◽  
Referral Process ◽  
School Teachers ◽  
Students At Risk ◽  
Effective Application ◽  
Teachers Experiences ◽  
Phenomenological Design ◽  
Identification Phase

<p>Informing teachers about identifying students at risk is necessary and important for effective application of interventions in the pre-referral process. The purpose of this study was to determine the adaptations that elementary school teachers did for their students at risk in the pre-referral process and to determine these teachers’ experiences in the process. In this study, the phenomenological design was used to determine the elementary school teachers’ views about the pre-referral process and their experiences regarding the process. In the present study, which was conducted to determine elementary school teachers’ experiences and views about the pre-referral process, three themes were obtained as a result of the analysis of the data collected via the interviews. The themes were as follows: teachers’ experiences and views about the identification phase, instructional adaptations in the pre-referral process and overall thoughts and suggestions regarding the pre-referral process. Informing teachers about the pre-referral process and about what to do in this process will not only help decrease the number of students involved in referral process by increasing the in-class adaptations but also allow keeping the students in the same class who will be able to continue their education with their peers with help of in-class interventions.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0651/a.php" alt="Hit counter" /></p>

scholarly journals Promoting resilience : teachers' preceptions from the classroom

2021 ◽  
Author(s):  
Meghann Proulx
Keyword(s):  
At Risk ◽  
Elementary School ◽  
Social Competence ◽  
Elementary School Teachers ◽  
Teaching Methods ◽  
Risk And Resilience ◽  
School Teachers ◽  
High Expectations ◽  
Growing Body ◽  
The One

This paper examined seven teachers' interpretations of the terms 'at risk' and resilience, their preceived influential role, and universal teaching methods that were perceived to promote resilient behaviours in the classroom. 'At risk' was described as a more familiar term than resilience, with a stronger focus in schools on academic 'at risk'. Resilience was viewed to be predominantly a result of internal attributes. Four themes emerged from the one-on-one interviews with elementary school teachers. Responsibilities, high expectations, consistency, and social competence were perceived by the teachers as leading to resilience development among their students. This study adds to the growing body of research which aims at uncovering the processes leading to the development of resilience.

Teachers’ organizational and professional socialization: The case of Ankara

2018 ◽  
Vol 9 (1) ◽  
pp. 305-350
Author(s):  
Ali Balcı ◽  
Nuriye Karabulut ◽  
Sevgi Gürses Kürçe ◽  
Sevgi Ernas
Keyword(s):  
Elementary School ◽  
Public Schools ◽  
Elementary School Teachers ◽  
Organizational Socialization ◽  
Professional Socialization ◽  
Structured Interview ◽  
School Teachers ◽  
Socialization Process ◽  
Reality Shock ◽  
Phenomenological Design

The purpose of this study is to reveal the professional and organizational socialization experiences of elementary school teachers of Ankara Province. The study was conducted through phenomenological design and the data, based on descriptive and content analysis, collected through a semi-structured interview form. The participants comprised of five public and five private elementary school teachers, having at least five years of professional experience were selected through “maximum variation” and “criterion” sampling methods. The finding of study revealed that before starting their job, the teachers had optimistic expectations such as school administrations’ providing guidance, cooperative colleagues, ambitious students and supportive parents. In the entry stage of socialization, teachers have reality shock. In adaptation of teachers to their profession and the school, colleague responses are prominent as well as individual activities. In metamorphosis stage, private schools exert more efforts than public schools do in their adaption. The participants suggest that MoNE should assign suitable councelling teachers and develop the control mechanism for more effective socialization process. In light of the findings, internet-based programs should be developed to provide materials and to have e-courses. For colleague interaction, systems such as mentoring and coaching should be actively implemented.

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