Teachers' General Strategies for Dealing with Problem Students. Research Series No. 87.

Autor/inn/en	Rohrkemper, Mary M.; Brophy, Jere E.
Institution	Michigan State Univ., East Lansing. Inst. for Research on Teaching.
Titel	Teachers' General Strategies for Dealing with Problem Students. Research Series No. 87.
Quelle	(1980), (34 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Academic Failure; Aggression; Attention Span; Behavior Modification; Behavior Problems; Classroom Techniques; Discipline; Elementary Education; Low Achievement; Maturity (Individuals); Peer Relationship; Problem Solving; Student Behavior; Student Characteristics; Teacher Behavior; Teacher Effectiveness; Teacher Response + Suchen Sie Ihr Suchwort? Behaviour modification; Verhaltensänderung; Klassenführung; Disziplin; Elementarunterricht; Unterdurchschnittliche Leistung; Reifung; Peer-Beziehungen; Problemlösen; Student behaviour; Schülerverhalten; Teacher behaviour; Lehrerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrerkommentar
Abstract	Elementary teachers' responses to vignettes depicting twelve types of student problem behavior (instructional concerns: failure syndrome, perfectionist, underachiever, and low achiever; aggression problems: hostile aggressive, passive aggressive, and defiant; activity issues: short attention span, hyperactive, and immature; and peer relation difficulties: shy/withdrawn and rejected by peers) were analyzed for points of agreement across the twelve types of problem behavior concerning problem-solving strategies that involved rewards, punishments, supportive behaviors, and threatening/pressuring behaviors. Subanalyses were conducted to identify distinctions between teachers who differed by school location, grade level, teacher role perception (primarily instructor vs. primarily socializer), and management expertise (outstanding vs. average). In general, teachers' responses to the vignettes involved more punishment than reward, and supportive behavior more than threatening or pressuring behavior. (Authors)
Anmerkungen	Institute for Research on Teaching, College of Education, Michigan State University, 252 Erickson Hall, East Lansing, MI 48824 ($2.50)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01