Examining the Student-Teacher Relationships of Children Both with and without Special Needs in Preschool Classrooms

Autor/inn/en	Demirkaya, Pervin Naile; Bakkaloglu, Hatice
Titel	Examining the Student-Teacher Relationships of Children Both with and without Special Needs in Preschool Classrooms
Quelle	In: Educational Sciences: Theory and Practice, 15 (2015) 1, S.159-175 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1303-0485
Schlagwörter	Special Needs Students; Student Needs; Teacher Student Relationship; Preschool Children; Preschool Evaluation; Classroom Environment; Comparative Analysis; Predictor Variables; Preschool Teachers; Behavior Rating Scales; Regression (Statistics); Conflict; Interpersonal Competence; Behavior Problems; Teaching Experience; Class Size; Mainstreaming; Likert Scales; Interpersonal Relationship; Intimacy; Social Distance; Helping Relationship; Student Surveys; Teacher Surveys; Foreign Countries; Factor Analysis; Turkey; Preschool and Kindergarten Behavior Scales; Student Teacher Relationship Scale + Suchen Sie Ihr Suchwort? Sonderpädagogischer Förderbedarf; Teacher student relationships; Lehrer-Schüler-Beziehung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Klassenklima; Unterrichtsklima; Prädiktor; Erzieher; Erzieherin; Kindergärtnerin; Regression; Regressionsanalyse; Konflikt; Interpersonale Kompetenz; Klassengröße; Likert-Skala; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Intimität; Helfende Beziehung; Schülerbefragung; Ausland; Faktorenanalyse; Türkei
Abstract	The purpose of this study is to comparatively examine the student-teacher relationships of preschool children with and without special needs (SN) and to identify the variables which predict student-teacher relationships. In order to collect data from 40 preschool teachers regarding 54 students with and 54 students without SN, the Student and Teacher Information Form (developed by the researchers), the Student-Teacher Relationship Scale, and the Preschool and Kindergarten Behavior Scale (for the validity and reliability studies) were used. The student-teacher relationships of students in the two groups were compared using the Mann-Whitney U-test, and the variables predicting student-teacher relationships were analyzed using stepwise regression. The results showed that students with SN had more conflict (U = 1034.50; p = 0.009) and less closeness (U = 982.50; p = 0.003) with their teachers than their peers without SN, however, there was not a significant difference between the two groups in terms of dependency (U = 1362.50; p = 0.556). It was found that social skills predicted closeness with teachers, conflictual student-teacher relationships were predicted by problem behaviors, and dependent student-teacher relationships were predicted by teacher experience and classroom size. The findings of this study are discussed in line with the national and international literature. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01