No description available.

The purpose of this ethnographic venture was to explore the social interactions in a Kindergarten classroom with a focus on the rules in the classroom. Participant observations were conducted in a public school Kindergarten classroom for a period of three and a half months. Data were recorded through field notes, audiotape recordings and two semi-structured interviews with the classroom teacher. The presentation of discoveries along this journey includes a detailed description of a typical day in the classroom, a taxonomy of the classroom rules, and an elaboration of the process through which children understand the teacher created rules in the classroom. The importance of planning developmentally appropriate rules and affording children the opportunity to negotiate the meaning of the rules through dialogue has been stressed. These interpretations reinforce the importance of the constructivist approach to child development and learning. Implications for researchers and practitioners revolve around the redefinition of rules as tools for negotiation of individual differences among members of the classroom community. / Ph. D.

The aim of the present study is to examine the source and characteristics of the classroom rules adopted by kindergarten teachers and to identify the difficulties confronted in the process of establishing and implementing classroom rules. In addition to this / in the current study, the possible effects of teaching experience on the practices of kindergarten teachers regarding classroom rules were also examined. The data of this study were collected through the survey developed by G&uuml / nay (2005). The instrument was adapted by the researcher in order to use it with kindergarten teachers. Reliability and validity checks of the adapted scale were conducted and a pilot study was constructed before using the instrument in the actual study. The data collected in the study were analyzed through the use of a statistical analysis program. The participants of the current study consisted of 231 in-service kindergarten teachers working in both public and private schools in Ankara with children between the ages of 4 to 6. Descriptive results of the present study illustrated that the main source of the classroom rules implemented in kindergarten indicated both &ldquo / teachers and students&rdquo / . In relation to the characteristics of the classroom rules / it was found that kindergarten teachers mainly establish rules which are positively stated and which are related to &ldquo / not harming friends&rdquo / . Kindergarten teachers did not report any difficulties when establishing classroom rules but rather they reported some difficulties that result from the families when implementing classroom rules. Finally / the results of the MANOVA analysis indicated that there is not a mean difference between less and more experienced teachers in relation to classroom rules practices.

This study explored how rule systems evolved in two high school social studies classes. To accomplish this, detailed descriptions and analysis of the practices and processes by which teachers established and maintained rules were conducted in two classrooms over a nine-week observational timeline. In addition, the teachers were interviewed at the beginning, middle, and end of the observation period to gain insight into how they thought about their classes and reacted to the daily experiences they were having in these settings. Findings indicated that the teachers utilized the same enactment practices to uphold their management and rule systems, however, each operationalized these practices in dissimilar ways. This was largely due to the fact that the teachers' goal structures and beliefs about the function of management and classroom rules affected their implementation practices. Both set similar goals for managing the classroom and fostering self-discipline and student responsibility, yet each experienced problems attempting to balance student affordances for responsibility with teacher surveillance and interventions. One system thrived on explicitness and enforcement, while the other was dedicated to helping students develop autonomous morality. In reaction, both teachers had mixed feelings and/or satisfaction regarding the outcomes. This contrast was especially useful in demonstrating the inherent tensions in classroom systems that attempt to orchestrate students' personal responsibility. Such systems depend upon general norms and/or rules to guide student behavior. When students do not accept these norms, a teacher is constrained from imposing explicit rules and consequences because such practices take responsibility away from students and thus undermine the very system the teacher is attempting to implement. Overall, further research on this inherent tension is needed to better understand how teachers can orchestrate student responsibility in schools and classrooms.

This thesis describes a level of communication among a class teacher, her pupils and the pupils themselves in a master class at a first stage, where the author works. The aim of the class teacher is to develop communicative competences that will lead to more effective communication in the class among the class teacher, her pupils and pupils themselves. The theoretical part gives a support to the practical part based on theoretical knowledge. It formulates specifics of pedagogical communication, features verbal communication, observes effective ways and barriers in communication. It submits tools by Personal and social education defining. The tools can reach expected outputs in communication defined in the National Curriculum and the Minimum Preventive Programme. The author introduces the teacher's personality and his skills as possible factors that affect the pupil's development. The practical part monitors the initial situation in the classroom. On the basis of a teacher action research the teacher wants to enhance communication efficiency. She uses the particular method of observation, reflection, Personal and social education techniques, audio and video recordings analysis and additionally verbal evaluation. She also relies on the application of the preventive programme. Data collection and the...