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Reducing disruptive behaviours and improving classroom behavioural climate with class‐wide positive behaviour support in middle schools 
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下载免费PDF全文 Disruptive behaviour in classrooms is a significant challenge for learning in schools and a risk factor for students’ academic achievement and a significant source of teachers’ work‐related stress. Earlier research shows that clear behavioural expectations, monitoring students’ adherence to them and behaviour‐specific praise are effective practices to reduce disruptive behaviour. Although behaviour problems are common in middle schools, most of the interventions have been developed and studied in elementary schools. This randomised study evaluated the effects of a class‐wide intervention on classroom behavioural climate and disruptive behaviour, on teacher‐experienced stress and on the time needed for behaviour management in middle school. The classes were selected for intervention by their teachers on the basis of poor behavioural climate. The intervention was based on teachers’ cooperation; they collectively agreed on clear behavioural expectations, used positive feedback and, if needed, applied consequences in response to high rates of disruptive behaviour. The results indicated medium to large effects on classroom behavioural climate according to teachers’ evaluations, and somewhat more inconsistent effects on classroom behavioural climate according to student evaluations and in the time needed for behaviour management. The behavioural climate of the classes remained at a constant level during the follow‐up. The intervention was well accepted by teachers and students. The results suggest that an easily applicable intervention may produce significant improvements in classroom behavioural climate in middle schools. 相似文献
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The objective of the study was to examine the effects of a group-based behavioural, cognitive and skills training intervention (Maltti) provided in schools for elementary school pupils with attention and executive function (EF) deficits. The treatment effects were identified by comparing an intervention group (n = 46) with a waitlist control group (n = 26). Specific effects of the intervention on behavioural deficits in attention and EF in a classroom setting as well as on academic skills were examined. Our analysis indicated that significant intervention effects could be found in the behavioural manifestation of attentional and executive skills in the classroom setting among children (n = 30) who were evaluated as having moderate symptoms in the pre-intervention assessment. Positive effects of the intervention were also observed in arithmetic and reading skills. The severity level of pre-intervention attention and EF deficits did not moderate the results observed in the academic skills tests. The results of this study suggest that a combination of behavioural, cognitive and skills training methods applied in a school context can be effective in reducing attention and EF problems and enhancing the academic performance of children with attention and EF deficits. 相似文献
3.
Despite its strong impact in domestic settings on job performance, organizational commitment, stress, and turnover intentions, job satisfaction has received little attention in the literature on expatriates. This paper analyzes the predictors of job satisfaction that may arise in an expatriate context. Drawing on the cultural distance perspective, we propose that the national cultural distance, supervisor's nationality, host-country language proficiency, expatriate type, and company nationality are important determinants of expatriate job satisfaction. Survey results from 148 expatriates in Japan demonstrate that national cultural distance, supervisor's nationality, and expatriate type have a statistically significant influence on expatriate job satisfaction. Theoretical and practical implications are provided. 相似文献
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John Bruzzo A. L. Schwab Antti Valkeapää Aki Mikkola Olli Ohtonen Vesa Linnamo 《Sports Engineering》2016,19(2):91-104
The role of simulation models in sport disciplines has become relevant lately due to the multiple advantages that they may offer sports teams, coaches and practitioners. This paper develops and presents a simple three-dimensional multibody dynamic model of a cross-country skier, modeling a single propulsion phase to obtain the kinetic parameters involved in the movement. A professional Olympic-level skier performed the skating technique without poles in a ski tunnel under controlled conditions and on an incline plane. Then, with a force acquisition system attached to the ski bindings and a motion capture system set on site, the leg resultant forces and the movement of specific points of the skier’s lower body were acquired. The data obtained from the motion capture system were used as the prescribed kinematic input data in the multibody model and the measured force was used later as a parameter of comparison with the results of the simple model. After simulating the technique, the calculated resultant forces seem to be in agreement with those measured in the field. 相似文献
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Although the scholarly discussion increases our understanding about aspects involved in the management of knowledge, relatively little is known about knowledge sharing in a cross-cultural context. Yet, attitudes about knowledge sharing as well as knowledge sharing behavior have been identified in related research as varying across cultural contexts. The purpose of this paper is to shed light on the aspects that influence the act of making knowledge available to others in a cross-cultural context. The empirical part of the study, consisting of semi-structured interviews with 30 Nordic expatriates and eight Japanese managers in Japan indicates that language differences, status hierarchies, collectivism, and logical differences can create barriers to knowledge sharing. Managerial implications and suggestions for future research are offered. 相似文献
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Knowledge processes (knowledge creation, retention, and sharing) are influenced by organizational structure, and governance and coordination mechanisms. While project-based organizational structures facilitate knowledge creation; they can hinder knowledge retention and sharing without adequate governance mechanisms. Drawing from the knowledge management and knowledge governance literatures, this paper proposes knowledge governance mechanisms – consensus-based hierarchy, shared human resource practices, and performance measures and output control – that promote knowledge processes in project-based organizations (PBOs). The functioning of knowledge governance is described in a Japanese PBO, Maekawa Manufacturing Ltd. Although the case indicates that both soft and hard dimensions of knowledge governance support knowledge processes, soft dimensions are prioritized in this particular organization. Some implications and suggestions for further research are given. 相似文献
7.
Esa Puukilainen Olli Ohtonen Teemu Lemmettylä Vesa Linnamo Björn Hemming Toni Laurila Salla Tapio Markku Räsänen Mikko Ritala Markku Leskelä 《Sports Engineering》2013,16(4):229-238
In this work, changes in the cross-country ski base properties resulting from stone grinding, skiing, waxing and re-stone grinding have been investigated. The surface topography, crystallinity, wettability and sliding properties of cross-country ski bases were recorded using a selection of measurement techniques: non-contact chromatic confocal microscopy, contact-type surface roughness analyser and scanning electron microscopy (topography), Raman spectroscopy (crystallinity), contact angle measurement (wettability) and a ski tester (sliding properties). The tested skis were used for 150 km and waxed 35 times. The ski base surface became smoother and the orientation and crystallisation of the base material increased. Wear decreased the hydrophobicity and increased the sliding friction. Even though re-grinding did not restore all of the ski base properties, re-grinding improved the wettability and sliding properties. The results help to optimise stone grinding interval to maintain the performance of the skis. 相似文献
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We studied the connection of IQ, reading disability (RD) and their interaction with reading, spelling and other cognitive skills in adolescents with average IQ and RD (n = 22), average IQ, non-RD (n = 71), below average IQ and RD (n = 29), and below average IQ non-RD (n = 33). IQ was not connected to reading and spelling in subjects without RD, but a connection to non-word spelling in subjects with RD existed. IQ and RD showed a connection to other cognitive skills (IQ to working memory, verbal memory and syntactic skills, RD to poor performance in text reading and rapid naming and both of them to reading comprehension, phonological and arithmetic skills), but no interaction existed. Our results are consistent with those of earlier studies showing that IQ does not play a significant role in the presentation of RD. However, adolescents with below average IQ and RD seemed to have much broader deficits in academically important skills such as arithmetic and reading comprehension than the other groups. 相似文献
9.
Olli Ohtonen Stefan Lindinger Teemu Lemmettylä Seppo Seppälä Vesa Linnamo 《Sports Engineering》2013,16(4):281-296
The aim of the present study was to design, construct and scientifically validate a two-dimensional force measurement binding system for cross-country skiing. The system consists of two force measurement bindings. One binding was designed for analysing classic skiing (vertical and anterior–posterior [along the ski] force components) and the other one for skate (freestyle) skiing (vertical and medio-lateral [transverse to the ski] force components). Validation was accomplished using a three-step process: (1) accuracy tests for the sensors in two temperatures, (2) sport-specific imitation jump test on standard force plates in a laboratory and (3) comparing the system against force measurement reference systems that are currently used when skiing on snow. During sport-specific imitation jumps, differences in peak forces and impulses between the classic binding and the reference systems ranged from 8.0 to 19.9 % and were two to three times greater compared to differences between the skate binding and the reference systems (range ?5.9 to 5.5 %). However, high similarity coefficients were observed with both bindings (classic binding 0.990–0.996, skate binding 0.996–0.999) compared to the reference systems. Based on these results, the skate binding was shown to be fully valid for use in field measurements of skate skiing, whereas some improvements have to be performed in the construction and sensor placements for the classic binding (vertical as well as anterior–posterior force component). 相似文献
10.
Disruptive behaviours in classrooms pose a significant challenge for learning in schools and are, at the same time, a risk factor for students’ academic achievement and a major source for work-related stress among teachers. Earlier research suggests that clarifying the classroom rules and behavioural expectations, monitoring students’ adherence to them and using behaviour-specific praise are simple and effective practices to reduce disruptive behaviour. Most of the interventions have been developed for elementary schools, although behaviour problems tend to be more common in middle schools. This two-month pilot study using a pre–post design evaluated the effects of a class-wide intervention on learning climate and disruptive behaviour (evaluated by students and teachers); on teacher-experienced stress; and on the time needed to maintain the positive learning climate in middle school. The classes were nominated for the intervention by their teachers on the basis of poor learning climates. The intervention was based on clear behavioural expectations for the students, positive behaviour support and, if needed, rapid actions in response to high rates of disruptive behaviour. The intervention was carried out by teachers, supported by monthly counselling meetings. The results indicated a large reduction in disruptive behaviour, in the time needed to maintain positive learning climate and in strain experienced by teachers while teaching the classes. The intervention was highly accepted by teachers, principals and (although to lesser degree) students. Although the lack of a control group in the design limits conclusions regarding the amount of change attributable to the intervention, the results suggest that an easily applicable and trainable intervention, which requires very little external support, may produce significant improvements in learning climates in middle schools. 相似文献