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Comparative investigation of the Elementary School Students’ Opinions about Discipline, Class Rules and Punishment (Turkey-Norway Case)

Year 2009, Volume: 60 Issue: 60, 523 - 554, 01.01.2009

Adnan Boyacı

Abstract

It is considered as crucial to determine the opinions of the students who lived in different cultures and have similar characteristics, regarding the discipline, class rules, and punishment given when these rules are disobeyed, and to reveal the effects of layers caused by cultural structure on students, also to develop strategies as solutions once defining the discipline problems in class. The purpose of this study is to reveal comparatively the opinions of Turkish elementary school students in Turkey and Norway, about discipline, class rules and punishment for the disobeyed rules. The study was realised with qualitative research method. The data was collected from 37 elementary students (4th and 5th grade) studying in Turkey and 36 elementary students (4th and 5th grade) studying in Norway, through a questionnaire with open-ended questions. The data was analyzed through descriptive method. Findings of the study indicated that the students in Turkey perceived the concept of discipline more negatively and mentioned about more rules to be obeyed in comparison with participants in Norway. Findings of the study also revealed that Turkish students in Norway obeyed the classroom rule more than the students in Turkey. When the students disobeyed the rules, students in Turkey were punished, whereas Turkish students in Norway got warned orally.

Keywords

elementary school students discipline class rule punishment

References

  • Akkök, F., Aşkar, P. ve Sucuoglu, B. (1995). Safe schools require the contributions of everybody: The picture in Turkey. Threshold Education, 21 29-33.
  • Aldrıdge, J. M. ve Fraser, B. J. (2000). A cross-cultural study of classroom learning environments in Australia and Taiwan. Learning. Environment Research, 3, 101-134.
  • Atıcı, M. ve Merry, R. (2001). Misbehaviour in British and Turkish primary classroom. Pastoral Care. 9 (2), 32-39.
  • Başar, H. (2004). Sınıf yönetimi. Ankara: Anı Yayıncılık.
  • Başçı, Z. ve Dilekmen, M (2009). An Analysis on Classroom Teachers’ Attitudes Towards Corporal Punishment from the Aspects of Several Variables. World Applied Science Journal 6 (7), 933-938.
  • Boesser, B. ve Fields, M. V. (2002). Constructivist guidance and discipline: preschool and primary education. New Jersey: Merrill Prentice Hall.
  • Boostrom, R. (1991). The nature and functions of classroom rules. Curriculum Inquiry, 21, 193–216.
  • Brint, S., M.F. Contreras, ve M.T. Matthews. (2001). Socialization messages in primary schools: An organizational analysis. Sociology of Education, 74, 157– 80.
  • Bru, E., Stephens, P. ve Torsheim, T. (2002). Students’ perceptions of class management and reports of their own behavior. Journal of School Psychology, 40 (4), 287-302.
  • Burden, P. R. (1995). Classroom management and discipline: methods to facilitate co- operation and instruction .London: Longman.
  • Canter, L., ve Canter, M.(1992). Assertive discipline: positive behavior management for today's schools. Santa Monica, CA: Lee Canter ve Associates.
  • Carter, K. ve Doyle, W. (2006). Classroom management in early childhood and elementary
  • classrooms. (Eds.) Carolyn M. Everson ve Carol Simon Weinstein. Handbook of classroom management. London: Rotledge.
  • Charles, C.M. (2002). Building classroom discipline..Boston: Allyn and Bacon.
  • Celep, C. (2000). Sınıf yönetimi ve disiplini. Ankara: Anı Yayıncılık.
  • Cheng, Y. C. (2000). Cultural factors in educational effectiveness: a framework for comparative research. School Leadership and Management, 20 (2), 207-225.
  • Cullingford, C. (1988). School rules and children’s attitudes to discipline. Educational Research 30, 3–8.
  • Dreikurs, R., Grunwald, B. ve Pepper, F (1982). Maintaining sanity in the classroom: Classroom management techniques (2nd ed.) New York: Harper Row.
  • Edwards, C. (1997). Classroom discipline and management. New Jersey: Prentice Hall.
  • Fuller, B. ve Clarke, P. (1994). Raising school effects while ignoring culture? Local conditions and influence of classroom tools, rules and pedagogy. Review of Educational Research, 64 (1), 119-157.
  • Getzels, J. W., ve Thelen, H. A. (1960). The classroom as a unique social system. (Ed.) In N. B. Henry. The dynamics of instructional groups: Socio-psychological aspects of teaching and learning (s. 53–82) (Fifty-Ninth Yearbook of the National Society for the Study of Education, Part 2). Chicago: University of Chicago Press.
  • Murray, H. A. (1938). Explorations in personality. New York: Oxford University Press.
  • Neff, K.D. ve C.C. Helwig. (2002). A constructivist approach to understanding the development of reasoning about rights and authority within cultural contexts. Cognitive Development. 17, 1429–50.
  • Halstead, J.M. ve M.J. Taylor. (2000). Learning and teaching about values: A review of recent research. Cambridge Journal of Education, 30, 169–202.
  • Irvin, L. ve Nucci, C. (2004). Perceptions of students’ locus of control of discipline among pre-service and in-service teachers in multicultural classrooms. Intercultural Education, 15 (1), 59-71.
  • Jackson, P.W., R.E. Boostrom, ve D.T. Hansen. (1993). The moral life of schools. San Francisco: Jossey-Bass.
  • Jones, L. S. (1981). Responsible classroom management: Creating positive learning environment and solving problems. New York: Ally Bacon.
  • Jones, V. ve Jones, L. (2004). Comprehensive classroom management. Boston: Pearson Education Inc.
  • Kim, J.M. (1998). Korean children’s concepts of adults and peer authority and moral reasoning. Developmental Psychology, 34, 947–55.
  • Laupa, M. ve E. Turiel. (1986). Children’s conceptions of adult and peer authority. Child
  • Development, 57,405–12.
  • Lewin, K. (1936). Principals of topological psychology. New York: McGraw.
  • Levis, R., Shlomo, R., Yaacov, J. Q. Xing (2008). Students’ reaction to classroom discipline in Australia, Israel, and China. Teaching and Teacher Education, 24 (3), 715-724.
  • Loeber, R., Green, S.M., Lahey, B.B. ve Stouthamer-Loeber , M. (1991). Differences and similarities between children, mothers, and teachers as informants on disruptive behavior. Journal of Abnormal Child Psychology, 19 (1), 75–95.
  • Marlow, B.A. ve Page, M.L. (1998). Creating and sustaining the constructivist classroom.
  • California: Corwin Pres Inc.
  • Matza, D. (1969). Becoming deviant. (ed.), In P. Worsley. Problems of modern society (s.
  • 350). Harmondsworth England: Penguin.
  • McGuinnes, J. (1993). Teachers, pupils and behaviour: Managerial approach. London: Cassel.
  • Miles, M. B. & Huberman A.M. (1994). Qualitative data analysis: An expanded source book.
  • Thousand Oaks, CA: Sage Pub.
  • Murray, H. A. (1938). Explorations in personality. New York: Oxford University Press.
  • Ogden, T. (1998). Elevatferd og læringsmiljİ. Læreres erfaringer med og syn pa elevatferd og læringsmiljİ i grunnskolen. Oslo: Kirke-utdannings- og forskningsdepartementet.
  • Özyürek, M. (2005). Sınıfta davranış değiştirme. Ankara: Kök Yayıncılık.
  • Parsons, T. (1959). The school system as a social system: Some of its functions in American society. Harvard Educational Review, 29, 297–318.
  • Petersen, G. J. (2005). Student misbehavior and violence. (eds.) Fenwick W English ve Garry L. Anderson. The sage handbook of educational leadership: Advances in theory research and practice. London: Sage Publication.
  • Roedell, W. C., Slaby, R.G. ve Robinson, H. B. (1977). Social development in young children. Belmont, CA: Woodsworth.
  • Sadık, F. (2008). İstenmeyen davranışlarla baş etme stratejilerinin öğretmen ve öğrenci görüşlerine göre incelenmesi. İlköğretim Online, 7(2), 232-251.
  • Skiba, R. J. (1983). Classroom behavior management: a review of the literature. (ERIC ED 236 839).
  • Sprague J., Golly, A. (2005). Building positive behavior support in schools. Longmont: Sopris West.
  • Stern, G. G. (1970). People in context: Measuring person-environment congruence in education and industry. New York: Wiley.
  • Stephens, P., Kyriacou, C. and Tİnnessen, F. E. (2005). Student teachers’ views of pupil
  • misbehaviour in classrooms: a Norwegian and an English setting compared. Scandinavian Journal of Educational Research, 49 (2), 203–216.
  • Rogers, B. (2000). Behavior management: A whole school approach. Melbourne: Sage Publication.
  • Tauber, R. T. (2007). Classroom management: Sound theory and effective practice. London:
  • Greenwood Publishing Company.
  • Tezcan, M. (1993). Eğitim sosyolojisinde çağdaş kuramlar ve Türkiye. Ankara: Ankara Üniversitesi Eğitim Bilimleri Fakültesi Yayınları No: 170.
  • Thornberg, R. (2008). School children reasoning about school rules. Research Papers in Education, 23 (1).
  • Tulley, M., Chiu, L. (1998). Children's perceptions of the effectiveness of classroom discipline techniques., Journal of Instructional Psychology, 00941956, 25 (3).
  • Turanlı, A. S. ve Durmuşçelebi, M. (2006). Factors influencing teachers' disciplinary strategies. Erciyes Üniversitesi, Sosyal Bilimler Enstitüsü Dergisi, 2, 1-12.
  • Wainryb, C. (2006). Moral development in culture: Diversity, tolerance, and justice. In Handbook of moral development, (ed.) M. Killen and J.G. Smetana, (s.211– 40). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Watson, M. (2008). Developmental discipline and moral education. New York: Routledge
  • Williams, M. M. (1993). Actions speak louder than words: What students think. Educational
  • Leadership, 51, 22–3.
  • Wradd, E.C. ve Dooley, P. A. (1984). Class management during the teaching practice. (ed.) In E. C. Wragg. Classroom teaching skills. London: Crom Helm.
  • Yıldırm, A. ve Şimşek, H. (2005). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayınları.

İlköğretim Öğrencilerinin Disipline Sınıf Kurallarına ve Cezalara İlişkin Görüşlerinin Karşılaştırmalı Olarak İncelenmesi (Türkiye-Norveç Örneği)

Year 2009, Volume: 60 Issue: 60, 523 - 554, 01.01.2009

Adnan Boyacı

Abstract

Farklı kültürler içinde yasayan ve benzer özelliklere sahip olan ögrencilerin disipline, sınıf kurallarına ve bu kurallara uyulmadıgında verilen cezalara iliskin görüslerin belirlenmesi, kültürel yapıdan kaynaklanan katmanların ögrenci üzerindeki etkisinin ortaya konulması ve sınıfta karsılasılan disiplin sorunlarının belirlenerek çözümüne yönelik etkili stratejilerin olusturulması bakımından önemli görülmektedir. Türkiye'de ve Norveç'te yasayan Türk ilkögretim ögrencilerinin disipline, sınıf kurallarına ve kurallara uyulmadıgında alınan cezalara iliskin görüslerini karsılastırmalı olarak ortaya koymayı amaçlayan bu arastırma nitel arastırma yöntemi benimsenerek gerçeklestirilmistir. Arastırmanın verileri Türkiye'de ögrenim gören 37 ve Norveç'te ögrenim gören 36 Türk ilkögretim 4. ve 5. sınıf ögrencisinden açık uçlu sorulardan olusan anket formuyla elde edilmis, veriler betimsel analiz teknigiyle çözümlenmistir. Arastırma sonucunda, Türkiye'de ögrenim gören ilkögretim ögrencilerinin disiplin kavramını Norveç'teki ilkögretim ögrencilerine göre daha olumsuz algıladıkları, uyulması gereken daha çok kuraldan söz ettikleri ancak Norveç'teki Türk ögrencilerin daha çok kurallara uyduklarını ve kurallara uymadıklarında Türkiye'deki ögrencilerin ceza aldıklarını, Norveç'teki Türk ögrencilerin ise daha çok sözlü olarak uyarıldıklarını belirttikleri bulunmustur.

Keywords

ilköğretim öğrencileri disiplin sınıf kuralları ceza

References

  • Akkök, F., Aşkar, P. ve Sucuoglu, B. (1995). Safe schools require the contributions of everybody: The picture in Turkey. Threshold Education, 21 29-33.
  • Aldrıdge, J. M. ve Fraser, B. J. (2000). A cross-cultural study of classroom learning environments in Australia and Taiwan. Learning. Environment Research, 3, 101-134.
  • Atıcı, M. ve Merry, R. (2001). Misbehaviour in British and Turkish primary classroom. Pastoral Care. 9 (2), 32-39.
  • Başar, H. (2004). Sınıf yönetimi. Ankara: Anı Yayıncılık.
  • Başçı, Z. ve Dilekmen, M (2009). An Analysis on Classroom Teachers’ Attitudes Towards Corporal Punishment from the Aspects of Several Variables. World Applied Science Journal 6 (7), 933-938.
  • Boesser, B. ve Fields, M. V. (2002). Constructivist guidance and discipline: preschool and primary education. New Jersey: Merrill Prentice Hall.
  • Boostrom, R. (1991). The nature and functions of classroom rules. Curriculum Inquiry, 21, 193–216.
  • Brint, S., M.F. Contreras, ve M.T. Matthews. (2001). Socialization messages in primary schools: An organizational analysis. Sociology of Education, 74, 157– 80.
  • Bru, E., Stephens, P. ve Torsheim, T. (2002). Students’ perceptions of class management and reports of their own behavior. Journal of School Psychology, 40 (4), 287-302.
  • Burden, P. R. (1995). Classroom management and discipline: methods to facilitate co- operation and instruction .London: Longman.
  • Canter, L., ve Canter, M.(1992). Assertive discipline: positive behavior management for today's schools. Santa Monica, CA: Lee Canter ve Associates.
  • Carter, K. ve Doyle, W. (2006). Classroom management in early childhood and elementary
  • classrooms. (Eds.) Carolyn M. Everson ve Carol Simon Weinstein. Handbook of classroom management. London: Rotledge.
  • Charles, C.M. (2002). Building classroom discipline..Boston: Allyn and Bacon.
  • Celep, C. (2000). Sınıf yönetimi ve disiplini. Ankara: Anı Yayıncılık.
  • Cheng, Y. C. (2000). Cultural factors in educational effectiveness: a framework for comparative research. School Leadership and Management, 20 (2), 207-225.
  • Cullingford, C. (1988). School rules and children’s attitudes to discipline. Educational Research 30, 3–8.
  • Dreikurs, R., Grunwald, B. ve Pepper, F (1982). Maintaining sanity in the classroom: Classroom management techniques (2nd ed.) New York: Harper Row.
  • Edwards, C. (1997). Classroom discipline and management. New Jersey: Prentice Hall.
  • Fuller, B. ve Clarke, P. (1994). Raising school effects while ignoring culture? Local conditions and influence of classroom tools, rules and pedagogy. Review of Educational Research, 64 (1), 119-157.
  • Getzels, J. W., ve Thelen, H. A. (1960). The classroom as a unique social system. (Ed.) In N. B. Henry. The dynamics of instructional groups: Socio-psychological aspects of teaching and learning (s. 53–82) (Fifty-Ninth Yearbook of the National Society for the Study of Education, Part 2). Chicago: University of Chicago Press.
  • Murray, H. A. (1938). Explorations in personality. New York: Oxford University Press.
  • Neff, K.D. ve C.C. Helwig. (2002). A constructivist approach to understanding the development of reasoning about rights and authority within cultural contexts. Cognitive Development. 17, 1429–50.
  • Halstead, J.M. ve M.J. Taylor. (2000). Learning and teaching about values: A review of recent research. Cambridge Journal of Education, 30, 169–202.
  • Irvin, L. ve Nucci, C. (2004). Perceptions of students’ locus of control of discipline among pre-service and in-service teachers in multicultural classrooms. Intercultural Education, 15 (1), 59-71.
  • Jackson, P.W., R.E. Boostrom, ve D.T. Hansen. (1993). The moral life of schools. San Francisco: Jossey-Bass.
  • Jones, L. S. (1981). Responsible classroom management: Creating positive learning environment and solving problems. New York: Ally Bacon.
  • Jones, V. ve Jones, L. (2004). Comprehensive classroom management. Boston: Pearson Education Inc.
  • Kim, J.M. (1998). Korean children’s concepts of adults and peer authority and moral reasoning. Developmental Psychology, 34, 947–55.
  • Laupa, M. ve E. Turiel. (1986). Children’s conceptions of adult and peer authority. Child
  • Development, 57,405–12.
  • Lewin, K. (1936). Principals of topological psychology. New York: McGraw.
  • Levis, R., Shlomo, R., Yaacov, J. Q. Xing (2008). Students’ reaction to classroom discipline in Australia, Israel, and China. Teaching and Teacher Education, 24 (3), 715-724.
  • Loeber, R., Green, S.M., Lahey, B.B. ve Stouthamer-Loeber , M. (1991). Differences and similarities between children, mothers, and teachers as informants on disruptive behavior. Journal of Abnormal Child Psychology, 19 (1), 75–95.
  • Marlow, B.A. ve Page, M.L. (1998). Creating and sustaining the constructivist classroom.
  • California: Corwin Pres Inc.
  • Matza, D. (1969). Becoming deviant. (ed.), In P. Worsley. Problems of modern society (s.
  • 350). Harmondsworth England: Penguin.
  • McGuinnes, J. (1993). Teachers, pupils and behaviour: Managerial approach. London: Cassel.
  • Miles, M. B. & Huberman A.M. (1994). Qualitative data analysis: An expanded source book.
  • Thousand Oaks, CA: Sage Pub.
  • Murray, H. A. (1938). Explorations in personality. New York: Oxford University Press.
  • Ogden, T. (1998). Elevatferd og læringsmiljİ. Læreres erfaringer med og syn pa elevatferd og læringsmiljİ i grunnskolen. Oslo: Kirke-utdannings- og forskningsdepartementet.
  • Özyürek, M. (2005). Sınıfta davranış değiştirme. Ankara: Kök Yayıncılık.
  • Parsons, T. (1959). The school system as a social system: Some of its functions in American society. Harvard Educational Review, 29, 297–318.
  • Petersen, G. J. (2005). Student misbehavior and violence. (eds.) Fenwick W English ve Garry L. Anderson. The sage handbook of educational leadership: Advances in theory research and practice. London: Sage Publication.
  • Roedell, W. C., Slaby, R.G. ve Robinson, H. B. (1977). Social development in young children. Belmont, CA: Woodsworth.
  • Sadık, F. (2008). İstenmeyen davranışlarla baş etme stratejilerinin öğretmen ve öğrenci görüşlerine göre incelenmesi. İlköğretim Online, 7(2), 232-251.
  • Skiba, R. J. (1983). Classroom behavior management: a review of the literature. (ERIC ED 236 839).
  • Sprague J., Golly, A. (2005). Building positive behavior support in schools. Longmont: Sopris West.
  • Stern, G. G. (1970). People in context: Measuring person-environment congruence in education and industry. New York: Wiley.
  • Stephens, P., Kyriacou, C. and Tİnnessen, F. E. (2005). Student teachers’ views of pupil
  • misbehaviour in classrooms: a Norwegian and an English setting compared. Scandinavian Journal of Educational Research, 49 (2), 203–216.
  • Rogers, B. (2000). Behavior management: A whole school approach. Melbourne: Sage Publication.
  • Tauber, R. T. (2007). Classroom management: Sound theory and effective practice. London:
  • Greenwood Publishing Company.
  • Tezcan, M. (1993). Eğitim sosyolojisinde çağdaş kuramlar ve Türkiye. Ankara: Ankara Üniversitesi Eğitim Bilimleri Fakültesi Yayınları No: 170.
  • Thornberg, R. (2008). School children reasoning about school rules. Research Papers in Education, 23 (1).
  • Tulley, M., Chiu, L. (1998). Children's perceptions of the effectiveness of classroom discipline techniques., Journal of Instructional Psychology, 00941956, 25 (3).
  • Turanlı, A. S. ve Durmuşçelebi, M. (2006). Factors influencing teachers' disciplinary strategies. Erciyes Üniversitesi, Sosyal Bilimler Enstitüsü Dergisi, 2, 1-12.
  • Wainryb, C. (2006). Moral development in culture: Diversity, tolerance, and justice. In Handbook of moral development, (ed.) M. Killen and J.G. Smetana, (s.211– 40). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Watson, M. (2008). Developmental discipline and moral education. New York: Routledge
  • Williams, M. M. (1993). Actions speak louder than words: What students think. Educational
  • Leadership, 51, 22–3.
  • Wradd, E.C. ve Dooley, P. A. (1984). Class management during the teaching practice. (ed.) In E. C. Wragg. Classroom teaching skills. London: Crom Helm.
  • Yıldırm, A. ve Şimşek, H. (2005). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayınları.
There are 66 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Adnan Boyacı This is me

Publication Date January 1, 2009
Published in Issue Year 2009 Volume: 60 Issue: 60

Cite

APA Boyacı, A. (2009). İlköğretim Öğrencilerinin Disipline Sınıf Kurallarına ve Cezalara İlişkin Görüşlerinin Karşılaştırmalı Olarak İncelenmesi (Türkiye-Norveç Örneği). Kuram Ve Uygulamada Eğitim Yönetimi, 60(60), 523-554.
AMA Boyacı A. İlköğretim Öğrencilerinin Disipline Sınıf Kurallarına ve Cezalara İlişkin Görüşlerinin Karşılaştırmalı Olarak İncelenmesi (Türkiye-Norveç Örneği). Kuram ve Uygulamada Eğitim Yönetimi. January 2009;60(60):523-554.
Chicago Boyacı, Adnan. “İlköğretim Öğrencilerinin Disipline Sınıf Kurallarına Ve Cezalara İlişkin Görüşlerinin Karşılaştırmalı Olarak İncelenmesi (Türkiye-Norveç Örneği)”. Kuram Ve Uygulamada Eğitim Yönetimi 60, no. 60 (January 2009): 523-54.
EndNote Boyacı A (January 1, 2009) İlköğretim Öğrencilerinin Disipline Sınıf Kurallarına ve Cezalara İlişkin Görüşlerinin Karşılaştırmalı Olarak İncelenmesi (Türkiye-Norveç Örneği). Kuram ve Uygulamada Eğitim Yönetimi 60 60 523–554.
IEEE A. Boyacı, “İlköğretim Öğrencilerinin Disipline Sınıf Kurallarına ve Cezalara İlişkin Görüşlerinin Karşılaştırmalı Olarak İncelenmesi (Türkiye-Norveç Örneği)”, Kuram ve Uygulamada Eğitim Yönetimi, vol. 60, no. 60, pp. 523–554, 2009.
ISNAD Boyacı, Adnan. “İlköğretim Öğrencilerinin Disipline Sınıf Kurallarına Ve Cezalara İlişkin Görüşlerinin Karşılaştırmalı Olarak İncelenmesi (Türkiye-Norveç Örneği)”. Kuram ve Uygulamada Eğitim Yönetimi 60/60 (January 2009), 523-554.
JAMA Boyacı A. İlköğretim Öğrencilerinin Disipline Sınıf Kurallarına ve Cezalara İlişkin Görüşlerinin Karşılaştırmalı Olarak İncelenmesi (Türkiye-Norveç Örneği). Kuram ve Uygulamada Eğitim Yönetimi. 2009;60:523–554.
MLA Boyacı, Adnan. “İlköğretim Öğrencilerinin Disipline Sınıf Kurallarına Ve Cezalara İlişkin Görüşlerinin Karşılaştırmalı Olarak İncelenmesi (Türkiye-Norveç Örneği)”. Kuram Ve Uygulamada Eğitim Yönetimi, vol. 60, no. 60, 2009, pp. 523-54.
Vancouver Boyacı A. İlköğretim Öğrencilerinin Disipline Sınıf Kurallarına ve Cezalara İlişkin Görüşlerinin Karşılaştırmalı Olarak İncelenmesi (Türkiye-Norveç Örneği). Kuram ve Uygulamada Eğitim Yönetimi. 2009;60(60):523-54.