scholarly journals Examination of Classroom Management Approaches of Social Studies Teachers

2019 ◽  
Vol 12 (11) ◽  
pp. 139
Author(s):  
Selma Güleç ◽  
Nazlı Durmuş
Keyword(s):  
Social Studies ◽  
Classroom Management ◽  
Personal Characteristics ◽  
Social Studies Teachers ◽  
Research Model ◽  
Significance Level ◽  
Descriptive Research ◽  
The Social ◽  
Significant Difference ◽  
Management Approaches

In this study, the v0iews of social studies teachers about the autocratic, democratic and irrelevant classroom management approaches were examined. For this purpose, it was investigated whether the opinions of the social studies teachers about the classroom management approaches differed according to their gender and seniority. This research employed a descriptive research model. The sample of the study consisted of 83 teachers working in various schools in Bursa. In this study, the “teachers’ understanding of classroom management survey” developed by Terzi and composed of two sections and a total of 38 items was used. The data of the study was analyzed in the SPSS program by using the significance level of .05. By using one-sample t-test in the pairwise comparisons, it was aimed to determine whether there was a difference between the teachers’ classroom management understandings and their personal characteristics. In the comparison of more than two sets, one-way analysis of variance was applied. As a result of the study, no significant difference was found between the social studies teachers’ classroom management approaches according to the variable of gender. The female and the male social studies teachers demonstrated their autocratic, democratic and irrelevant classroom management understandings at the same level. According to the variable of professional seniority, it was found out that the teachers with a professional seniority of between 16-20 years exhibited their democratic classroom management approaches at a higher level.

scholarly journals The Relationship between Classroom Management Skills and Self-confidence of Social Studies Teachers

2019 ◽  
Vol 7 (4) ◽  
pp. 62
Author(s):  
Kenan BAŞ
Keyword(s):  
Social Studies ◽  
Classroom Management ◽  
Class Size ◽  
Social Studies Teachers ◽  
Future Research ◽  
Management Skills ◽  
Self Confidence ◽  
The Social ◽  
Significant Difference ◽  
The Relationship

This study investigated the relationship between classroom management skills, and self-confidence of social studies teachers. To this end and through a general survey, social studies teachers’ classroom management skills and their self-confidence for education were examined in terms of Gender, Professional Seniority, and Class Size. The population was constituted by 67 social studies teachers working in various secondary schools within the boundaries of the province of Elazig, Turkey, in the spring semester of the 2018 and 2019 academic years. The instruments used were a Personal Information Form, a Classroom Management Skills Scale and a Self-Confidence Scale for Education. The findings of the research were analyzed using SPSS (version 22) and revealed that the social studies teachers did not have a statistically significant difference in terms of both classroom management skills and levels of self-confidence for education related to variables of Gender, Professional Seniority and Class Size. On the other hand, it was found that there was a significant positive relationship between the classroom management skills and levels of self-confidence of the social studies teachers. The results are discussed within the framework of the relevant literature and the study concludes by presenting suggestions for future research.

scholarly journals The Role of Social Studies Course in the 21st Century Society: Perspective from Educators and Learners

2021 ◽  
Vol 3 (1) ◽  
pp. 11-22
Author(s):  
Cherry E. Garcia
Keyword(s):  
High School Students ◽  
Social Studies ◽  
Cultural Sensitivity ◽  
Citizenship Education ◽  
Global Education ◽  
Social Studies Teachers ◽  
School Students ◽  
The Social ◽  
Significant Difference

The objective of study is to determine the role of Social Studies (Araling Panlipunan)     to the present and modern society from the perceptions of the Social Studies teachers and senior high students of Zone 4, Division of Zambales, Philippines. The present study utilized a descriptive research and used a survey questionnaire for data collection. The study utilized also descriptive statistics (percentage, frequency counts, and mean) and inferential statistics (ANOVA) using SPSS version 16. The majority of the teachers in the present study are females, in their middle adulthood, specialize in Social Studies and are holders of bachelor’s degree with master’s units. The students are males, in their middle adolescence stage and were grade 11. The findings from the teachers and students’ perception show that the Social Studies teachers always execute lessons and provide classroom settings in which the roles of Social Studies Program to help the students acquire knowledge and enhance understanding on Contemporary Global Education, Civic and Citizenship Education, Contents and Knowledge, and develop Collaboration and Socio-Cultural Sensitivity skills are assured. On the other hand, the senior high school students believed that the role on developing Collaboration skill was always guaranteed at Social Studies classroom. The Analysis of variance computation resulted from a no significant difference in the perceptions of teachers on the Contents and Knowledge, Socio-Cultural Sensitivity, Collaboration, and Contemporary Global Education roles of Social Studies Program when attributed to teachers’ sex and highest educational attainment. There is highly significant difference in the perceptions on the Contents and Knowledge, Socio-Cultural Sensitivity, Collaboration, Civic & Citizenship Education, and Contemporary Global Education roles which can be acquired from learning Social Studies when attributed to students’ sex and grade level.

scholarly journals The Role of Socio-demographic Factors of Teachers' Disciplines Styles and Classroom Management Approaches: A Case Study of Teachers in Zeytinburnu-Istanbul

2019 ◽  
Vol 7 (10S) ◽  
pp. 14
Author(s):  
Engin Erşen ◽  
Serkan Kan
Keyword(s):  
Classroom Management ◽  
Positive Relationship ◽  
Demographic Factors ◽  
Survey Method ◽  
Significance Level ◽  
Significant Positive Relationship ◽  
Laissez Faire ◽  
Management Approaches ◽  
Socio Demographic Factors

The aim of the study was to find the role of socio-demographic factors of teachers' discipline styles and classroom management approaches. The study was designed in relational survey method. The universe of the study was composed of teachers serving in high schools in Zeytinburnu district. Using convenience sampling method, 317 teachers accepted to participate in the study.To collect data, a demographic information form, the Teacher Discipline Styles Inventory and the Classroom Management Approaches Scale were used. The data were analyzed via the SPSS 21.0 program. T-test and ANOVA were used for the groups with normal distribution. In addition, Pearson Product-Moment Correlation analysis was performed to determine the relationship between the variables and the scale. Significance level was taken as p <.05.As a result of the study, it was found that the teachers used conciliatory style at the highest rate, followed by supportive style, and they used abdicative style at the lowest rate. In addition, it was found that the teachers adopted democratic approach at the highest rate in classroom management, followed by laissez-faire and autocratic approaches. Also, there was a significant positive relationship between supportive style and abdicative, conciliatory, coercive, negotiator styles. However, there was no significant relationship between supportive style and autocratic and laissez-faire classroom management approaches. Finally, a significant positive relationship was found between supportive style and democratic approach.

scholarly journals Komparasi Tingkat Hasil Belajar Berdasarkan Gaya Belajar Visual, Auditorial, dan Kinestetik

2021 ◽  
Vol 3 (1) ◽  
pp. 37-48
Author(s):  
Nastiti ◽  
Wahyu Rika Agustin
Keyword(s):  
Social Studies ◽  
Learning Styles ◽  
Learning Outcomes ◽  
Learning Style ◽  
Visual Learning ◽  
Sampling Technique ◽  
Significance Level ◽  
Ex Post ◽  
Significant Difference ◽  
Good Learning

The purpose of the study was to determine whether there was a difference between learning outcomes based on VAK learning styles (visual, auditory, kinesthetic) in Integrated Social Studies subjects for seventh grade students of SMP Negeri 1 Patianrowo. Researchers used a comparative quantitative approach with a comparative causal design or ex post facto. The population in the study were all students of class VII, amounting to 295 students and the sample was 59 students taken from class VII H and I. The sample was taken using simple random sampling technique. The study used a questionnaire and documentation as data collection instruments. While the data analysis technique used kruskal wallis. The results showed that good learning outcomes based on visual learning styles were 20%, low learning outcomes were 60%, and moderate learning outcomes were 20%. Furthermore, good learning outcomes based on auditory learning styles are 68%, low learning outcomes are 3%, and moderate learning outcomes are 29%. Finally, good kinesthetic learning outcomes are 22%, low learning outcomes are 73%, and low learning outcomes are 5%. Based on these results, it can be concluded that there is a significant difference in learning outcomes based on learning styles using the VAK learning style in Integrated Social Studies subjects class VII SMP Negeri 1 Patianrowo. This can be seen from the sig value. namely 0.000 <from the significance level of 5% (0.05).

Strategies to Enhance the Most Effective Classroom Management Techniques and Practices

2020 ◽  
pp. 252-269
Author(s):  
Masello Hellen Phajane
Keyword(s):  
Classroom Management ◽  
Classroom Environment ◽  
Management Plan ◽  
Social And Emotional ◽  
Whole School ◽  
Grade Levels ◽  
The Social ◽  
Management Techniques ◽  
Whole School Approach ◽  
Management Approaches

The purpose of this chapter is to explore and determine the most effective classroom management techniques and practices. This chapter includes a full review and critical analysis of research and literature associated with classroom discipline and ongoing management to promote positive learning. Owing to the diverse population of learners, changes in cultural behaviours, and the social and emotional pressure children experience, the classroom environment has become disorderly. Teachers need an effective classroom management plan that would help bring order and productive learning back into the classroom. As teachers learn more about a variety of classroom management approaches, they can sample techniques that would fit their needs. Not all classroom management programmes are geared to the same grade levels. Therefore, teachers can choose programmes that will best satisfy the needs of their own classroom's grade level. Teachers can choose between an approach for individual classrooms and a whole school approach to enhance learner behaviour.

scholarly journals AN EXAMINATION OF TEACHERS’ SUSTAINABLE DEVELOPMENT AWARENESS IN TERMS OF BRANCHES, GENDERS, AGES AND YEARS OF SERVICE

2020 ◽  
Vol 78 (3) ◽  
pp. 342-358
Author(s):  
Ayse Ceren Atmaca ◽  
Seyit Ahmet Kiray ◽  
Mustafa Hilmi Colakoglu
Keyword(s):  
Sustainable Development ◽  
School Teachers ◽  
Primary School Teachers ◽  
Significance Level ◽  
The Sustainable Development ◽  
Descriptive Research ◽  
Significant Difference ◽  
Years Of Service ◽  
And Gender ◽  
Survey Approach

Sustainable development is an interdisciplinary structure that includes the dimensions of environment, economy and society. The aim of this research was to determine the sustainable development awareness of science, social studies and primary school teachers. The research designed with the survey approach was carried out with 2982 teachers working in different regions of Turkey in 2019. In the research, Sustainable Development Awareness Scale consisting of 3 sub-dimensions and 36 items developed by Atmaca, Kiray and Pehlivan (2019) was used. Significance level was taken as .05 in the analyses that examined the signification between the groups. As a result of the research, no significant difference was found between the teachers’ sustainable development awareness and their branches and years of service, while a significant difference was found between the teachers’ ages and gender and their sustainable development awareness scores. Keywords: descriptive research, science education, sustainable development.

scholarly journals Covid-19 and Its Relationship to the Application of Distance Education in Teaching Social Studies Curriculum for the Upper Basic Stage from the Teachers’ Point of View: كوفيد-19 وعلاقته بتطبيق التعليم عن بعد في تدريس منهج الدراسات الاجتماعية للمرحلة الأساسية العليا من وجهة نظر المعلمين

2020 ◽  
Vol 4 (47) ◽  
Author(s):  
Adnan Mohammad Alnwairan, Salsabil Adeeb Hassan
Keyword(s):  
Distance Education ◽  
Public Schools ◽  
Social Studies ◽  
Point Of View ◽  
Social Studies Teachers ◽  
Social Studies Curriculum ◽  
Basic Stage ◽  
The Social ◽  
Use Of Social Media ◽  
The Impact

This study aimed to identify Covid-19 and its relationship to the application of distance education in teaching social studies curriculum for the upper basic stage from the teachers’ point of view. The study has used the descriptive-analytical approach, where a questionnaire was employed as the study instrument. The population of the study consisted of a random sample from (311) Social studies teachers. The tool was distributed electronically through the use of social media and email to Social studies teachers of upper basic stage in public schools in three governorates, Amman, Salt and Irbid. The results showed that the impact of COVID-19 on teaching social studies curriculum for the upper basic stage was moderate. Furthermore, the level of applying distance education when teaching the social studies curriculum to the upper basic stage from the Teachers’ Point of view was moderate as well. The results also showed that there is a significant relation between COVID-19 and the level of distance education application when teaching the social studies curriculum for the upper basic stage. The current study recommends going beyond the schools' scope and researches higher education from across the entire Hashemite Kingdom of Jordan as a follow-up to this research's findings. Further qualitative research would be needed in the future to accurately assert the level of applying distance education.

scholarly journals A Comparison of Social Health Components Among the Farmers in the Villages of Saffron and Other Plants in South Khorasan Province

2021 ◽  
Vol 11 (5) ◽  
pp. 341-350
Author(s):  
Gholamali Moradi ◽  
◽  
Asghar Mohammadi ◽  
Ismaeel Jahanbakhsh ◽  
◽  
...  
Keyword(s):  
Social Cohesion ◽  
Well Being ◽  
Social Health ◽  
Social Solidarity ◽  
Statistical Population ◽  
Significance Level ◽  
The Social ◽  
Significant Difference ◽  
Multistage Sampling ◽  
South Khorasan

Background: Social health is defined as the individual’s ability to effectively and efficiently play social roles without hurting other people. It is the examination of an individual’s activities and status in society. Saffron cultivation, given its special properties, such as teamwork, cooperation, and social correlation, plays a major role in social health. Thus, the current study was done to compare the social health components among the farmers in saffron villages and the others in South Khorasan Province. Methods: The current study was applied and comparative. The statistical population included the farmers in saffron villages and the others in South Khorasan Province in 2018. The sample consisted of 550 farmers (275 producing saffron and 275 producing other plants) based on the Cochran formula who were selected through multistage sampling. The tool used to collect the data was Keyes’s standard Social Well-being Questionnaire (2004), consisting of 28 questions. After collecting the questionnaires, the data were analyzed using SPSS v. 23 and an independent t-test at a significance level of P<0.05. Results: There was a significant difference between the villagers planting saffron and other plants regarding their social health levels (P<0.000). The obtained t-value for social health, as a dependent variable, was 15.47. The obtained t-value for all the aspects of social health was higher than the acceptable t-value (P<0.05). Conclusion: The results showed that saffron villages had higher social solidarity, compared to other plants. Because cooperation and collaboration are necessary for different stages of saffron production, social cohesion is naturally reinforced

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