Secondary school teachers’ perceptions of students’ problem behaviours

By Emma Little *. 2005

123 citations recorded by the source corpus.

Subfields: Clinical Psychology, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/d53eafa009b91995961d30676e8346b5c52a371a

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In Clinical Psychology

In Developmental and Educational Psychology

Citations in the corpus

Students’ Perceptions of Classroom Behaviour Problems and the Effectiveness of Different Disciplinary Methods (2005, background): “Rather, both primary and secondary school teachers complain that their job is made more difficult by the frequent occurrence of petty misbehaviours such as minor breaches of rules (Conway, Schofield, & Tierney, 1990; Houghton, Wheldall, & Merrett, 1988; Little, 2005; Wheldall, 1991).”
Chinese teachers' perceptions of students' classroom misbehaviour (2008, methodology): “We supplemented these with the misbehaviours suggested by previous studies (e.g., Houghton et al., 1988; Little, 2005; Wheldall & Merrett, 1998).”
General Education Teachers’ Perceptions of Behavior Management and Intervention Strategies (2010, background): “Existing literature has examined teachers’ perceptions of students’ problem behavior (Kokkinos, Panayiotou, & Davazoglou, 2005; Little, 2005; Lopes et al., 2004).”
Teachers’ Reported Use of Instructional and Behavior Management Practices for Students with Behavior Problems: Relationship to Role and Level of Training in ADHD (2011, background): “In support of this argument, teachers have consistently reported that behaviors such as ‘‘lack of concentration,’’ ‘‘talking out of turn,’’ and ‘‘idleness or slowness’’ occur frequently in their classrooms (Arbuckle and Little 2004; Bibou-Nakou et al. 1999; Clunies-Ross et al. 2008; Infantino and Li”
Using qualitative methods to develop a survey measure of math and science engagement (2016, background): “A few studies have also examined teachers' perceptions of classroom misbehavior and disengagement (Cothrane & Ennis, 2000; Little, 2005; Ravet, 2007).”
Self‐reported and actual use of proactive and reactive classroom management strategies and their relationship with teacher stress and student behaviour (2008, methodology): “In accordance with previous investigations conducted in primary and secondary schools (Beaman, 2006; Infantino & Little, 2005; Little, 2005; Little et al., 2002; Stephenson et al., 2000; Wheldall, 1991; Wheldall & Merrett, 1988), TOOT was reported as being the most troublesome and frequently…”