A comparison of Australian and Chinese teachers' attributions for student problem behaviors

By Irene T. Ho. 2004

105 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/690647a51d4ff4c04f26048093869ee4e0c80acc

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. D. Cothran
2. P. Kulinna
3. Deborah A. Garrahy
4. T. Jaakkola
5. Anthony Watt

In Social Psychology

1. D. Cothran
2. P. Kulinna
3. Deborah A. Garrahy
4. T. Jaakkola
5. Anthony Watt

Citations in the corpus

• Chinese teachers' perceptions of students' classroom misbehaviour (2008, unknown): “Ho, 2004 ; Ho & Leung, 2002 ; Leung & Ho, 2000) rather than from mainland China.”
• Attributions for and consequences of student misbehavior (2009, background): “The schools were selected to represent as wide a range of contexts and student populations as possible, with a special concern for including typically under-represented ethnic minority groups. Patton (2002) describes this approach as ‘maximum variation sampling’ and it ‘.”