Hostname: page-component-848d4c4894-x24gv Total loading time: 0 Render date: 2024-05-13T07:00:09.538Z Has data issue: false hasContentIssue false
  • English
  • Français

The Nature and Incidence of Classroom Behaviour Problems and their Remediation Through Preventive Management

Published online by Cambridge University Press:  06 October 2014

Barry A. Fields
Barry A. Fields*
Affiliation:
Darling Downs Institute of Advanced Educaton
*
Lecturer in Special Education, Darling Downs Institute of Advanced Education, Post Office Darling Heights, Toowoomba, Qld. 4350., Australia
Get access

Abstract

Classroom management rates highly as one of the major concerns and problems experienced by techers. Unfortunately, evidence of the extent and nature of management problems, particularly data related to behaviourally and emotionally disturbed children in classrooms is conflicting. The result is that differences in opinion exist as to the complexity and magnitude of the interventions required to deal with such children. This study investigates the proposition that extreme behaviour problems are rare in primary classrooms and that procedures for preventive management are sufficiently powerful to alleviate most classroom behaviour disturbances.

Type
Articles
Information
Behaviour Change , Volume 3 , Issue 1 , March 1986 , pp. 53 - 57
Copyright
Copyright © The Author(s) 1986

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

REFERENCES

Baker, K. (1985). Research evidence of a school discipline problem. Phi Delta Kappan, 66, 482–488.Google Scholar
Brophy, J., & Good, T. (1984). Teacher behaviour and student achievement. (Occasional Paper No. 73). Institute for Research on Teaching, Michigan State University, East Lansing, Michigan.Google Scholar
Cruickshank, D., & Callahan, R. (1983). The other side of the desk: Stages and problems of teacher development. The Elementary School Journal, 83, 221–258.CrossRefGoogle Scholar
Denscombe, M. (1983). Remedies for control problems in the classroom: The contribution of ethnography for social policy. Paper presented at the Conference on Social Crisis, Westhill College, Birmingham.Google Scholar
Doyle, W. (1978). Are students behaving worse than they used to behave? Journal of Research and Development in Education, 2, 3–16.Google Scholar
Duke, D., & Jones, V. (1984). Two decades of discipline — Assessing the development of an educatonal specialization. Journal of Research and Development in Education, 17, 25–35.Google Scholar
Duke, D., & Meckel, A. (1984). Teachers guide to classroom management. New York: Random House.Google Scholar
Evertson, C., Emmer, E., Clements, B., Sanford, J., & Worsham, M. (1984). Classroom management for elementary teachers. Engle-wood Cliffs, N.J.: Prentice-Hall.Google Scholar
Gelfand, D., Jenson, W., & Drew, C. (1982). Understanding child behaviour disorders. New York: Holt, Rinehart and Winston.Google Scholar
Kounin, J. (1970). Discipline and group manaement in classrooms. New York: Holt, Rinehart and Winston.Google Scholar
National Institute of Education. (1977). Violent schools — safe schools: The safe school study report to the congress. Washington, DC: National Institute of Education.Google Scholar
National Opinion Research Center. (1981) Discipline, order and student behaviour in American high schools. Washington, DC: National Center for Educational Statistics.Google Scholar
Silverstein, J. (1979). Individual and environmental correlates of pupil problematic and nonproblematic classroom behaviour. Unpublished doctoral dissertation, New York University, New York.Google Scholar
Walker, H. (1970). Walker problem behavior identification checklist (WPBIC) manual. Western Psychological Services.Google Scholar