Teacher Expectations of Students' Classroom Behavior: Do Expectations Vary as a Function of School Risk?

Autor/inn/en	Lane, Kathleen Lynne; Pierson, Melinda R.; Stang, Kristin K.; Carter, Erik W.
Titel	Teacher Expectations of Students' Classroom Behavior: Do Expectations Vary as a Function of School Risk?
Quelle	In: Remedial and Special Education, 31 (2010) 3, S.163-174 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932508327464
Schlagwörter	Teacher Expectations of Students; Student Behavior; At Risk Students; Cooperation; Teacher Attitudes; Social Behavior; Elementary School Teachers; Secondary School Teachers; Institutional Characteristics; Poverty; Student Mobility; Enrollment Trends; Predictor Variables; Self Control; Age Differences; Transitional Programs; Interpersonal Competence; Social Skills Rating System + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; Co-operation; Kooperation; Lehrerverhalten; Social behaviour; Soziales Verhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Armut; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Prädiktor; Selbstbeherrschung; Age; Difference; Age difference; Altersunterschied; Interpersonale Kompetenz
Abstract	Understanding the social behaviors teachers believe is critical for school success and can contribute to the development of effective behavioral supports and assist teachers in better preparing students for successful school transitions across the K-12 grade span. We explored 1303 elementary, middle, and high school teachers' expectations of student behavior to examine the extent to which school characteristics (e.g., poverty, mobility, enrollment, school level) predicted teacher expectations. Our results corroborated findings of earlier studies indicating that teachers consistently placed greater emphasis on cooperation and self-control skills relative to assertion skills. Contrary to our expectations, we found that the level of school risk did not predict the importance teachers place on cooperation, assertion, and self-control skills. Some prominent differences, however, were found across elementary, middle, and high school levels, highlighting the importance of intentional communication and deliberate planning to help at-risk students transition across grade levels. We discuss limitations and future directions. (Contains 3 tables.) (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	2017/4/10