Monitoring Teachers’ Reports of Incidents of Disruptive Behaviour in Two Secondary Schools: multi‐disciplinary research and intervention

Lawrence, Janet S. St.; Steed, David; young, Park Eun

doi:10.1080/0305569830090202

Cited by 8 publications

(5 citation statements)

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“…Nine papers reported on the frequency of misbehaviour, namely Ding et al (2008), Haroun andO'Hanlon (1997), Ho and Leung (2002), Houghton, Wheldall, and Merrett (1988), Koutrouba (2013), Lawrence, Steed, and Young (1983), Little (2005), Munn et al (2013), andSun (2012). Ding et al (2008) subdivided their study into middle schools and high schools.…”

Section: Which Student Misbehaviours Do Secondary School Teachers Permentioning

confidence: 99%

Secondary school teachers’ perceptions of student misbehaviour: A review of international research, 1983 to 2013

Crawshaw¹

2015

Australian Journal of Education

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This literature review of secondary school teachers’ perceptions of student misbehaviour from 1983 to 2013 comprised studies from various countries including Australia, China, Greece, Jordan, Malta, the United Kingdom and the United States. Identified materials enabled international comparisons and the analysis of changes over time. Of the 20 papers included in the final review, most were categorised as looking at perceptions of serious student misbehaviours or high frequency student misbehaviours. The main conclusions were that teacher perceptions of high frequency misbehaviours and serious misbehaviours were largely consistent over time and between countries. Teachers perceived talking out of turn and similar misbehaviours as being most frequent. Teachers consistently perceived stealing and vandalism as serious misbehaviours while more extreme violent or potentially violent behaviours were not reported to occur frequently. The study raises the issue of the lack of a common research methodology in the reviewed materials, including agreed student behaviour descriptors, which impede conclusive recommendations.

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Section: Which Student Misbehaviours Do Secondary School Teachers Permentioning

confidence: 99%

Secondary school teachers’ perceptions of student misbehaviour: A review of international research, 1983 to 2013

Crawshaw¹

2015

Australian Journal of Education

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“…Les élèves sont forcés de diriger leur attention vers ce qui se passe en classe entre l'élève indiscipliné et l'enseignant. Lawrence, Steed et Young (1983) voient le comportement perturbateur comme un acte qui bouleverse la conduite normale de la classe.…”

Section: Problématiqueunclassified

La discipline dans les écoles secondaires

Dawoud

Côté

2009

rse

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Dans cet article les auteurs présentent un questionnaire destiné aux enseignants et aux élèves. Le but de ce questionnaire, qui pose trente-cinq problèmes de discipline, est de cerner les problèmes rencontrés en salle de classe dans certaines écoles secondaires de l’Outaouais québécois. Les auteurs tentent de dégager deux informations : la fréquence de chacun des problèmes de discipline présenté et le degré de dérangement qu’ils occasionnent. L’analyse des réponses montre que la fréquence reconnue par les élèves aux problèmes de discipline est plus élevée que celle reconnue par les enseignants tandis que le degré de dérangement qu’accordent les enseignants aux problèmes de discipline est plus élevé que celui que leur accordent les élèves.This article describes a questionnaire, created by the authors, which is directed to teachers and students. The aim of this questionnaire of thirty-five problems related to discipline is to define those problems found in classrooms in certain Outaouais region high schools. The authors attempt to clarify two types of information: the frequency of these discipline problems and the degree of disturbance that these create. Analysis of the results shows that the frequency of discipline problems as evaluated by students is greater than that noted by teachers, whereas the degree of disturbance caused by discipline problems noted by teachers is greater than that evaluated by students.En este artículo los autores presentan un cuestionario que elaboraron para maestros y estudianted del secundario. El objectivo de este cuestionario, que presenta treinta y cinco problemas de disciplina, consiste en cernir los problemas encontrados en salas de clases de ciertas escuelas secundarias del Outaouais québécois. Los autores tratan de obtener dos informaciones: la frecuencia de cada uno de los problemas de disciplina presentados y el grado de perturbación que ocasionan. El análisis de las respuestas muestra que la frecuencia reconocida por los alumnos a los problemas de disciplina es más elevada que la que es reconocida por los maestros, mientras que el grado de perturbación que atribuyen los maestros a los problemas de disciplina es más elevado que el que le atribuyen los estudiantes.In diesem Artikel legen die Verfasser einen Fragebogen vor, den sie für Lehrkräfte und Schüler ausgearbeitet haben. Das Ziel der 35 darin gestellten, die Disziplin betreffenden Fragen ist die Erfassung der in den Klassenzimmern bestimmter höherer Schulen im südwestlichen Québec auftretenden Probleme. Die Verfasser heben zwei Informationen hervor: die Häufigkeit einer jeden der aufgeführten Disziplinschwierigkeiten und den Grad der Störung, die sie hervorrufen. Die Analyse der Antworten zeigt, dass in den Augen der Schüler die Frequenz der Disziplinschwierigkeiten grösser ist als für die Lehrkräfte, während diese umgekehrt den Disziplinarproblemen einen höheren Störungsgrad zumessen als die Schüler

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“…Teachers' perceptions of behaviour problems are important for an understanding of how discipline problems arise and develop (Lawrence, Steed and Young, 1983;Watkins and Wagner, 1987). Moreover, teachers' perceptions of behaviour problems and their causes are also important because of their practical consequences.…”

Section: The Nature Of Discipline Problemsmentioning

confidence: 99%

“…However, Mcclendon (1990) concludes that teachers are more disturbed by active behaviours which interfere with their capacity to deliver lessons, rather than those behaviours considered to be of a passive nature. For instance, talking out of turn' has been widely reported as one of the most common types of student misbehaviour (Park, 1981;Lawrence, Steed and Young, 1983;Hollingsworth, Lufler and Clune, 1984;Wheldall and Merrett, 1988;DES, 1989). It is presumably because this behaviour disturbs teachers, other students, and the teaching process more than any other behaviour that teachers are more likely to perceive and report this`misbehaviour' as the most common one.…”

Section: The Nature Of Discipline Problemsmentioning

confidence: 99%

Teachers' Perceptions of Discipline Problems in a Jordanian Secondary School

Haroun

O’Hanlon

1997

Pastoral Care in Education

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Teachers in a large, all‐male urban school in Jordan were interviewed about their perceptions of the most frequently occurring student misbehaviour. It was hoped to be able to identify the causes of such ‘disruption’ to teaching and learning in the school. Teachers spontaneously identified eight forms of student misbehaviour, which reflected clearly different kinds of interference with the teacher's authority. Teachers showed great awareness of the constraints which operate in the school context, which in turn affect their means of managing discipline in the classroom. Though this study was undertaken in a context which is significantly different from England, it is interesting that the issues these teachers saw themselves confronted with were not significantly different from those reported in this country. The conclusions that the researchers draw from their data have relevance beyond the specific context in which this study was undertaken.

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Monitoring Teachers’ Reports of Incidents of Disruptive Behaviour in Two Secondary Schools: multi‐disciplinary research and intervention

Cited by 8 publications

References 0 publications

Secondary school teachers’ perceptions of student misbehaviour: A review of international research, 1983 to 2013

Secondary school teachers’ perceptions of student misbehaviour: A review of international research, 1983 to 2013

La discipline dans les écoles secondaires

Teachers' Perceptions of Discipline Problems in a Jordanian Secondary School

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