Creating school environments that deter antisocial behaviors in youth

By W. Reinke, K. Herman. 2002

218 citations recorded by the source corpus.

Subfields: Education, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/b57cebfc668c0f8e4aa93227dc2463ac8cb43723

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In Social Psychology

Citations in the corpus

Assessing students’ views of school climate: Developing and validating the What’s Happening In This School? (WHITS) questionnaire (2013, background): “Other research has found that, if students consider teachers to be approachable, supportive and care about them, then they are more likely to seek the teachers’ help if there is a problem, have better achievement and fewer behaviour problems (Reinke & Herman, 2002; Wang et al., 2010).”
Teacher Adherence and Its Relation to Teacher Attitudes and Student Outcomes in an Elementary School-Based Violence Prevention Program (2008, result): “CAPSLE’s positive, nonpunitive approach and emphasis on the school climate at multiple levels (e.g., school, classroom, and individual) is compatible with the best practices for school-based violence prevention programs (e.g., Reinke & Herman, 2002; Whitted & Dupper, 2005).”
Tapping Into the Power of School Climate to Prevent Bullying: One Application of Schoolwide Positive Behavior Interventions and Supports (2014, background): “In particular, strategies that promote a positive and consistent classroom and school climate, along with effective instruction, deter atrisk students from antisocial behavior (Reinke & Herman, 2002).”
Teaching the Social Curriculum: School Discipline as Instruction (2003, background): “…in instructional effectiveness (Scott, Nelson, & Liaupsin, 2001), teachers’ classroom management abilities (Blankemeyer, Flannery, & Vazsonyi, 2002; Reinke & Herman, 2002), and tolerance levels for student activity and learning styles (Gerber, 1988; Wright & Dusek, 1998), all of which affect…”
Parsing Disciplinary Disproportionality (2014, background): “…in instructional effectiveness (Scott, Nelson, & Liaupsin, 2001), teachers’ classroom management abilities (Blankemeyer, Flannery, & Vazsonyi, 2002; Reinke & Herman, 2002), and tolerance levels for student activity and learning styles (Gerber, 1988; Wright & Dusek, 1998), all of which affect…”
School Climate: a Review of the Construct, Measurement, and Impact on Student Outcomes (2015, background): “Individuals’ relationships within the school are also highly relevant to community climate features that shape the incidence of disruptive problem behaviors (Reinke and Herman 2002).”
Relación entre el clima familiar y el clima escolar: el rol de la empatía, la actitud hacia la autoridad y la conducta violenta en la adolescencia (2009, background): “Estudios previos han puesto de manifiesto que la interacción negativa entre profesores y alumnos puede traducirse en conductas antisociales y violentas en la escuela (Blankemeyer, Flannery y Vazsonyi, 2002; Reinke y Herman, 2002).”
The Incredible Years Teacher Classroom Management Training: The Methods and Principles That Support Fidelity of Training Delivery (2011, background): “…reinforcement for prosocial behavior, or effective proactive discipline, a coercive cycle may be established whereby children’s oppositional and negative behavior is reinforced either by the teacher’s harsh or critical responses or by giving in to their demands (see Reinke & Herman, 2002).”
Promoting Student Resilience in School Contexts (2007, background): “Schoolwide standards for behavior can also enhance adjustment by providing a vehicle for building positive behaviors ( Reinke & Herman, 2002 ).”