Search results for: Student behavior
Page 2/2 18 items
The purpose of this study was to understand in what ways a teacher negotiated her relationship with a behaviorally challenging student throughout the school year. Four relationship phases, which are constantly revisited while establishing and maintaining relationships, were identified. Understandings of how relationships work, the effort required to maintain them and the support necessary for teachers are discussed.
Updated: Apr. 27, 2011
This paper focuses on students’ perceptions of gender relations in school over the last three decades. The analysis is based on data from three inquiry surveys in Swedish secondary schools. The article compares how young students (a) perceive the behaviour of boys and girls in a classroom situation, (b) value different aspects of family and work in their future lives, and (c) experience the power relations between girls/women and boys/men.
Updated: Oct. 29, 2010
Pre-service Teachers’ Open-Minded Thinking Dispositions, Readiness to Learn, and Attitudes about Learning and Behavioural Difficulties in Students
The purpose of this study was to examine the linkages between the four components of pre-service teachers’ attitudes toward children with learning and behavioural difficulties (LBD) and the factors that predict their attitudes. Using a self-report measure that consisted of four scenarios describing students with LBD, the authors investigated the degree to which pre-service teachers’ open-minded thinking dispositions, readiness to learn about students with LBD, beliefs about the role of regular classroom teachers in providing for these students, and emotions in relation to dealing with these students’ difficulties predict their likelihood of engaging in punitive reactions and planned behaviours.
Updated: Aug. 01, 2010
The author investigates the behavioral climate and teachers’ use of developmental instruction in predominantly black schools in three databases. The author concludes that consistent with prior research, teachers are much more likely to report incidences of problem behavior in predominantly Black schools. Consequently, the instructional environment in predominantly Black schools and classrooms is tailored somewhat to reduce classroom disruptions and maintain an orderly environment.
Updated: Jun. 01, 2010
Do They Really Need to Raise Their Hands? Challenging a Traditional Social Norm in a Second Grade Mathematics Classroom
In an attempt to examine dialogue within a second grade classroom, students were encouraged to participate in whole-class mathematics discussions without raising their hands before speaking. Beneficial social and socio-mathematical norms developed in place of this traditional social norm. Effects of this change on the dialogue and written mathematical explanations of a class of second grade students are described.
Updated: Jan. 12, 2010
In this article, the authors use theories of identity to understand mentoring relationships between faculty members and doctoral students who are being prepared as educational researchers. They suggest that becoming a professional researcher requires students to negotiate new identities and reconceptualize themselves both as people and professionals in addition to learning specific skills; however, the success or marginalization that students experience may depend on the extent to which they attempt to enact identities that are valued by their mentors.
Updated: May. 25, 2009
The Differential Influence of Instructional Context on the Academic Engagement of Students with Behavior Problems
The authors observed teacher–student interactions in urban elementary schools. The participants were 39 students exhibiting high externalizing behavior problems and 59 students exhibiting average behavioral adjustment. Findings are discussed in terms of how different instructional contexts place unique demands and offer distinct affordances for students with behavior problems.
Updated: Jan. 28, 2009
The development of student teachers' views on pupil misbehaviour during an initial teacher training programme in England and Norway
The article discusses questionnaires filled out by postgraduate student teachers at the start and the end of teacher training courses in York (England) and Stavanger (Norway). The questionnaires explored the student teachers' views regarding student misbehavior, frequency of student misbehavior and strategies for dealing with misbehavior. In addition, the postgraduate students were asked about their confidence that as full time teachers they will develop the skills to deal with misbehavior in the classroom. The article outlined major factors accounting for misbehavior, and areas where there appear to be shifts in students' views over the course of their training year and differences between the students across the two settings (York and Stavanger).
Updated: Dec. 30, 2007