American and Turkish Preservice Teachers' Beliefs About the Effectiveness of Classroom Management Practices: A Cross-Cultural Comparison

• In Event: 60.084 - Roundtable Session 20
  In Roundtable Session: 60.084-23 - Teacher Beliefs, School Cultures, and Classroom Management

Abstract

A self-report survey of preservice teachers’ beliefs about the effectiveness of classroom management practices was developed and validated with American (n=356) and Turkish (n=545) preservice teachers. Different factor structures emerged from exploratory factor analyses for the countries, demonstrating a need for caution in overgeneralizing frameworks of classroom management strategies across cultures. American factors included Aggressive & Neglectful Practices (perceived as ineffective), Reactive Punishment Practices (perceived as moderately effective), and Preventative & Behaviorist Practices (perceived as effective). Turkish factors included Classroom Climate & Reward Practices (perceived as effective), Threatening Aggressive Practices (perceived as possibly effective), and Neglectful Practices (perceived as fairly ineffective). Within each culture there were some significant differences on factor ratings by demographics such as gender and grade level.

Authors

• Alysia D. Roehrig, Florida State University

• Laura M Jakiel, Florida State University

• Erik Scott Rawls, Florida State University

• Andrew Dentzau, Florida State University

• Satilmis Tekindal, Kocaeli University

• Burcu Izci, Florida State University