School social climate and teachers’ perceptions of classroom behavior problems: a 10 year longitudinal and multilevel study

2007 ◽  
Vol 10 (4) ◽  
pp. 429-442 ◽  
Author(s):  
Line LeBlanc ◽  
Raymond Swisher ◽  
Frank Vitaro ◽  
Richard E. Tremblay
Keyword(s):  
Behavior Problems ◽  
Classroom Behavior ◽  
Social Climate ◽  
Teachers Perceptions ◽  
Multilevel Study ◽  
School Social Climate

scholarly journals High School Social Climate and Antisocial Behavior: A 10 Year Longitudinal and Multilevel Study

2008 ◽  
Vol 18 (3) ◽  
pp. 395-419 ◽  
Author(s):  
Line LeBlanc ◽  
Raymond Swisher ◽  
Frank Vitaro ◽  
Richard E. Tremblay
Keyword(s):  
High School ◽  
Antisocial Behavior ◽  
Social Climate ◽  
Multilevel Study ◽  
School Social Climate

Teacher Perceptions of School-Based Interventions

1986 ◽  
Vol 53 (3) ◽  
pp. 213-223 ◽  
Author(s):  
Brian K. Martens ◽  
Reece L. Peterson ◽  
Joseph C. Witt ◽  
Sharon Cirone
Keyword(s):  
Behavior Problems ◽  
Teacher Perceptions ◽  
Classroom Behavior ◽  
Special Educators ◽  
Relative Effectiveness ◽  
Ease Of Use ◽  
Appropriate Behavior ◽  
Teachers Perceptions ◽  
School Based ◽  
Frequency Of Use

This article reports the results of a study investigating teachers' perceptions of intervention alternatives used to control classroom behavior problems. Regular and special educators from a two-state area completed a 65-item questionnaire assessing teachers' perceptions of the relative effectiveness, ease of use, and frequency of use of a variety of intervention strategies for the treatment of classroom behavior problems. Results indicated that teachers' responses factored into clearly defined categories. Further, teachers differentially rated these categories in terms of their relative effectiveness, ease of use, and frequency of use. Strategies rated as most effective, easiest to use, and most frequently used by both regular and special educators included interventions that either redirected students toward appropriate behavior or that involved manipulation of rewards. Results are discussed in terms of their implications for school-based consultants who interact with teachers concerning the control, of classroom behavior.

scholarly journals Severe classroom behavior problems: teachers or counsellors.

1978 ◽  
Vol 11 (1) ◽  
pp. 53-66 ◽  
Author(s):  
R H Marlowe ◽  
C H Madsen ◽  
C E Bowen ◽  
R C Reardon ◽  
P E Logue
Keyword(s):  
Behavior Problems ◽  
Classroom Behavior

A Little Bit of the Blues: Low-Level Symptoms of Maternal Depression and Classroom Behavior Problems in Preschool Children

2014 ◽  
Vol 26 (2) ◽  
pp. 230-244 ◽  
Author(s):  
Nicola Allison Conners-Burrow ◽  
Taren Swindle ◽  
Lorraine McKelvey ◽  
Patti Bokony
Keyword(s):  
Preschool Children ◽  
Behavior Problems ◽  
Maternal Depression ◽  
Classroom Behavior ◽  
Low Level

Social Skills and Family Climate of Behaviorally Disordered Adolescents

1988 ◽  
Vol 13 (4) ◽  
pp. 253-262 ◽  
Author(s):  
Malka Margalit ◽  
Amazia Weisel ◽  
Tali Heiman ◽  
Shmuel Shulman
Keyword(s):  
Social Skills ◽  
Family Environment ◽  
Classroom Behavior ◽  
Family Climate ◽  
Behaviorally Disordered ◽  
Teachers Perceptions ◽  
Male Adolescents ◽  
The Social ◽  
Significant Difference ◽  
The Family

The social skills structure of behaviorally disordered adolescents was investigated in relation to their family climate and school competence and adjustment. The sample consisted of 109 male adolescents — 53 behaviorally disordered and 56 nondisabled students. The instruments were the Hebrew adaptations of the Social Skills Checklist, the Family Environment Scale, and the Classroom Behavior Inventory. The comparison between the factorial structure of the behaviorally disordered and the nondisabled responses show that the behaviorally disordered adolescents reported a global social skills concept, whereas their controls revealed a more differential concept. A significant difference was found between the two groups' perceptions of family climate: The behaviorally disordered adolescents viewed their families as more cohesive and organized, more emphasizing of the achievements and independence of the family members, and less enabling the expression of emotions. Teachers' perceptions of their behaviorally disordered students' social skills were also compared with the behaviorally disordered adolescents' self-reports, and significant differences were found. The teachers perceived a differential structure of skills, whereas the adolescents reported a global profile of higher functioning. Aspects of classroom behavior style and family climate were the best predictors of the social skills. Intervention planning should attend to the multivariate nature of social skills.

Constancy of Teachers' Perceptions of Students—A Multidimensional Scaling Study

1972 ◽  
Vol 35 (2) ◽  
pp. 515-518 ◽  
Author(s):  
Andrew K. Clark ◽  
Thomas O. Maguire ◽  
Gene V. Glass
Keyword(s):  
Data Collection ◽  
Multidimensional Scaling ◽  
Classroom Behavior ◽  
Close Correspondence ◽  
Teachers Perceptions ◽  
Parental Relationship ◽  
Academic Aptitude ◽  
Data Collection And Analysis ◽  
Perceptions Of Students ◽  
Similarity Judgments

Teachers made similarity judgments of student descriptions which varied on the dimensions of classroom behavior, academic aptitude, and parental relationship. The multidimensional configuration derived from a computer analysis of the similarities bore a close correspondence to the configuration obtained in a previous study which employed different methods of data collection and analysis.

School Social Climate Measure

2008 ◽  
Author(s):  
Sara E. Goldstein ◽  
Amy Young ◽  
Carol Boyd
Keyword(s):  
Social Climate ◽  
School Social Climate

Elementary School Social Climate and School Achievement

1978 ◽  
Vol 15 (2) ◽  
pp. 301-318 ◽  
Author(s):  
Wilbur B. Brookover ◽  
John H. Schweitzer ◽  
Jeffrey M. Schneider ◽  
Charles H. Beady ◽  
Patricia K. Flood ◽  
...  
Keyword(s):  
Elementary Schools ◽  
School Climate ◽  
Observational Study ◽  
School Achievement ◽  
Social Climate ◽  
School Level ◽  
Racial Composition ◽  
Climate Variables ◽  
Climate Variable ◽  
School Social Climate

The present study investigates the relationships among a variety of school-level climate variables and mean school achievement in a random, sample of Michigan elementary schools. School-level SES, racial composition and climate were each highly related to mean school achievement; only a small proportion of the between-school variance in achievement is explained by SES and racial composition after the effect of school climate is removed. The climate variable we have called Student Sense of Academic Futility had the largest correlation with achievement. An observational study of four schools with similar SES and racial composition but different achievement tended to support the more analytical findings and suggest the processes by which climate affects achievement.

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