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Scientific paper - Original scientific paper
TEACHERS' EDUCATIONAL AND MISBEHAVIOR MANAGEMENT STRATEGIES IN WORKING WITH PRIMARY SCHOOL STUDENTS WITH ATTENTION DEFICITS
Education and New Developments, 2 (2019); 321-325. urn:nbn:hr:141:731420
Velki, Tena; Vlah, Nataša; Kovačević, Irena

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Velki, T., Vlah, N. & Kovačević, I. (2019). TEACHERS' EDUCATIONAL AND MISBEHAVIOR MANAGEMENT STRATEGIES IN WORKING WITH PRIMARY SCHOOL STUDENTS WITH ATTENTION DEFICITS. Education and New Developments, 2., 321-325. Retrieved from https://urn.nsk.hr/urn:nbn:hr:141:731420

Velki, Tena, et al. "TEACHERS' EDUCATIONAL AND MISBEHAVIOR MANAGEMENT STRATEGIES IN WORKING WITH PRIMARY SCHOOL STUDENTS WITH ATTENTION DEFICITS." Education and New Developments, vol. 2, 2019, pp. 321-325. https://urn.nsk.hr/urn:nbn:hr:141:731420

Velki, Tena, Nataša Vlah and Irena Kovačević. "TEACHERS' EDUCATIONAL AND MISBEHAVIOR MANAGEMENT STRATEGIES IN WORKING WITH PRIMARY SCHOOL STUDENTS WITH ATTENTION DEFICITS." Education and New Developments 2 (2019): 321-325. https://urn.nsk.hr/urn:nbn:hr:141:731420

Velki, T., Vlah, N. and Kovačević, I. (2019) 'TEACHERS' EDUCATIONAL AND MISBEHAVIOR MANAGEMENT STRATEGIES IN WORKING WITH PRIMARY SCHOOL STUDENTS WITH ATTENTION DEFICITS', Education and New Developments, 2, pp. 321-325. Available at: https://urn.nsk.hr/urn:nbn:hr:141:731420 (Accessed 15 March 2025)

Velki T, Vlah N, Kovačević I. TEACHERS' EDUCATIONAL AND MISBEHAVIOR MANAGEMENT STRATEGIES IN WORKING WITH PRIMARY SCHOOL STUDENTS WITH ATTENTION DEFICITS. Education and New Developments [Internet]. 2019 [cited 2025 March 15];2:321-325. Available at: https://urn.nsk.hr/urn:nbn:hr:141:731420

T. Velki, N. Vlah and I. Kovačević, "TEACHERS' EDUCATIONAL AND MISBEHAVIOR MANAGEMENT STRATEGIES IN WORKING WITH PRIMARY SCHOOL STUDENTS WITH ATTENTION DEFICITS", Education and New Developments, vol. 2, pp. 321-325, 2019. [Online]. Available at: https://urn.nsk.hr/urn:nbn:hr:141:731420. [Accessed: 15 March 2025]

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Metadata
Title (english)TEACHERS' EDUCATIONAL AND MISBEHAVIOR MANAGEMENT STRATEGIES IN WORKING WITH PRIMARY SCHOOL STUDENTS WITH ATTENTION DEFICITS
AuthorTena Velki
MBZ: 309876
AuthorNataša Vlah
MBZ: 260962
AuthorIrena Kovačević
Author's institutionJosip Juraj Strossmayer University of Osijek
Faculty of Education
Author's institutionUniversity of Rijeka
Faculty of Teacher Education
Scientific / art field,
discipline and subdiscipline		INTERDISCIPLINARY AREAS OF KNOWLEDGE
Educational Sciences (Child and Educational Psychology, Sociology of Education, Political Science of Education, Economics of Education, Anthropology of Education, Neurosciences and Early Learning, Educational Disciplines)
Abstract (english)
Children with attention deficits are usually integrated in regular primary school classes in Croatia, without any special educational treatment nor interventions. Teachers, whose primary education does not include educational methods for working with children with developmental disabilities or procedures of inclusion of such children in regular classes, must do their best to be successful in education and integration of this specific group of children. The main objective of this research was to... More determine the differences in use of educational strategies (upbringing and teaching) and misbehavior management (positive and negative) among primary school teachers working with children with attention deficits in respect of their gender, level of education, years of work experience and whether they teach in lower or upper grades of primary school. The research covered 31 primary schools from 3 counties of the eastern part of the Republic of Croatia. Participants were teachers (N=103) teaching in lower grades (from 1st to 4th) (51%), and in higher grades (from 5th to 8th) (49%) of primary schools. 12.8% of them were male and 87.2% female teachers. Teachers gave estimations for their students who had attention deficits (N=305), 85.6% (N=261) were male and 14.4% (N=44) were female students. The age span of estimated students was 7 to 15 years, and the average age was 10.69 years (SD=2.26). Teachers filled out the Educational desirable behavior-oriented strategy scale (upbringing and teaching subscales) and the Scale of misbehavior management strategy (positive and negative discipline subscales). The results implicate that teachers in the lower grades of primary school use more positive disciplinary strategy than teachers in the higher grades of primary school. The results of the research have shown that teachers working with children having attention deficits more often use the educational strategy of upbringing than teaching. Teachers from lower grades of primary school and also female teachers more often used the educational strategy of upbringing. As in Croatia formal education for primary school teachers teaching in lower grades of primary school differ from the education for teachers teaching in higher grades of primary school, it can be concluded that teachers in lower grades of primary schools are more sensitive and better educated for working with children with attention deficits. Less
Keywords (english)
Languageenglish
Publication typeScientific paper - Original scientific paper
Publication statusPublished
Peer reviewPeer review - international
Publication versionPublished version
Journal titleEducation and New Developments
Numberingvol. 2, pp. 321-325
p-ISSN2184-044X
URN:NBNurn:nbn:hr:141:731420
Publication2019
Document URLhttp://bib.irb.hr/1008382
Type of resourceText
Access conditionsOpen access
Terms of useLicence In copyright icon
Created on2019-06-27 20:43:26
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