The Impact of Teacher Preparation on Responses to Student Aggression in the Classroom.

By H. K. Alvarez. 2007

144 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/048712a9ea9d0ba3cf475d7183da254523d047fa

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In Developmental and Educational Psychology

In Education

In Social Psychology

Citations in the corpus

Teacher professional development in Teaching and Teacher Education over ten years (2011, unknown): “A couple of articles consider both conceptually and empirically how teachers deal with aggressive behaviour or abused children and the degree to which they have been prepared appropriately (Alvarez, 2007;Walsh & Farrell, 2008).”
Advancements in the Landscape of Social and Emotional Learning and Emerging Topics on the Horizon (2019, background): “On a more positive note, data also suggest that when teachers receive training in the behavioral and emotional factors that impact teaching and learning in the classroom, they feel better equipped to propose and implement positive, active classroom management strategies that deter students’ aggressi”
Positive teacher–student relationships go beyond the classroom, problematic ones stay inside (2017, unknown): “Research has shown the positive effects of teacher programs focused on teacher – student relationships (e.g., Alvarez, 2007; Roorda, Koomen, Thijs, & Oort, 2013).”
Success and Near Misses: Pre-Service Teachers' Use, Confidence and Success in Various Classroom Management Strategies. (2010, background): “The prevalence of repeated, aggressive behaviour in the classroom has increased over time (Alvarez, 2007) with aggressive behaviour viewed more negatively by teachers than any other child clinical problem (Safran, Safran, & Barcikowski, 1990).”
General Education Teachers’ Perceptions of Behavior Management and Intervention Strategies (2010, background): “Limited knowledge and training in classroom management combined with ineffective school discipline policies can lead to misconceptions about behavior and the use of unsuccessful and even harmful practices, such as inadvertent reinforcement of the problem behavior, which maintains a cycle of negative”
Assessment framework of the OECD Study on Social and Emotional Skills (2019, background): “Training teachers significantly influence students’ social skills in the classroom (Alvarez, 2007[227]).”