The place of inclusive comprehensive classroom management education in classroom teaching: A mixed method research

The purpose of this study is to test the effectiveness of the Comprehensive Classroom Management Training Package for Inclusive Practices (C-CBMTP) and to determine the opinions of pre-service elementary teachers about C-CBMTP and its components. The study was conducted using a multi-stage mixed design, one of the mixed method research designs. In the first stage of the study, the needs and difficulties of pre-service elementary teachers conducting inclusion regarding classroom management were determined through semi-structured interviews, and the inclusiveness of classroom management textbooks for students with developmental disabilities (DD) was examined through document analysis. In the second stage, based on the needs, the C-CBMTP and data collection tools were prepared. In the third stage of the study, the effectiveness of the C-CBMTP was tested using an unequalized control group design, one of the quasi-experimental research designs, and pre-service teachers' views on the C-CBMTP and its components were determined. The findings of the study showed that elementary teachers' knowledge of effective practices in comprehensive classroom management and the inclusiveness of classroom management textbooks for students with DDs are limited. C-CBMTP was prepared based on these needs. The findings revealed that the implementation of the C-CBMTP to pre-service elementary teachers increased their knowledge levels and that the pre-service teachers who participated in the implementation had positive opinions about the content and components of the C-CBMTP. Keywords: Inclusion, Students with developmental disabilities, Comprehensive classroom management, elementary/primary school teachers, Multi-stage mixed methods design.