FACILITATING INCLUSION THROUGH STUDENTDRIVEN STRATEGIES PERSPECTIVES OF EARLY CHILDHOOD TEACHERS IN PAKISTAN

http://dx.doi.org/10.31703/gsr.2023(VIII-I).21      10.31703/gsr.2023(VIII-I).21      Published : Mar 2023
Authored by : Marryum Tahira , Maimoona Anjum , Faisal Anis

21 Pages : 221-230

References

  • Agran, M., Blanchard, C., Wehmeyer, M. L., & Hughes, C. (2001). Teaching students to self- regulate their behavior: the differential effects of student-vs. teacher-delivered reinforcement☆. Research in Developmental Disabilities, 22(4), 319–332. https://doi.org/10.1016/s0891-4222(01)00075-0
  • Andrade, H. (2008). Self-assessment through rubrics. Educational leadership, 65(4), 60-63. http://spfk12.org/cms/lib07/NJ01001501/Centricity/Domain/9/Self-Assessment%20Through%20Rubrics%20-%20Andrade%20-%20December%202007_January%202008.pdf
  • Asaro-Saddler, K., & Saddler, B. (2010). Planning instruction and self-regulation training: Effects on writers with autism spectrum disorders. Exceptional Children, 77(1), 107-124. http://dx.doi.org/10.1177/001440291007700105
  • Briere III, D., & Simonsen, B. (2011). Self-monitoring interventions for at-risk middle school students: The importance of considering function. Behavioral Disorders, 36(2), 129-140. http://dx.doi.org/10.1177/019874291103600204
  • Briesch, A. M., Briesch, J. M., & Mahoney, C. (2014). Reported use and acceptability of self- management interventions to target behavioral outcomes. Contemporary School Psychology, 18(4), 222-231. https://doi.org/10.1007/s40688-014-0016-8
  • Carr, M., Moore, D., & Anderson, A. (2014). Self- management interventions on students with autism: A meta-analysis of single-subject research. Exceptional Children, 81(1), 28-44. http://dx.doi.org/10.1177/0014402914532235
  • Copeland, S., Hughes, C., Agran, M., Wehmeyer, M., & Fowler, S. (2002). An intervention package to support high school students with mental retardation in general education classrooms. American Journal on Mental Retardation, 107(1), 32-45. https://doi.org/10.1352/0895-8017(2002)107%3C0032:aiptsh%3E2.0.co;2
  • Creswell, J. W., & Creswell, J. D. (2022). Research design: Qualitative, quantitative, and mixed methods approaches: SAGE Publications.
  • Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry & research design: Choosing among five approaches (4th ed.). Los Angeles: Sage.
  • Creswell, J. W., & Poth, C. N. (2023). Qualitative inquiry and research design: Choosing among five approaches. New York: SAGE Publications.
  • Dignath, C., Buettner, G., & Langfeldt, H.-P. (2008). How can primary school students learn self-regulated learning strategies most effectively?: A meta-analysis on self-regulation training programmes. Educational Research Review, 3(2), 101-129. http://dx.doi.org/10.1016/j.edurev.2008.02.003
  • Dinsmore, D. L., Alexander, P. A., & Loughlin, S. M. (2008). Focusing the conceptual lens on metacognition, self-regulation, and self- regulated learning. Educational Psychology Review, 20(4), 391–409. https://doi.org/10.1007/s10648-008-9083-6
  • Farooq, F., Muhammad, Y., & Mahmood, A. (2023). Effectiveness of storytelling in teaching qualitative research methods in Zoom meetings: A phenomenological study. Pakistan Journal of Social Research, 5(2), 978-988. http://dx.doi.org/10.52567/pjsr.v5i02.1209
  • Godden, L., & Kutsyuruba, B. (2023). Hermeneutic Phenomenology. In Varieties of Qualitative Research Methods: Selected Contextual Perspectives (pp. 225-230): Springer. http://dx.doi.org/10.1007/978-3-031-04394-9_36
  • Iphofen, R. (2018). The SAGE handbook of qualitative research ethics. Los Angeles: SAGE Reference.
  • phofen, R., & Tolich, M. (2018). Foundational issues in qualitative research ethics. In R. Iphofen & M. Tolich (Eds.), The Sage Handbook of Qualitative Research Ethics (pp. 1-18). London: Sage.
  • Khawaja, F. F., Muhammad, Y., & Siddiqui, M. (2022). The lived experiences in learning qualitative research: An exploratory analysis of muffled voices. Global Educational Studies Review, 7(1), 270 – 279. https://dx.doi.org/10.31703/gesr.2022(VII-I).27
  • Lichtman, M. (2023). Qualitative research in education: A user's guide: Routledge
  • Menzies, H. M., Lane, K. L., & Lee, J. M. (2009). Self- monitoring strategies for use in the classroom: A promising practice to support productive behavior for students with emotional or behavioral disorders. Beyond Behavior, 18(2), 27-35.
  • Obilor, E. I. (2023). Convenience and purposive sampling techniques: Are they the same?. International Journal of Innovative Social & Science Education Research, 11(1), 1-7. https://seahipaj.org/journals-ci/mar-2023/IJISSER/full/IJISSER-M-1-2023.html
  • Paoletti, I., Tomas, M. I., & Menendez, F. (2013). Practices of ethics: An empirical approach to ethics in social sciences research: Cambridge Scholars Publishing. https://www.cambridgescholars.com/product/978-1-4438-4745-2
  • Ritchie, J., Lewis, J., Nicholls, C. M., & Ormston, R. (2013). Qualitative research practice: A guide for social science students and researchers: sage.
  • Ritchie, J., & Spencer, L. (1994). Qualitative data analysis for applied policy research. In A. Bryman & B. Burgess (Eds.), Analyzing qualitative data (pp. 173-194). London: Routledge.
  • Ryen, A. (2021). Research ethics: Between care and control. In D. Silverman (Ed.), Qualitative Research (pp. 35-45). London: Sage.
  • Saleem, A., Muhammad, Y., & Masood, S. (2019). Negative emotions and self-created challenges of novice public-school teachers in managing classroom behaviour. Journal of elementary education, 29(2), 178-195. http://pu.edu.pk/images/journal/JEE/PDF/12_v29_2_19.pdf
  • Saleem, A., Muhammad, Y., & Masood, S. (2020a). Classroom management challenges and administrative support in elementary schools: Experiences of novice public-school teachers. UMT Education Review, 3(2), 29-46. http://dx.doi.org/10.32350/uer.32.02
  • Saleem, A., Muhammad, Y., & Masood, S. (2020b). Support needs of novice public-school teachers for effective management of elementary level classrooms in Lahore. Pakistan Social Sciences Review, 4(3), 682-697. http://doi.org/10.35484/pssr.2020(4-III)48
  • Saleem, A., Muhammad, Y., & Masood, S. (2021a). Managing elementary classrooms: Experiences of novice public-schools teachers regarding behavioral challenges of students. Asian Social Studies and Applied Research, 2(3), 354-366. https://asarcouncil.com/papers/1634534833.pdf
  • Saleem, A., Muhammad, Y., & Masood, S. (2021b). Novice teachers’ perceptions of students’ behavioral challenges instigating emotional self- regulation challenges in classroom management. International Review of Basic and Applied Sciences, 9(3), 300-314. https://irbas.academyirmbr.com/paper_details.php?id=1003
  • Saleem, A., Muhammad, Y., & Qureshi, N. (2021). Strategies and challenges of novice public-school teachers related to classroom management at the elementary level in Lahore. Pakistan Social Sciences Review, 5(4), 258-271. https://pssr.org.pk/issues/v5/4/strategies-and-challenges-of-novice-public-school-teachers-related-to-classroom-management-at-the-elementary-level-in-lahore.pdf
  • Saleem, A., Muhammad, Y., & Qureshi, N. (2023). Managing public elementary school classrooms in Lahore: Physical facilities related challenges for novice teachers. Global Educational Studies Review, 8(2), 377-387. http://dx.doi.org/10.31703/gesr.2023(VIII-II).34
  • Saleem, A., Muhammad, Y., & Siddiqui, M. F. (2021). Effectively managing classroom: A case study of four novice elementary teachers in private schools. Global Social Sciences Review, 6(3), 59‒ 66. https://dx.doi.org/10.31703/gssr.2021(VI-III).08
  • Savin-Baden, M., & Major, C. H. (2023). Qualitative research: The essential guide to theory and practice: Taylor & Francis.
  • Sutherland, K., & Snyder, A. (2007). Effects of reciprocal peer tutoring and self-graphing on reading fluency and classroom behavior of middle school students with emotional or behavioral disorders. Journal of Emotional and Behavioral Disorders, 15(2), 103-118. https://doi.org/10.1177/10634266070150020101
  • Thomas-Anttila, K., & Solomon, M. (2023). Hermeneutic phenomenology: Exploring and making meaning of lived experience in psychotherapy research. In Qualitative Research Approaches for Psychotherapy (pp. 15-30): Routledge.
  • UNESCO. (2014). The right to inclusive quality education for students with disabilities. National Report on Inclusion: Pakistan. Islamabad: UNESCO
  • Wehmeyer, M. (2002). Promoting self-determination among students with disabilities: A guide for Tennessee educators. Mental Retardation and Developmental Disabilities Research Reviews, 7(1), 51-59. https://vkc.vumc.org/assets/files/resources/psiSelfdetermination.pdf
  • Wiles, R. (2012). What are qualitative research ethics? London: Bloomsbury Academic.
  • Zhu, M., Bonk, C. J., & Doo, M. Y. (2020). Self- directed learning in MOOCs: exploring the relationships among motivation, self-monitoring, and self-management. Educational Technology Research and Development, 68(5), 2073–2093. https://doi.org/10.1007/s11423-020-09747-8

References

  • Agran, M., Blanchard, C., Wehmeyer, M. L., & Hughes, C. (2001). Teaching students to self- regulate their behavior: the differential effects of student-vs. teacher-delivered reinforcement☆. Research in Developmental Disabilities, 22(4), 319–332. https://doi.org/10.1016/s0891-4222(01)00075-0
  • Andrade, H. (2008). Self-assessment through rubrics. Educational leadership, 65(4), 60-63. http://spfk12.org/cms/lib07/NJ01001501/Centricity/Domain/9/Self-Assessment%20Through%20Rubrics%20-%20Andrade%20-%20December%202007_January%202008.pdf
  • Asaro-Saddler, K., & Saddler, B. (2010). Planning instruction and self-regulation training: Effects on writers with autism spectrum disorders. Exceptional Children, 77(1), 107-124. http://dx.doi.org/10.1177/001440291007700105
  • Briere III, D., & Simonsen, B. (2011). Self-monitoring interventions for at-risk middle school students: The importance of considering function. Behavioral Disorders, 36(2), 129-140. http://dx.doi.org/10.1177/019874291103600204
  • Briesch, A. M., Briesch, J. M., & Mahoney, C. (2014). Reported use and acceptability of self- management interventions to target behavioral outcomes. Contemporary School Psychology, 18(4), 222-231. https://doi.org/10.1007/s40688-014-0016-8
  • Carr, M., Moore, D., & Anderson, A. (2014). Self- management interventions on students with autism: A meta-analysis of single-subject research. Exceptional Children, 81(1), 28-44. http://dx.doi.org/10.1177/0014402914532235
  • Copeland, S., Hughes, C., Agran, M., Wehmeyer, M., & Fowler, S. (2002). An intervention package to support high school students with mental retardation in general education classrooms. American Journal on Mental Retardation, 107(1), 32-45. https://doi.org/10.1352/0895-8017(2002)107%3C0032:aiptsh%3E2.0.co;2
  • Creswell, J. W., & Creswell, J. D. (2022). Research design: Qualitative, quantitative, and mixed methods approaches: SAGE Publications.
  • Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry & research design: Choosing among five approaches (4th ed.). Los Angeles: Sage.
  • Creswell, J. W., & Poth, C. N. (2023). Qualitative inquiry and research design: Choosing among five approaches. New York: SAGE Publications.
  • Dignath, C., Buettner, G., & Langfeldt, H.-P. (2008). How can primary school students learn self-regulated learning strategies most effectively?: A meta-analysis on self-regulation training programmes. Educational Research Review, 3(2), 101-129. http://dx.doi.org/10.1016/j.edurev.2008.02.003
  • Dinsmore, D. L., Alexander, P. A., & Loughlin, S. M. (2008). Focusing the conceptual lens on metacognition, self-regulation, and self- regulated learning. Educational Psychology Review, 20(4), 391–409. https://doi.org/10.1007/s10648-008-9083-6
  • Farooq, F., Muhammad, Y., & Mahmood, A. (2023). Effectiveness of storytelling in teaching qualitative research methods in Zoom meetings: A phenomenological study. Pakistan Journal of Social Research, 5(2), 978-988. http://dx.doi.org/10.52567/pjsr.v5i02.1209
  • Godden, L., & Kutsyuruba, B. (2023). Hermeneutic Phenomenology. In Varieties of Qualitative Research Methods: Selected Contextual Perspectives (pp. 225-230): Springer. http://dx.doi.org/10.1007/978-3-031-04394-9_36
  • Iphofen, R. (2018). The SAGE handbook of qualitative research ethics. Los Angeles: SAGE Reference.
  • phofen, R., & Tolich, M. (2018). Foundational issues in qualitative research ethics. In R. Iphofen & M. Tolich (Eds.), The Sage Handbook of Qualitative Research Ethics (pp. 1-18). London: Sage.
  • Khawaja, F. F., Muhammad, Y., & Siddiqui, M. (2022). The lived experiences in learning qualitative research: An exploratory analysis of muffled voices. Global Educational Studies Review, 7(1), 270 – 279. https://dx.doi.org/10.31703/gesr.2022(VII-I).27
  • Lichtman, M. (2023). Qualitative research in education: A user's guide: Routledge
  • Menzies, H. M., Lane, K. L., & Lee, J. M. (2009). Self- monitoring strategies for use in the classroom: A promising practice to support productive behavior for students with emotional or behavioral disorders. Beyond Behavior, 18(2), 27-35.
  • Obilor, E. I. (2023). Convenience and purposive sampling techniques: Are they the same?. International Journal of Innovative Social & Science Education Research, 11(1), 1-7. https://seahipaj.org/journals-ci/mar-2023/IJISSER/full/IJISSER-M-1-2023.html
  • Paoletti, I., Tomas, M. I., & Menendez, F. (2013). Practices of ethics: An empirical approach to ethics in social sciences research: Cambridge Scholars Publishing. https://www.cambridgescholars.com/product/978-1-4438-4745-2
  • Ritchie, J., Lewis, J., Nicholls, C. M., & Ormston, R. (2013). Qualitative research practice: A guide for social science students and researchers: sage.
  • Ritchie, J., & Spencer, L. (1994). Qualitative data analysis for applied policy research. In A. Bryman & B. Burgess (Eds.), Analyzing qualitative data (pp. 173-194). London: Routledge.
  • Ryen, A. (2021). Research ethics: Between care and control. In D. Silverman (Ed.), Qualitative Research (pp. 35-45). London: Sage.
  • Saleem, A., Muhammad, Y., & Masood, S. (2019). Negative emotions and self-created challenges of novice public-school teachers in managing classroom behaviour. Journal of elementary education, 29(2), 178-195. http://pu.edu.pk/images/journal/JEE/PDF/12_v29_2_19.pdf
  • Saleem, A., Muhammad, Y., & Masood, S. (2020a). Classroom management challenges and administrative support in elementary schools: Experiences of novice public-school teachers. UMT Education Review, 3(2), 29-46. http://dx.doi.org/10.32350/uer.32.02
  • Saleem, A., Muhammad, Y., & Masood, S. (2020b). Support needs of novice public-school teachers for effective management of elementary level classrooms in Lahore. Pakistan Social Sciences Review, 4(3), 682-697. http://doi.org/10.35484/pssr.2020(4-III)48
  • Saleem, A., Muhammad, Y., & Masood, S. (2021a). Managing elementary classrooms: Experiences of novice public-schools teachers regarding behavioral challenges of students. Asian Social Studies and Applied Research, 2(3), 354-366. https://asarcouncil.com/papers/1634534833.pdf
  • Saleem, A., Muhammad, Y., & Masood, S. (2021b). Novice teachers’ perceptions of students’ behavioral challenges instigating emotional self- regulation challenges in classroom management. International Review of Basic and Applied Sciences, 9(3), 300-314. https://irbas.academyirmbr.com/paper_details.php?id=1003
  • Saleem, A., Muhammad, Y., & Qureshi, N. (2021). Strategies and challenges of novice public-school teachers related to classroom management at the elementary level in Lahore. Pakistan Social Sciences Review, 5(4), 258-271. https://pssr.org.pk/issues/v5/4/strategies-and-challenges-of-novice-public-school-teachers-related-to-classroom-management-at-the-elementary-level-in-lahore.pdf
  • Saleem, A., Muhammad, Y., & Qureshi, N. (2023). Managing public elementary school classrooms in Lahore: Physical facilities related challenges for novice teachers. Global Educational Studies Review, 8(2), 377-387. http://dx.doi.org/10.31703/gesr.2023(VIII-II).34
  • Saleem, A., Muhammad, Y., & Siddiqui, M. F. (2021). Effectively managing classroom: A case study of four novice elementary teachers in private schools. Global Social Sciences Review, 6(3), 59‒ 66. https://dx.doi.org/10.31703/gssr.2021(VI-III).08
  • Savin-Baden, M., & Major, C. H. (2023). Qualitative research: The essential guide to theory and practice: Taylor & Francis.
  • Sutherland, K., & Snyder, A. (2007). Effects of reciprocal peer tutoring and self-graphing on reading fluency and classroom behavior of middle school students with emotional or behavioral disorders. Journal of Emotional and Behavioral Disorders, 15(2), 103-118. https://doi.org/10.1177/10634266070150020101
  • Thomas-Anttila, K., & Solomon, M. (2023). Hermeneutic phenomenology: Exploring and making meaning of lived experience in psychotherapy research. In Qualitative Research Approaches for Psychotherapy (pp. 15-30): Routledge.
  • UNESCO. (2014). The right to inclusive quality education for students with disabilities. National Report on Inclusion: Pakistan. Islamabad: UNESCO
  • Wehmeyer, M. (2002). Promoting self-determination among students with disabilities: A guide for Tennessee educators. Mental Retardation and Developmental Disabilities Research Reviews, 7(1), 51-59. https://vkc.vumc.org/assets/files/resources/psiSelfdetermination.pdf
  • Wiles, R. (2012). What are qualitative research ethics? London: Bloomsbury Academic.
  • Zhu, M., Bonk, C. J., & Doo, M. Y. (2020). Self- directed learning in MOOCs: exploring the relationships among motivation, self-monitoring, and self-management. Educational Technology Research and Development, 68(5), 2073–2093. https://doi.org/10.1007/s11423-020-09747-8

Cite this article

APA

    APA : Tahira, M., Anjum, M., & Anis, F. (2023). Facilitating Inclusion through Student-Driven Strategies: Perspectives of Early Childhood Teachers in Pakistan. Global Sociological Review, VIII(I), 221-230 . https://doi.org/10.31703/gsr.2023(VIII-I).21

CHICAGO

    CHICAGO : Tahira, Marryum, Maimoona Anjum, and Faisal Anis. 2023. "Facilitating Inclusion through Student-Driven Strategies: Perspectives of Early Childhood Teachers in Pakistan." Global Sociological Review, VIII (I): 221-230 doi: 10.31703/gsr.2023(VIII-I).21

HARVARD

    HARVARD : TAHIRA, M., ANJUM, M. & ANIS, F. 2023. Facilitating Inclusion through Student-Driven Strategies: Perspectives of Early Childhood Teachers in Pakistan. Global Sociological Review, VIII, 221-230 .

MHRA

    MHRA : Tahira, Marryum, Maimoona Anjum, and Faisal Anis. 2023. "Facilitating Inclusion through Student-Driven Strategies: Perspectives of Early Childhood Teachers in Pakistan." Global Sociological Review, VIII: 221-230

MLA

    MLA : Tahira, Marryum, Maimoona Anjum, and Faisal Anis. "Facilitating Inclusion through Student-Driven Strategies: Perspectives of Early Childhood Teachers in Pakistan." Global Sociological Review, VIII.I (2023): 221-230 Print.

OXFORD

    OXFORD : Tahira, Marryum, Anjum, Maimoona, and Anis, Faisal (2023), "Facilitating Inclusion through Student-Driven Strategies: Perspectives of Early Childhood Teachers in Pakistan", Global Sociological Review, VIII (I), 221-230

TURABIAN

    TURABIAN : Tahira, Marryum, Maimoona Anjum, and Faisal Anis. "Facilitating Inclusion through Student-Driven Strategies: Perspectives of Early Childhood Teachers in Pakistan." Global Sociological Review VIII, no. I (2023): 221-230 . https://doi.org/10.31703/gsr.2023(VIII-I).21