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Education 3-13
International Journal of Primary, Elementary and Early Years Education
Volume 46, 2018 - Issue 1
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Articles

Turkish preschool teachers’ beliefs and practices related to two dimensions of developmentally appropriate classroom managementFootnote*

İkbal Tuba Şahin-SakFaculty of Education, Department of Elementary Education, Early Childhood Education, Yüzüncü Yıl University, Van, TurkeyCorrespondence[email protected]
,
Feyza Tantekin-ErdenFaculty of Education, Department of Elementary Education, Early Childhood Education, Middle East Technical University, Ankara, Turkey
&
Sharolyn Pollard-DurodolaCollege of Education, Department of Educational & Clinical Studies, University of Nevada-Las Vegas, Las Vegas, NV, USA
Pages 102-116 | Received 28 Mar 2016, Accepted 22 May 2016, Published online: 02 Jun 2016

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Debora Gottardello & Solmaz Filiz Karabag. (2022) Ideal and actual roles of university professors in academic integrity management: a comparative study. Studies in Higher Education 47:3, pages 526-544.
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Rahime Cobanoglu, Yesim Capa-Aydin & Ali Yildirim. (2019) Sources of teacher beliefs about developmentally appropriate practice: a structural equation model of the role of teacher efficacy beliefs. European Early Childhood Education Research Journal 27:2, pages 195-207.
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Rahime Cobanoglu, Yesim Capa-Aydin & Ali Yildirim. Teacher-child interaction quality in early childhood education: the impact of teacher beliefs. Education 3-13 0:0, pages 1-14.
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Articles from other publishers (10)

Nefise ÖZOK BULUT, Sümeyra ÇELİK KAHRAMAN & Aslı YILDIRIM. (2023) Okul öncesi öğretmenlerinin gelişime uygun uygulamalara yönelik inançları ile çok kültürlülüğe yönelik tutumları ve öz yeterlik algıları arasındaki ilişkinin incelenmesiExamination of The Relationship between Preschool Teachers' Beliefs towards Developmentally Appropriate Practices and Attitudes towards Multiculturalism and Perceptions of Self-Efficacy. Anadolu Üniversitesi Eğitim Fakültesi Dergisi 7:3, pages 588-608.
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Missaye Mulatie Mengstie. (2022) Preschool teachers’ beliefs and practices of developmentally appropriate practice (DAP). Journal of Early Childhood Research 21:2, pages 121-132.
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Ramazan Sak, İkbal Tuba Şahin-Sak, Çağla Öneren-Şendil & Joanne McHale. (2023) Learning Centers in Turkish Preschools: A Phenomenological Study. International Journal of Early Childhood.
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Julia Rodríguez-Carrillo, Rosario Mérida-Serrano & Mª Elena González Alfaya. (2022) Educación infantil y calidad docente. HUMAN REVIEW. International Humanities Review / Revista Internacional de Humanidades 11:Monográfico, pages 1-19.
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Ahmet YIKILMAZ & Fikret ALINCAK. (2022) Evaluation of school administrators' views on playgrounds and sports areas in the schools they work. ECORFAN Journal Mexico, pages 17-23.
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Sevil Meran & Nimet Bülbin Sucuoğlu. (2022) Türkiye’de okul öncesi eğitim ve kanıt temelli sınıf yönetimi stratejileri. Erken Çocukluk Çalışmaları Dergisi 6:1, pages 268-307.
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İkbal Tuba ŞAHİN SAK, Ramazan SAK & Servet KARDEŞ. (2022) Exploring the Relationship between Preservice Preschool Teachers’ Views about the Teacher Effectiveness Training Model and Their Communication SkillsOkul Öncesi Öğretmen Adaylarının Etkili Öğretmenlik Eğitim Modeline İlişkin Görüşleri ile İletişim Becerileri Arasındaki İlişkinin İncelenmesi. Anemon Muş Alparslan Üniversitesi Sosyal Bilimler Dergisi 10:1, pages 365-380.
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Ramazan SAK, İkbal Tuba ŞAHİN SAK, Çağla ÖNEREN ŞENDİL & Eşref NAS. (2021) Bir araştırma yöntemi olarak doküman analiziDocument analysis as a research method. Kocaeli Üniversitesi Eğitim Dergisi 4:1, pages 227-256.
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Nesrin IŞIKOĞLU & Zeynep Ceren ŞİMŞEK. (2020) Erken Çocukluk Eğitimi Öğretmenlerinin Hikâye Anlatma/Kitap Okuma Uygulamaları Tercihleri ve NedenleriEarly Childhood Education Teachers’ Storytelling and Reading Practice Preferences and their Reasons. Ana Dili Eğitimi Dergisi 8:4, pages 1519-1533.
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İkbal Tuba Şahin Sak, Ramazan Sak & Nuran Tuncer. (2019) Okul Öncesi Öğretmenlerinin Öğretmenlik Mesleğine İlişkin Tutumlarının Farklı Değişkenler Açısından İncelenmesi. Kuramsal Eğitimbilim, pages 819-841.
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