Search results for: Student behavior
Page 1/2 18 items
The purpose of this study was to examine what effective strategies for managing student behavior meant to the teachers through their classroom experiences. The findings revealed that the participants commonly used eight strategies to manage student misbehavior, of which seven were perceived to be effective, i.e., rules-setting, hinting, directive statements, punishment, after class talks, relationship building, and instructional engagement.
Updated: Dec. 13, 2018
The goal of this study was to examine (a) preservice teacher perceptions of student and teacher behavior during scenarios of challenging behavior, (b) alternative solutions or strategies in examining the teacher’s role in the scenarios, (c) perceptions of challenging behaviors that may present the greatest difficulty in their future positions, and (d) their attitudes and opinions regarding challenging behavior in the classroom.
Updated: Jan. 31, 2017
Pre-Service Teacher Training in Classroom Management: A Review of State Accreditation Policy and Teacher Preparation Programs
This article describes the number of states with state policy that requires pre-service teachers to receive instruction in evidence-based classroom management practices. It also describes the extent to which teacher preparation programs provide this instruction for pre-service teachers. The results of this review indicate that although effective classroom management practices have been identified, a significant gap exists between the effective classroom management research base and requirements for teacher training.
Updated: Jul. 30, 2015
Pupil Aggressiveness and Perceptual Orientation towards Weakness in a Teacher who is New to the Class
This study aimed to investigate possible relationships between aggressiveness in pupils and the extent to which pupils will seek signs of weakness in teachers who are new to the class. The authors also explored whether gender moderated the relationship between aggressiveness and the perceptual orientation studied. The results reveal connections between aggressiveness and perceptual orientation towards weakness in teachers. The results also support the conclusion that interest in weakness is generally connected to aggressiveness, mainly proactive aggressiveness, regardless of gender.
Updated: Jan. 19, 2015
Effects of Coaching on Teachers’ Use of Function-Based Interventions for Students With Severe Disabilities
The present study used a delayed multiple-baseline across-participants design to analyze the effects of coaching on special education teachers’ implementation of function-based interventions with students with severe disabilities. This study also examined the extent to which teachers could generalize function-based interventions to different situations. In addition, this study examined the effects of function-based interventions on students’ problem and replacement behaviors. Results indicated a functional relationship between coaching and an increase in teacher fidelity scores. Teachers generalized the strategies to other situations with the target students.
Updated: Feb. 19, 2014
This paper reports the findings from the first nationwide survey of Australian primary pre-service teacher educators coordinating units and programmes with CBM content. Stand-alone units were offered in 68% of programmes and embedded in 96% of programmes. They commonly included applied behaviour analysis, decisive discipline, positive behaviour intervention and support, and choice theory/reality therapy, among the 36 approaches/models listed. More than half of the stand-alone units and only 20% of embedded units were coordinated by an academic with a stated CBM research interests.
Updated: Nov. 25, 2013
The purpose of this article is to provide an overview of a classroom-based child-centered elementary classroom management approach and compare and contrast a teacher-led approach using a vignette. The authors conclude that the benefits of child-centered classroom management include reducing classroom disruptions, child emotional distress, teacher stress, and facilitating development of positive relationships between teachers and students.
Updated: Aug. 28, 2013
The current article intends to examine the impact of discipline styles on a range of factors, including: students’ respect for the rights of others; their level of connection to peers/school; their general wellbeing; and how much they like their teacher and subject. The results showed that discussion, involvement, hinting, and use of recognition and rewards encourage greater levels of communal responsibility. The results indicate that these other strategies influence the results and consequences of punishment.
Updated: Feb. 13, 2012
The current study examined the effect of administrative support on teachers’ job satisfaction and intent to stay in teaching. The findings reveal that administrative support was the most significant predictor of teachers’ job satisfaction. Furthermore, administrative support was also significant in predicting teachers' intent to stay. It was also found that administrative support mediated the effects of other teacher and student variables
Updated: Nov. 29, 2011
Prospective Elementary Teachers Gone Wild? An Analysis of Facebook Self-Portrayals and Expected Dispositions of Preservice Elementary Teachers
This study explores how elementary education majors at a Midwestern university portray themselves on social networking sites. Results indicate that of the 471 students in the elementary education major, 76% had a profile on Facebook at the time of data collection. Of the 471 elementary education majors, 153 students had an active, fully accessible profile on Facebook. Of the 153 fully accessible profiles that were examined, 56% contained inappropriate material. The authors recommend that teacher educators must explicitly and forcefully teach their students that their behavior in and out of the classroom does matter.
Updated: Aug. 23, 2011