A survey of classroom management practices

Rosén, Lee A.; Taylor, Susan A.; O’Leary, Susan G.; Sanderson, William C.

doi:10.1016/0022-4405(90)90016-z

Cited by 26 publications

(16 citation statements)

References 12 publications

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“…Misbehaviour is one of the dominant concepts in classroom management because the need for management and discipline becomes most apparent as students misbehave. Rosen et al's (1990) study with 137 elementary school teachers in New York supports Doyle's assumption that more teachers reported that they used techniques to manage inappropriate social behaviour more often than inappropriate academic behaviour.…”

Section: Introductionmentioning

confidence: 66%

Misbehaviour in British and Turkish Primary Classrooms

Atıcı

Merry

2001

Pastoral Care in Education

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This article opens with a general discussion of misbehaviour in classrooms. This is part of the theoretical framework for the research, which was a study of ‘inappropriate behaviour’ in primary classrooms in Turkey and Britain. The study used systematic observation and studied six classrooms in England and six in Turkey. The findings show the cultural differences in expectations of pupils and how this impacts on perceptions of misbehaviour. There were also gender differences in both countries. Teachers’ attributions regarding the reasons for misbehaviour are also discussed.

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Section: Introductionmentioning

confidence: 66%

Misbehaviour in British and Turkish Primary Classrooms

Atıcı

Merry

2001

Pastoral Care in Education

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“…A number of studies have identified the most likely responses by teachers to students' appropriate and inappropriate behaviour (Ringer, Doerr, Hollenshead, & Wills, 1993;Rosen, Taylor, O'Leary, & Sanderson, 1990). Rosen et al (1990) administered a self-report questionnaire, containing an extensive list of possible teacher responses to student behaviour, to 136 elementary school teachers in New York. They found that more teachers used verbal management techniques (e.g., praise and compliments; reprimands; friendly, encouraging teasing) than concrete consequences (material rewards, detentions, extra assignments) for both appropriate and inappropriate student behaviour.…”

Section: Independent Reactive Behaviour Management Strategiesmentioning

confidence: 99%

“…Third, teachers may not feel comfortable with concrete measures (such as tangible reinforcers, and various forms of punishment or loss of privileges), or they are simply not assertive enough to impose concrete consequences. Fourth, use of concrete consequences may be reserved as a backup by some teachers when verbal responses don't work (Rosen et al, 1990).…”

Section: Independent Reactive Behaviour Management Strategiesmentioning

confidence: 99%

“…Teachers have also been found to be verbally more disapproving of inappropriate social behaviour than inappropriate academic behaviour (Rosen et al, 1990). The nature of the teacher's verbal responses to social and academic behaviour has been further investigated (Anderson, 1994;Wheldall, Houghton, & Merrett, 1988).…”

Section: Independent Reactive Behaviour Management Strategiesmentioning

confidence: 99%

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Classroom Management in Primary Schools: A Review of the Literature

Wilks

1996

Behav. change

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A considerable body of classroom management research has attempted to examine teacher and student variables believed to correlate with student academic achievement. However, only some of these variables are alterable by the school. Knowledge of these alterable variables may assist schools to make informed decisions about managing primary school classrooms to maximise student achievement. Evidence suggests that students' activity (level of academic engaged time and academic learning time) may be causally intermediate between the teacher's implementation of the curriculum (including a teacher's managerial skills, discipline procedures, and instructional methods) and the student's learning. This paper reviews the literature related to a number of alterable teacher and student variables that impact on a student's academic achievement. Existing difficulties of, and future directions for, classroom management research are discussed.

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“…Indeed, the literature suggests that teachers prefer positive interventions over punishment as a means to manage classroom behavior (e.g., Reimers, Wacker, & Koeppl, 1987;Rosen, Taylor, O'Leary, & Sanderson, 1990). Although this preference is well documented in the literature, classrooms, in reality, do not appear to be generally positive in nature (Jack et al, 1996;Strain, Lambert, Kerr, Stagg, & Lenkner, 1983; Thomas, Presland, Grant, & Glynn, 1978).…”

mentioning

confidence: 95%