How do teachers and ındependent observers assess the quality of ınclusive preschool classrooms?
| dc.contributor.author | Bakkaloğlu, Hatice | |
| dc.contributor.author | Kumaş, Özlem Altındağ | |
| dc.contributor.author | Aykaç, Pervin Naile | |
| dc.date.accessioned | 2018-03-05T08:16:49Z | |
| dc.date.available | 2018-03-05T08:16:49Z | |
| dc.date.issued | 2017 | |
| dc.department | İnönü Üniversitesi | en_US |
| dc.description | İnönü University Journal of the Faculty of Education Vol 18, No 3, 2017. | en_US |
| dc.description.abstract | The purpose of this study was to evaluate the quality of the inclusive preschool classrooms by comparing the evaluations of both independent observers and preschool teachers. The design of the study was a mixed method of qualitative and quantitative research. The study was carried out in 40 inclusive preschool classrooms in Ankara. Forty preschool teachers and 5 independent observers participated in the study. Data were collected by using the information form and Classroom Quality Measurement Form. The quantitative data were analyzed using the Wilcoxon Signed Rank Test which is appropriate in terms of the research design, and qualitative data were analyzed using descriptive analysis method. As a result of the analyses, the teachers regarded the classrooms as "adequate" in terms of quality, whereas independent observers regarded the same classrooms as "inadequate" and there was a significant difference between the scoring of teachers and independent observers. Since it was seen that the quality of the inclusive preschool classrooms in the study was low, it was thought that studies should be conducted to provide high-quality programs to all children and especially for children with special needs. | en_US |
| dc.identifier.citation | Bakkaloğlu, H., Kumaş, Özlem A., Aykaç, Pervin N. (2017). How do teachers and ındependent observers assess the quality of ınclusive preschool classrooms? İnönü University Journal of the Faculty of Education Vol 18, No 3, 2017. | en_US |
| dc.identifier.doi | 10.17679/inuefd.303060 | en_US |
| dc.identifier.endpage | 0 | en_US |
| dc.identifier.issue | 3 | en_US |
| dc.identifier.startpage | 0 | en_US |
| dc.identifier.uri | http://dergipark.gov.tr/download/article-file/387929 | |
| dc.identifier.uri | https://hdl.handle.net/11616/8206 | |
| dc.identifier.volume | 18 | en_US |
| dc.language.iso | en | en_US |
| dc.publisher | İnönü Üniversitesi Eğitim Fakültesi | en_US |
| dc.relation.ispartof | İnönü Üniversitesi Eğitim Fakültesi | en_US |
| dc.rights | info:eu-repo/semantics/openAccess | en_US |
| dc.subject | İnclusion | en_US |
| dc.subject | Preschool | en_US |
| dc.subject | Classroom quality | en_US |
| dc.subject | Children with and without special needs | en_US |
| dc.title | How do teachers and ındependent observers assess the quality of ınclusive preschool classrooms? | en_US |
| dc.type | Article | en_US |
