Middle School Teachers' Perceptions and Use of Classroom Management Strategies and Associations with Student Behavior

Autor/inn/en	Zoromski, Allison; Evans, Steven W.; Owens, Julie Sarno; Holdaway, Alex; Royo Romero, Angela S.
Titel	Middle School Teachers' Perceptions and Use of Classroom Management Strategies and Associations with Student Behavior
Quelle	In: Journal of Emotional and Behavioral Disorders, 29 (2021) 4, S.199-212 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1063-4266
DOI	10.1177/1063426620957624
Schlagwörter	Middle School Teachers; Middle School Students; Student Behavior; Behavior Problems; Classroom Techniques; Time on Task; Teacher Attitudes; Program Effectiveness; Incidence; Teacher Behavior; Behavior Modification; Teacher Expectations of Students; Positive Reinforcement; Feedback (Response); Standards; Ohio + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Student; Students; Schüler; Schülerin; Student behaviour; Schülerverhalten; Klassenführung; Zeitaufwand; Lehrerverhalten; Vorkommen; Teacher behaviour; Behaviour modification; Verhaltensänderung; Standard
Abstract	Disruptive student behavior in middle school is associated with negative outcomes, including poor grades, low achievement scores, dropout, lost teaching time, teacher burnout, and societal expenditures. Classroom Behavior Management (CBM) strategies are effective at reducing disruptive behavior, decreasing teacher stress, and increasing achievement with elementary students, but less is known regarding these strategies for middle school students. The purpose of the current study was to assess (a) the rates of disruptive and on-task student behaviors in middle school classrooms, overall and by academic context that included individual seatwork, group/partner work, small-group instruction, and whole-group instruction; (b) the rates of observed (appropriate and inappropriate commands, labeled and unlabeled praise, opportunities to respond; appropriate response to rule violations) and self-reported (appropriate commands, reprimands for inappropriate behavior, strategic ignoring, if/then contingencies, and send to principal's office) CBM strategies; and (c) relationships between observed teacher strategy use and rates of disruptive and on-task behaviors. The results indicated that there was wide variability in teachers' use of CBM strategies, their perceptions of the effectiveness of CBM strategies, and the frequency of disruptive student behavior. In addition, overall, teachers demonstrated low rates of appropriate responses to disruptive behavior. Notably, appropriate responses to disruptive behavior had the strongest association with total rates of disruptive and on-task behaviors. The implications of these findings for teacher training are discussed. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01