Behaviours of Concern to Teachers in the Early Years of School

Stephenson, Jennifer; Linfoot, Ken; Martin, Andrew J.

doi:10.1080/713671118

Cited by 37 publications

(28 citation statements)

References 11 publications

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“…However, in the classroom this may not always be the case. Teachers have often expressed that it is more difficult to control externalizing behaviours in boys than in girls (Ebbeck, 1984;Hammarberg and Hagekull, 2002;Stephenson et al, 2000). As a means to reduce externalizing behaviours, boys often receive both positive and negative responses from their teachers (Hagekull and Hammarberg, 2004).…”

Section: Negative Changementioning

confidence: 98%

Changes in externalizing and internalizing behaviours over a school-year: differences between 6-year-old boys and girls

Hammarberg

Hageküll

2006

Inf. Child Develop.

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The purpose of this study was to investigate changes in externalizing and internalizing problem behaviours in 6-yearolds with a focus on sex differences. Teachers rated problem behaviours at the beginning and at the end of the school year, 8 months apart, in 370 children (197 boys and 173 girls) attending 22 school preparatory classrooms. Although the majority of the children were quite stable, considerable negative and positive changes for both boys and girls in problem behaviours were found. The results showed that girls were more likely to change their externalizing behaviours in a positive direction than boys, whereas a tendency to the opposite pattern was found for internalizing behaviours. Boys were also found to be more prone to a negative change in problem behaviours of both types than girls were.

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Section: Negative Changementioning

confidence: 98%

Changes in externalizing and internalizing behaviours over a school-year: differences between 6-year-old boys and girls

Hammarberg

Hageküll

2006

Inf. Child Develop.

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“…A principal reason "disruptive behaviour of students and discipline" was recorded (Free online wikipedia). Research shows that male students are more disruptive or aggressive as compared to the female students (Houghton et al, 1988;Kaplan, Gheen & Midgley, 2002& Stephenson et al, 2000.…”

Section: Review Of Related Literaturementioning

confidence: 99%

Techniques used by Secondary School Teachers in Managing Classroom Disruptive Behaviour of Secondary School Students in District Karak (Pakistan)

Suleman

Hussain

Akhtar

2013

IJLD

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Effective classroom management is playing a crucial role in strengthening teaching learning process and makes it more effective, productive and successful. Without effective classroom management, teaching learning process has no fruitful results. The purpose of the study was to examine the techniques used by secondary school teachers in managing classroom disruptive behaviors. All the secondary school teachers and students in Karak District constituted the population of the study. Only 135 secondary school teachers and 920 students were selected as sample through simple random sampling technique. As the study was descriptive in nature therefore questionnaire was used as research instrument. Statistical tools i.e., percentage and chi square were used for the analysis of data. After analysis of data, it was concluded that the overall performance of the secondary school teachers in managing classroom disruptive behaviour is satisfactory as they use constructive and appropriate techniques to control the classroom disruptive behaviour. However, the negative areas of the secondary school teachers in managing classroom disruptive behaviour are that they do not devise any rules and regulations of classroom management at the beginning of new session. Parents are not informed through letters about the disruptive behaviour of their children. Based on findings, it was strongly recommended that at the beginning of new session, classroom management norms, rules and regulations should be formulated and announced so

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“…A number of studies (Arbuckle & Little, 2004;Martin, et al, 1999;Stephenson, Linfoot, & Martin, 2000) discuss the concern of teachers with the level of distractibility of students and lack of time on task. In contrast parents often report that while their children lack concentration in school they can spend hours in full concentration on their hobbies especially on computer games.…”

Section: Engagement Of Studentsmentioning

confidence: 99%

Timely Intervention – Before It’s Too Hard

Clarke¹

2012

Reflections on Learning, Life and Work

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Students who have difficulty conforming to school rules and expected school behavioural norms are at risk of being excluded from their own schools, and possibly from further education. Failure to complete twelve years of schooling places the students at a social and economic disadvantage for the rest of their lives.Intervention programs attempt to address students' behavioural and social issues and assist them to maintain their connection with education. This thesis examines an intervention program in Melbourne, Australia which is staffed by special education teachers and located away from the home schools of the students.Inappropriate student behaviours were identified from a review of the intervention unit's historical records. These behaviours were then compared and aligned with earlier analyses of difficult behaviours, in particular the categories from the Achenbach Child Behaviour Check List.Quantitative analysis methods were used to validate the Behaviour Rating Scale that was developed to measure pre and post intervention behaviour. The Behaviour Rating Scale outcomes were used in conjunction with a Sessional Evaluation Measure (SEM) to assess the effectiveness of the off-site intervention program.The thesis concludes with a model identifying key elements of effective intervention programs based on both investigations undertaken and the literature reviewed.iv

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Behaviours of Concern to Teachers in the Early Years of School

Cited by 37 publications

References 11 publications

Changes in externalizing and internalizing behaviours over a school-year: differences between 6-year-old boys and girls

Changes in externalizing and internalizing behaviours over a school-year: differences between 6-year-old boys and girls

Techniques used by Secondary School Teachers in Managing Classroom Disruptive Behaviour of Secondary School Students in District Karak (Pakistan)

Timely Intervention – Before It’s Too Hard

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