A Comparison of Teacher Perceptions and Research-Based Categories of Student Behavior Difficulties

Autor/inn/en	Conley, Laura; Marchant, Michelle; Caldarella, Paul
Titel	A Comparison of Teacher Perceptions and Research-Based Categories of Student Behavior Difficulties
Quelle	In: Education, 134 (2014) 4, S.439-451 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1172
Schlagwörter	Comparative Analysis; Teacher Attitudes; Behavior Problems; Surveys; Elementary School Teachers; Hyperactivity; Educational Research; Peer Relationship; Aggression; Antisocial Behavior; Low Achievement; Attention Control; Student Adjustment; Compliance (Psychology); Coding + Suchen Sie Ihr Suchwort? Lehrerverhalten; Survey; Umfrage; Befragung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Hyperaktivität; Bildungsforschung; Pädagogische Forschung; Peer-Beziehungen; Unterdurchschnittliche Leistung; Aufmerksamkeitstest; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Codierung; Programmierung
Abstract	Students with emotional and behavioral disorders (EBD) are less successful in school than their peers. In order for teachers and researchers to effectively partner to identify and support these students, they must focus on the same problem behaviors. This research identified six components of EBD commonly identified in research literature: unsuccessful peer relationships, antisocial behavior, internalizing behavior, aggression, academic problems, and attention problems. These components were compared to the survey responses of 132 elementary school teachers about problem behaviors they observe in their classrooms. Overall, teacher and research perceptions of behavioral difficulties were similar. Two additional categories were identified in the analysis-disrespect and hyperactivity-suggesting additional areas in which the educator-researcher partnership could be strengthened. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10