How teachers respond to concerns about misbehavior in their classroom     

Andrew J. Martin  Ken Linfoot  Jennifer Stephenson 《Psychology in the schools》1999,36(4):347-358

The present study examined kindergarten to Year Two teachers' responses to concern about classroom misbehavior in terms of (a) support they access, (b) strategies they use, and (c) information they require to more effectively deal with misbehavior. The extent to which teachers' confidence in behavior management mediated the relationship between students' misbehavior and a, b, and c was also examined. Results indicated that concern about their students' misbehavior was negatively associated with teachers' confidence. Concern about misbehavior was positively associated with the use of school‐based support. Concern about misbehavior was positively associated with the use of non‐physical punishment and referral of the student to other school personnel. In relation to information needs, concern about students' misbehavior was most strongly associated with the need for specific information on how to deal with misbehavior and, to a lesser extent, associated with the need for positively‐focused and teacher‐focused information. Teachers' confidence mediated the relationship between misbehavior concerns and the tendency to refer the child to other school personnel. © 1999 John Wiley & Sons, Inc.  相似文献   

Looking back     

Ken McKiung 《Performance Improvement》1998,37(5):6-7

  相似文献   

An HPT success story     

Ken Fackler 《Performance Improvement》1995,34(9):10-11

  相似文献   

The conspiracy: To have pfun     

Ken Ross 《Performance Improvement》1991,30(2):6-8

  相似文献   

Improving the precision of HPT interventions     

Ken Fackler 《Performance Improvement》1998,37(4):18-23

  相似文献