Exclusion as a Way of Promoting Student Responsibility: Does the Kind of Misbehavior Matter?

Autor/inn/en	Romi, Shlomo; Lewis, Ramon; Salkovsky, Merav
Titel	Exclusion as a Way of Promoting Student Responsibility: Does the Kind of Misbehavior Matter?
Quelle	In: Journal of Educational Research, 108 (2015) 4, S.306-317 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2014.886177
Schlagwörter	Student Behavior; Behavior Problems; Severity (of Disability); Surveys; Aggression; Resistance (Psychology); Intervention; Student Responsibility; Classroom Techniques; Discipline; Teacher Student Relationship; Secondary School Students; Foreign Countries; Likert Scales; Questionnaires; Behavior Modification; Timeout; Statistical Analysis; Australia + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; Schweregrad; Survey; Umfrage; Befragung; Resistenz; Klassenführung; Disziplin; Teacher student relationships; Lehrer-Schüler-Beziehung; Sekundarschüler; Ausland; Likert-Skala; Fragebogen; Behaviour modification; Verhaltensänderung; Statistische Analyse; Australien
Abstract	Three types of student misbehavior, varying in severity, were measured in self-report surveys completed by excluded students: distracting others, resisting teachers' attempts to ensure engagement with work, and aggressive behavior. Results show that excluded students exhibiting less severe misbehavior are more amenable to the logic of teacher explanations whereas students whose misbehavior is more severe appear to respond better to recognition of appropriate behavior before exclusion and follow-up discussions. The results indicate that teachers should be aware of the differential impact of classroom management techniques on students exhibiting different types of misbehavior. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01