Students’ Perceptions of Classroom Behaviour Problems and the Effectiveness of Different Disciplinary Methods
By J. Infantino, Emma Little *. 2005
103 citations recorded by the source corpus.
Subfields: Clinical Psychology, Developmental and Educational Psychology, Social Psychology
View Paper: https://www.semanticscholar.org/paper/e2d905e5a5fc4fd0e21098f66b935e7b476cf845
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In Clinical Psychology
In Developmental and Educational Psychology
Citations in the corpus
- Self‐reported and actual use of proactive and reactive classroom management strategies and their relationship with teacher stress and student behaviour (2008, background): “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…”
- 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 L”