Shifting the Interaction Order in a Kindergarten Classroom in a Somali-Centric Charter School

Moore, Lee R.; Shirdon, Sirad

doi:10.1007/978-3-030-79470-5_16

Cited by 1 publication

(3 citation statements)

References 43 publications

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“…However, the teacher can expand the repertoire of practices to restore quiet and order with refugee students. Over time, classroom behavior management can shift from a teacher-centered focus to a more focused management where authority can be shared with students (Moore & Shirdon, 2021). On the other hand, schools, teachers and other students are expected to adapt to this situation as much as refugee children adapt to school.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

“…This causes preschool education programs to be affected by global trends stemming from immigrants and refugees (Morland & Levine, 2016). In the context of classroom management, some educators who are not adequately prepared to support refugee students also identify this as a challenge (Moore & Shirdon, 2021). For example, refugee children who are not familiar with preschool routines may show more peer problems because they have not learned how to interact with others at school and in the classroom (Buchmüller et al, 2020).…”

Section: Refugee Students and Classroom Management In Preschool Periodmentioning

confidence: 99%

“…Indeed, one of the main problems that preschool teachers face with children at risk in their classrooms is the difficulties they encounter in classroom management and unwanted behaviors (Erol & Savaş, 2022). On the other hand, although most of the research has been conducted on students of refugee origin in primary education, there is a growing awareness that refugee children in preschool need support in identifying supportive, inclusive, effective pedagogical and behavioral strategies (Moore & Shirdon, 2021). While some studies focus on refugee students in preschool period (Buchmüller et al, 2020;Erdemir, 2021;Erol & Savaş, 2022), some studies focus on refugees and classroom management (Biasutti et al, 2019;Kara & Özenç, 2020;Mendenhall et al, 2020;O'Neal, 2016;Saklan & Erginer, 2017;Taş & Minaz, 2021); some studies focus on classroom management in preschool period (Akgün et al, 2011).…”

Section: Refugee Students and Classroom Management In Preschool Periodmentioning

confidence: 99%

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Classroom Management Experiences of Preschool Teachers with Refugee Students

Çulha¹,

Yılmaz

2023

IJPES

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Although refugee education is among the prominent research topics today, there is limited information in the literature about preschool, one of the important periods of education, and classroom management in this context. The purpose of this study is to explore the classroom management experiences of preschool teachers who have refugee students in their classrooms. In this way, this research examines the experiences of teachers about how they make sense of the difficulties they face in the classroom and the strategies they develop to combat them. Twenty-one preschool teachers with refugee students in their classrooms were included in this qualitative study through criterion purposive-measure sampling method. The data were collected using a semi-structured interview form and analyzed using content analysis. Research findings showed that the difficulties experienced by teachers in terms of classroom management with the presence of refugee students in their classrooms were listed under the categories of grouping tendency, difficulties in implementation, need for additional activities, lack of time, communication problems, exhibiting unwanted behaviors, adaptation problems, tendency to disobey rules and cultural differences. Furthermore, the study revealed what kind of solutions teachers applied in terms of classroom management for the difficulties arising from the presence of refugee students in the classroom. The teachers used some strategies such as using visual elements, mainstreaming, considering individual differences, increasing comprehensibility, peer support, social communication, language activities, using reinforcement, intensive communication, and family support. In line with the results of the research, suggestions for future research and practices are discussed.

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Section: Conclusion and Discussionmentioning

confidence: 99%

Section: Refugee Students and Classroom Management In Preschool Periodmentioning

confidence: 99%