An exploration of the differences in prekindergarten, kindergarten, and first grade teachers' beliefs related to discipline when dealing with male and female students

Erden, Feyza Tantekin; Wolfgang, Charles H.

doi:10.1080/0300443032000103098

Cited by 32 publications

(19 citation statements)

References 7 publications

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“…This concept is related to a teacher's beliefs regarding the amount of control he should exercise in dealing with discipline problems (Vitaro, Brendgen, Larose, & Tremblay, 2005). At one end of the continuum are teachers who emphasise the development of self-control and place a greater importance on children's autonomy, guiding children in acquiring age-appropriate skills and behaviours (Erden & Wolfgang, 2004;Filcheck, McNeil, Greco, & Bernard, 2004). At the other end of the continuum, are teachers who place greater emphasis on rules and are strict about applying them.…”

Section: Educational Risk Factorsmentioning

confidence: 98%

Prevention programmes targeting emotional and social development in preschoolers: current status and future directions

Ştefan

Miclea

2010

Early Child Development and Care

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Section: Educational Risk Factorsmentioning

confidence: 98%

Prevention programmes targeting emotional and social development in preschoolers: current status and future directions

Ştefan

Miclea

2010

Early Child Development and Care

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“…Research shows that teachers' interactions with students are often linked to their beliefs about young people and how they develop (Erden and Wolfang 2004). Glickman and Tamashiro (1980) and Wolfgang (1995) conceptualized a framework to explain teacher beliefs and approaches along a control continuum, with relationship-listening beliefs and non-interventionist approaches at the least controlling end, rules/rewards-punishment beliefs and interventionist approaches at the most controlling end, and confronting-contracting beliefs and interactionalist approaches in the middle.…”

Section: Literature Reviewmentioning

confidence: 99%

Teachers’ views on effective classroom management: a mixed-methods investigation in Western Australian high schools

Egeberg

McConney

Price

2020

Educ Res Policy Prac

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Teachers' views about teaching, learning and school experiences are important considerations in education. As the central participants in classroom interactions, students and teachers naturally have strong views about what it takes to manage learning and surrounding behaviours effectively. With this in mind and because we believe that ignoring the thinking of either of these stakeholders would be to the detriment of teaching and teacher education, we focused on hearing and understanding teachers' voices about teaching, learning and classroom management. Our aim was to further clarify teachers' perspectives on how educators create quality learning environments as well as gathering their views of various disciplinary interventions, their perceptions of challenging students and their sense of efficacy for classroom management in order to inform both policy and practice in teacher education. A survey was conducted with 50 secondary school teachers to capture their views on their classroom experiences. Follow up interviews with teachers identified by students as effective in their classroom management provided consistent reports that effective classroom managers build positive relationships with their students, manage their classrooms by establishing clear boundaries and high expectations, and engage students in their learning.

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“…As such, EYP play an important role in the schemas and stereotypes that children develop (Robson, 2012). Fundamental in this process, according to Erden and Wolfgang (2004), is the practitioners' own beliefs and attitudes about gender because these, along with other factors as discussed above, play a significant role in what children learn. Hilliard and Liben (2010) suggest that children quickly absorb and replicate the gendered opinions of the adults around them and they then start to organise themselves according to these gender categories.…”

Section: Gender Schemasmentioning

confidence: 99%

“…Ärlemalm -Hagsér 's (2010:519) research, and that of others (for example, Hilliard and Lisben, 2010;Robson, 2012), suggests that the relationships developed in the playroom result in the adults' understanding and consideration of gender being conveyed to the children, who can quickly absorb and recreate them. Erden and Wolfgang (2004) also opine the beliefs and attitudes of practitioners play an…”

Section: Gender Schemasmentioning

confidence: 99%

Perceptions of gender in early years

Wingrave

2016

Gender and Education

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This article presents an exploration of a group of Early Years Practitioners' (EYPs) perceptions of gender that may provide some insight into the growing divide between boys' and girls' educational performance (Burusic et al., 2012). I argue that the current media and educational interest in the gendered brain (Sax, 2005) and the influences that surround the child (Eckert and McConnell, 2013), can result in children acquiring social expectations and attitudes to learning that are different for both sexes. The frequent dimorphic treatment of boys and girls is often based on assumed biological differences (Baron-Cohen et al, 2004) that suggest that the sexes learn differently. This can result in the approaches to the care and education of children being established on their sex categories rather than their individual needs. My focus here is to explore practitioners' expectations and understanding of children's behaviour and learning in the nursery environment. The study is premised on the belief that practitioners' perceptions of gender could, as argued by Eliot (2009), result in self-fulfilling prophecies being (re)produced and (re)created. The deployment of stereotypical assumptions and practices could, I suggest, limit children's opportunities. The data used here is drawn from my doctoral study of the nature of gender as was understood by eight EYPs who took part in five discussion group sessions. An interpretative paradigm was adopted, where the EYPs' discussed their experiences and understanding of gender from their practice. Following Holloway and Wheeler (2013), the study explored experiences and perceptions in order to illuminate meaning and understanding. The findings indicated that there is a belief amongst the group of practitioners with whom I worked that gender is either innate or learned and that EYPs play no role in its development. The tentative conclusions suggest that changes to the education and training of EYPs are required in order to raise awareness of gender issues in nurseries. I suggest that there is a need to place gender back on the education and training agenda for EYP in order to support changes to practice that could, in turn, provide children with more equitable teaching and learning experiences.

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An exploration of the differences in prekindergarten, kindergarten, and first grade teachers' beliefs related to discipline when dealing with male and female students

Cited by 32 publications

References 7 publications

Prevention programmes targeting emotional and social development in preschoolers: current status and future directions

Prevention programmes targeting emotional and social development in preschoolers: current status and future directions

Teachers’ views on effective classroom management: a mixed-methods investigation in Western Australian high schools

Perceptions of gender in early years

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