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1.
《师资教育杂志》2012,38(3):293-307
A group of postgraduate (secondary school) student teachers attending a teacher training course in York (England) and Stavanger (Norway) completed a questionnaire at the start (N = 174) and at the end (N = 128) of their course which explored their views regarding the factors accounting for pupil misbehaviour, the frequency of pupil misbehaviour, the strategies for dealing with pupil misbehaviour, and their confidence that as a full‐time teacher they will have the skills needed to keep pupils engaged in their work and to deal with pupil misbehaviour that occurs. Overall, the major factor accounting for pupil misbehaviour was reported to be ‘parents who do not instil pro‐school values in their children’; the most frequent pupil misbehaviour reported was ‘talking out of turn (e.g. calling out, interrupting, inappropriate remarks or distracting chatter during the lesson)’; and the strategy rated most positively was ‘establish clear and consistent school and classroom rules about the behaviours that are acceptable and that are unacceptable’. Both the York and Stavanger students grew in confidence over the year. The study also highlights 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). 相似文献
2.
In recent years a number of policy and practice initiatives concerning pastoral care in schools in England have led to schools increasingly being expected to take a leading role in addressing a widening range of concerns regarding the welfare, care and education of children, and in working more closely with parents and other professional agencies in addressing these. This has included a consideration of the notion of ‘social pedagogy’ as widely practiced in mainland Europe. This paper explores the views of student‐teachers in Switzerland, a country where social pedagogy is well developed, regarding the role of the school in addressing pupil problems. The findings indicate that these Swiss student‐teachers felt schools should take the lead role primarily in areas regarding poor academic progress, bullying, general misbehaviour and disaffection, and less so in areas of a more personal nature for pupils where schools may be less accountable. The findings provide some pointers concerning how Swiss student‐teachers would benefit from greater attention being given to considering such pastoral care issues in their training course. 相似文献
3.
Chris Kyriacou Elias Avramidis Paul Stephens Tobias Werler 《International Journal of Inclusive Education》2013,17(2):192-204
This study explored the views of student teachers in England and Norway regarding the extent to which they felt the school should take the lead role (in comparison to the roles played by parents and other professional agencies) in addressing the needs of pupils identified by the school as experiencing a problem. A questionnaire comprising 30 problem areas was developed and distributed to student teachers at two universities in England and at two universities in Norway. A total of 542 student teachers participated in the study. The findings indicated that the ratings by student teachers in both countries of these problem areas fell broadly into four main groupings (in terms of the strength of feeling that the school should take the lead role): these concerned poor basic core attainment, disaffection, anti-social behaviour, and unhealthy lifestyles, respectively, except for one very important caveat: concerns regarding bullying received a high rating and were located in the first grouping. These findings are interpreted in the context of whether schools might be ready to adopt a social pedagogical approach to offering targeted support to pupils experiencing such problems and the implications this may have for inclusive education and initial teacher education. 相似文献
4.
Costas N. Tsouloupas Russell L. Carson Russell Matthews Matthew J. Grawitch Larissa K. Barber 《教育心理学》2010,30(2):173-189
The purpose of this study is to examine the relationship between teachers’ perceived student misbehaviour and emotional exhaustion, and the role of teacher efficacy beliefs (related to handling student misbehaviour) and emotion regulation in this relationship. Additionally, we examined teacher turnover intentions in relation to emotional exhaustion. Data were collected from 610 elementary, middle‐ and high‐school teachers using an online survey. Results indicate that despite the significant direct effect between the two emotion regulation strategies (cognitive reappraisal, expressive suppression) on emotional exhaustion, both strategies failed to show a mediating effect between perceived student misbehaviour and emotional exhaustion. However, teacher efficacy in handling student misbehaviour was found to mediate the relationship between perceived student misbehaviour and emotional exhaustion. In turn, a significant relationship was found between emotional exhaustion and turnover intentions. Furthermore, teacher perception of student misbehaviour was found to have a considerable indirect effect on teacher turnover intentions. Findings signify the importance of developing strategies that enhance teachers’ situation‐specific efficacy beliefs. 相似文献
5.
This study examined teachers’ perceptions of classroom behaviour problems in five provinces of the People’s Republic of China. Researchers surveyed 527 Chinese teachers from 27 elementary schools. Consistent with previous studies in China, teachers perceived non‐attention to be the most frequent and troublesome behaviour problem. Teachers’ perceptions of which behaviour problems were most difficult to tolerate and most negative in their effects on student development were also investigated. Approximately 45% of the teachers reported spending too much time on behaviour problems. Significant differences were found in the prevalence of teachers’ perceptions of student misbehaviour and of the time spent on classroom management; there were also differences in these perceptions according to students’ gender, type of school, classroom subject taught, and teachers’ level of experience. The implications of these findings for researchers and practitioners are addressed. 相似文献
6.
Meral Atici 《Emotional and Behavioural Difficulties》2013,18(1):15-27
The purpose of this study is to identify student teachers' perceptions of classroom management and methods for dealing with misbehaviour. In‐depth interviews with nine student teachers at Çukurova University (ÇÜ) in Turkey have been conducted twice, prior to and at the end of their teaching practice. Instructional management, behaviour management, communication, and physical organization of classrooms are the main components of classroom management for student teachers. Student teachers usually tend to use preventive, positive and less intrusive methods, such as non‐verbal messages, warnings, and positive reinforcement involving students' instructional activities, to manage student behaviour. The results of the study reveal that although student teachers feel confident about starting a teaching career, they need improvement in understanding child psychology, in experiencing different teaching situations, and in becoming competent in contemporary teaching methods. Nonetheless, student teachers reported that their sense of efficacy increased from the beginning to the end of the course. 相似文献
7.
Christine Moor 《Educational research; a review for teachers and all concerned with progress in education》2013,55(2):111-114
Increasing levels of violence in the classroom even amongst primary school children lead to concern as to the processes involved in imitation of anti‐social models. This study investigates the cumulative effect of repeated exposure to such models. In a laboratory setting it was found that five‐year‐old boys who watched two aggressive models added proportionately to their repertoire and time spent being aggressive. Watching an aggressive model, after having first seen a constructive one, reduced the impact of the constructive model. These results highlight the need to minimize models of misbehaviour in the classroom and for teachers to ‘manage’ the class in order to produce maximum exposure to ‘good’ behaviour models. 相似文献
8.
Associations between socio‐economic status (including school‐ and pupil‐level interactions) and student perceptions of school environment and health in English secondary schools 
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下载免费PDF全文 Nichola Shackleton Elizabeth Allen Leonardo Bevilacqua Russell Viner Chris Bonell 《British Educational Research Journal》2018,44(5):748-762
This article examines interactions between school‐level and pupil‐level measures of socio‐economic status for pupil reports of the school environment and a range of risk behaviours and health outcomes. The baseline survey for the INCLUSIVE trial provided data on pupil affluence and pupil reports of the school environment, smoking, drinking, anti‐social behaviour at school, quality of life and psychological wellbeing for over 6,000 pupils (aged 11–12 years) in 40 schools within a 1‐hour train journey from central London. The level of socio‐economic disadvantage of the school was measured using the percentage of pupils eligible for free school meals. Multilevel regression models examined the association between pupil affluence, the socio‐economic composition of the school and the interaction between these with the school environment, risk behaviours and health outcomes. Our findings provide some evidence for interactions, suggesting that less affluent pupils reported lower psychological wellbeing and quality of life in schools with more socio‐economically advantaged intakes. There appears to be a complex relationship for anti‐social behaviour. Where pupil affluence and school socio‐economic composition were discordant, pupils reported a higher number of anti‐social behaviours. This article provides further evidence that less affluent pupils are more likely to engage in a variety of risk behaviours and experience worse health outcomes when they attend schools with more socio‐economically advantaged intakes, supporting some of the mechanisms described in the theory of human functioning and school organisation. 相似文献
9.
Damien Page 《School Leadership & Management》2014,34(3):269-283
This article presents findings from a study of five head teachers who were responsible for the management of serious teacher misbehaviour (TMB) in England. In cases that included the downloading of extreme pornography on a school laptop and a sexual relationship with a pupil, the multiple impacts of TMB were potentially devastating to the well-being of pupils, staff and the reputation of the schools. The article highlights a number of strategies for managing serious TMB considered best practice by the head teachers as well as discussing other, more nuanced issues that accompany such cases including trust relations, the influence of gender and the difficulty of simultaneous immersion and detachment required of head teachers to effectively manage such cases. 相似文献
10.
《师资教育杂志》2012,38(2):227-237
This case study worked with 80 lecturers drawn from Israeli teachers’ colleges who reported that they face relatively few discipline problems; most appeared to be related to low motivation and/or dishonest behaviour. They treated each case in an ad hoc way, responded mildly and avoided imposing sanctions. It is argued that the student teachers’ misconduct could have been used by their lecturers as excellent raw material to analyse the conditions in which problems are likely to occur in the school classroom, as well as to discuss possible underlying motivation of the provocative conduct, and to suggest ways for teachers to cope with these situations. Unfortunately, the lecturers did not draw any connections between the misbehaviour of the student teachers and the skills and moral values prospective teachers need to possess. The lack of transference from the college setting to the student teachers’ experience in the classroom is discussed with regard to the current highly competitive climate in which colleges must attract students. 相似文献
11.
《师资教育杂志》2012,38(3):298-314
This study examined the effects of the student teaching experience on the pupil control ideologies of student teachers and attempted to assess the relative contributions of biography and social structure in determining student teacher attitudes toward pupil control. The subjects were forty elementary student teachers from one midwestern university. The results indicated that student teachers did not become more custodial in their views toward pupil control by the end of the experience. Furthermore, cooperating teachers exerted little influence on student teacher pupil control ideologies once the effects of biography were removed. It was concluded that biography does play an important part in the socialization of student teachers and that future research on student teaching should consider the effects of biography and social structure together within an interactive model of socialization. Finally, the limitations of focusing exclusively on student teacher ideologies are discussed and the concept of perspectives is offered as a potentially heuristic tool for overcoming these limitations. 相似文献
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13.
Christian Jacobsson Anders Pousette Ingela Thylefors 《Scandinavian Journal of Educational Research》2013,57(1):37-53
The purpose of this study was to create guidelines for stress management intervention by investigating the relationship of 12 factors with stress reactions (emotional exhaustion and irritation) and feelings of mastery among Swedish comprehensive school teachers. Data were collected via a questionnaire distributed to 928 teachers in 27 schools. The response rate was 89%. Multiple regressions were conducted on colleague support, cooperation, coordination problems, goal clarity, learning orientation, manager support, negative feedback, positive feedback, pupil misbehaviour, teacher age, work control and perceived work demands, all as independent variables. Perceived work demands was treated as a dependent variable in an additional regression analysis. Teacher stress reactions were best predicted by perceived work demands, pupil misbehaviour and negative feedback. Feelings of mastery were best predicted by learning orientation, positive feedback and goal clarity. In the additional analysis perceived work demands was best predicted by pupil misbehaviour, coordination problems and (low) work control. Practical implications are discussed. 相似文献
14.
Teacher misbehaviour: an analysis of disciplinary orders by the General Teaching Council for England
Damien Page 《British Educational Research Journal》2013,39(3):545-564
This article presents findings from a documentary analysis of 300 disciplinary orders against teachers from the General Teaching Council (GTC) for England. While the extant literature concerning teacher misbehaviour focuses primarily on pedagogical practice, this article draws on the wider organisational misbehaviour paradigm and views teachers as professional employees rather than just classroom practitioners. As such, teachers are embedded within the complexity of organisational systems, procedures and interrelationships as well as being regulated by professional standards. The analysis found that teachers were disciplined for misbehaviours both internal to the employing school and also activities, primarily criminal, that were external to their employment. The article argues that the professional regulation of teaching, being accountable inside and outside of work and the emotional labour of teaching should define teacher misbehaviour as separate from generic organisational misbehaviour frameworks. Furthermore, it argues that, while the GTC viewed teacher misbehaviour as a product of the individual, organisational contexts are also important antecedents of activities that are considered deviant. 相似文献
15.
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. 相似文献
16.
The present study maps the attitudes towards students’ disruptive behaviour as part of the school discipline. Research studies on the subject usually examine the attitudes of one or two groups of relevant subjects, that is, teachers, parents or students. As teachers, students and parents do share a common milieu, the relationship of their attitudes towards student misbehaviour is important in the crystallisation of such discipline. The present study is innovative in that all three groups were examined simultaneously in one school. A standardised questionnaire was designed for all three groups which identified typical disruptive behaviour by adolescent students. The study was conducted in a centre for technological education in Central Israel which caters, especially, for low‐achieving students. Findings reveal large gaps among the three groups. While teachers seem to agree among themselves as to the severity of most of the disruptive behaviour problems at school, students and parents were found to disagree among themselves on the severity of most of the examined issues. Differences among the groups indicate a possible source for the emergence of student disruptive behaviour problems. Findings also suggest that there is a need for increased involvement of both parents and students in discipline‐related issues in the school. 相似文献
17.
This study focuses on the social position and the degree of being bullied of pupils with behaviour problems fully included in regular education and on their teachers’ assessments on social integration and bullying. The study sample consisted of 25 9–12‐year‐old pupils with behaviour problems and their peers without special needs participating in full‐time regular education in the north of The Netherlands. Data gathering was performed using pupil and teacher questionnaires and a sociometric test. Results indicate that compared to their peers without special educational needs (SEN), the pupils with behaviour problems in this study were included less socially. The study further shows that about half the teachers participating in the study have a too positive view on the social position of these pupils. These teachers tend to seriously underestimate both the frequency with which pupils are being bullied and the frequency with which these pupils actively bully their peers. 相似文献
18.
Recent legislation by the Department for Education and Employment requires schools to produce written home-school agreements, which should be signed by teachers and parents. Among the benefits expected from this initiative is the creation of a greater sense of partnership between home and school, especially with regard to difficult pupil behaviour. However, research has shown that teachers view parents as being the major cause of pupil misbehaviour, thus creating a potential barrier to a genuine partnership around agreed strategies involving home and school. There is also a belief among teachers that strategies devised for one pupil will lead to negative reactions on the part of classmates. This study examines various aspects of the classroom culture (the belief systems of teachers and pupils) concerning interventions with individual pupils, their teachers and parents. A vignette incorporating elements from two real and successful home-school interventions set up with, and mediated by, educational psychologists, was presented to 206 10 and 11-year-old pupils, and 30 teachers. Analysis of accompanying questionnaire responses allows for the mapping of a range of significant classroom beliefs and expectations, and indicates grounds for some optimism, although careful attention to these 'ecological' features will be necessary before joint home-school strategies can achieve their potential. 相似文献
19.
This study focuses on Chinese teachers' perceptions of students' classroom misbehaviour. A questionnaire was designed to assess teachers' general concerns about classroom management, teachers' perceptions of the most frequent and troublesome types of misbehaviour, and teachers' perceived needs for help with improving classroom management. A total of 244 responses were collected, from lower elementary to high school teachers in two provinces in mainland China. In general, the majority of Chinese teachers (65.6%) do not think that classroom management is a great concern. They perceive ‘daydreaming’ to be the most frequent and troublesome misbehaviour. This contrasts with many prior studies in Western settings where ‘talking out of turn’ has been reported as the biggest concern. In addition, Chinese teachers are eager to understand the psychological reasons behind student misbehaviour. They also suggest that the Chinese system of ‘teaching for testing’ should be reformed. 相似文献
20.
Ruth Chamberlain 《Pastoral Care in Education》2013,31(2):29-35
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. 相似文献