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    Classroom Teachers' Perceptions of Difficult Children: A Phenomenological Study
    (Ani Publishing, 2021) Saricelik, Serap; Saban, Ahmet
    This study examined classroom teachers' perceptions of difficult children. It applied the descriptive phenomenology design of qualitative research approaches. In identifying the participants, the maximum variation sampling technique, one of the purposeful sampling methods, was used. Sixty classroom teachers working in Konya (20 from central schools, 20 from disadvantaged area schools, and 20 from private schools) have been selected and included in the study. Data were collected through semi-structured interviews and analyzed by the content analysis technique. Findings revealed that the participating classroom teachers were generally aware of difficult children's characteristics (such as having academic difficulties, exhibiting communication problems, inability to adapt socially, or disobeying classroom rules). According to the participants, there are at least five types of difficult children in schools: (1) children with giftedness or learning difficulties, (2) children who are overly active or silent, (3) children who are spoiled or not cared for by their families, (4) children who are excessively aggressive or quarrelsome, and (5) children who are distracted or uninterested. The study concludes that more research is needed to understand the difficult child phenomenon fully.
  • Küçük Resim Yok
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    Classroom Teachers' Perceptions of Difficult Children: A Phenomenological Study
    (Ani Publishing, 2021) Saricelik, Serap; Saban, Ahmet
    This study examined classroom teachers' perceptions of difficult children. It applied the descriptive phenomenology design of qualitative research approaches. In identifying the participants, the maximum variation sampling technique, one of the purposeful sampling methods, was used. Sixty classroom teachers working in Konya (20 from central schools, 20 from disadvantaged area schools, and 20 from private schools) have been selected and included in the study. Data were collected through semi-structured interviews and analyzed by the content analysis technique. Findings revealed that the participating classroom teachers were generally aware of difficult children's characteristics (such as having academic difficulties, exhibiting communication problems, inability to adapt socially, or disobeying classroom rules). According to the participants, there are at least five types of difficult children in schools: (1) children with giftedness or learning difficulties, (2) children who are overly active or silent, (3) children who are spoiled or not cared for by their families, (4) children who are excessively aggressive or quarrelsome, and (5) children who are distracted or uninterested. The study concludes that more research is needed to understand the difficult child phenomenon fully.
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    Understanding an Introverted Child: A Narrative Study
    (Ani Publishing, 2018) Saban, Ahmet; Saricelik, Serap
    This study examined Teacher Scrap's (the second author of this study) effort to recognize and reach an introverted student in her classroom based on her own experiences. The study was conducted within the scope of the narrative research methodology, one of the qualitative research designs. The main purpose of narrative studies is to examine the ways through which individuals experience the world and reality by analyzing their own personal stories. From this point of view, this study examined Teacher Scrap's experiences with an introverted student in her classroom through her own personal stories and the changes that these experiences caused both in the introverted student and her profession. Data were collected through a series of semi-structured interviews. After each interview was transcribed, written feedback from the teacher was obtained through e-mails and new interviews were conducted with her about the issues that were not clear enough. In addition, after finishing the writing of the research report, Teacher Scrap was invited to indicate her opinions on the entire report. Data were reorganized around the sub-questions of the study and presented in a chronological framework under five themes. They include: (1) recognizing the introverted student, (2) getting to know the introverted student, (3) reaching the introverted student, (4) tracing the changes in the introverted student, and (5) evaluating the professional attainments. According to the findings, Teacher Scrap believes that she has achieved her desired goals for her introverted student and developed an invaluable understanding about the phenomenon of difficult children. The study concludes that there is a need for comprehensive narrative research studies to be carried out on other types of difficult children.
  • Küçük Resim Yok
    Öğe
    Understanding an Introverted Child: A Narrative Study
    (Ani Publishing, 2018) Saban, Ahmet; Saricelik, Serap
    This study examined Teacher Scrap's (the second author of this study) effort to recognize and reach an introverted student in her classroom based on her own experiences. The study was conducted within the scope of the narrative research methodology, one of the qualitative research designs. The main purpose of narrative studies is to examine the ways through which individuals experience the world and reality by analyzing their own personal stories. From this point of view, this study examined Teacher Scrap's experiences with an introverted student in her classroom through her own personal stories and the changes that these experiences caused both in the introverted student and her profession. Data were collected through a series of semi-structured interviews. After each interview was transcribed, written feedback from the teacher was obtained through e-mails and new interviews were conducted with her about the issues that were not clear enough. In addition, after finishing the writing of the research report, Teacher Scrap was invited to indicate her opinions on the entire report. Data were reorganized around the sub-questions of the study and presented in a chronological framework under five themes. They include: (1) recognizing the introverted student, (2) getting to know the introverted student, (3) reaching the introverted student, (4) tracing the changes in the introverted student, and (5) evaluating the professional attainments. According to the findings, Teacher Scrap believes that she has achieved her desired goals for her introverted student and developed an invaluable understanding about the phenomenon of difficult children. The study concludes that there is a need for comprehensive narrative research studies to be carried out on other types of difficult children.