Abstract: This experiment was designed to determine the relative effectiveness of teacher and counselling approaches in the reduction of disruptive or inappropriate classroom behavior. Inappropriate classroom behavior frequencies of 12 academically low achieving, seventh-grade, black male students, with a reported high rate of inappropriate classroom behavior, were recorded. Three groups, with nearly equal mean inappropriate behaviors, were randomly assigned to one of three treatment conditions: behavioral counselling, client-centered counselling, or no counselling. Each counselling group received fifteen 30-minute counselling sessions, at a rate of two to three times a week. In addition to counselling, all students subsequently received teacher approval within the classroom. Results indicated that the teacher was able to reduce inappropriate behavior more than any counselling group. There were also indications that behavioral counselling, but not client-centered counselling, was moderately helpful in reducing inappropriate classroom behavior.

Abstract: VioLit summary: OBJECTIVE: The purpose of this paper by Feldhusen was to examine the issues of adolescent problem behavior in school. Causes for antisocial behavior and school-based prevention programs were included in this review. The focus was on behavior problems resulting from interactions between students and teachers, administrators, and other students. METHODOLOGY: This study was a non-experimental, exploratory review of the literature of antisocial behavior at school of junior high and high school students. The definition of antisocial behavior for this study included, "all forms of antisocial, aggressive, and disruptive behaviors which violate school expectations and which interfere with the orderly conduct of teaching" (p. 17). FINDINGS/DISCUSSION: Several reports from 1977 are used to document the prevalence and the increase of violence in the schools, including the Report of the Subcommittee to Investigate Juvenile Delinquency to the Senate Committee (Senator Birch Bayh), the National Institute of Education's Safe School Study Report to the Congress, and a survey by the National School Boards Association. A book published in 1977, The Unruly School, reports major trends in school antisocial behavior: 1) simple misbehaviors have changed to acts of violence against persons and property, 2) antisocial behavior has increased much faster than the high school population, 3) the intensity of violent acts has greatly increased, 4) school administrations are using increasingly legal responses, 5) security guards are being used increasingly, and 6) schools are institutionalizing methods of dealing with the violence. The National Education Association's teacher surveys of 1974 and 1976, along with the Gallup Poll of The Public's Attitudes Toward the Public Schools, showed discipline in the classroom as the major problem facing public schools. The correlates of the behavior problems fall into four categories: "1) psychological and sociological variables; (2) television; (3) political and social influences, and (4) the school itself" (p. 20). According to Jessor and Jessor (1977) the correlates of problem behavior are synonymous with developmental trends of youth: "growth of independence, decline of traditional ideology, increase in relativistic morality, increase in peer orientation, and increase in modeling of problem behavior" (p. 20). A longitudinal study by Lefkowitz, Huesmann, Walder and Eron (1973) reported parental rejection and SES variables the best concurrent predictors for both boys and girls, while SES and TV violence viewing were good long-range predictors for them. For boys alone, IQ and TV violence viewing were good predictors, and for girls, identification with the mother. Another longitudinal study by Feldhusen, Thurston and Benning (1973) found that "aggressive-disruptive youngsters were substantially disadvantaged in terms of the home, family, and parental situation when compared with prosocial youngsters" (p. 20). The study also identified school factors for aggressive-disruptive children: an IQ deficit averaging 9 points, significantly lower reading and math achievement test scores, more tendency to drop out, lower rank at graduation if they stayed, and lower teacher ratings of personality and social skills. The best long-range predictors they identified were the teacher's original assessment of behavior, IQ, reading scores, and father's educational level. Peer and gang influences are briefly reviewed by the author as being significant factors, and the influence of TV viewing is treated in a review by Liebert (1974) on the relationship between TV viewing and aggression. He concluded that "...beyond a reasonable doubt...watching television violence produces antisocial attitudes and behavior..." (p. 22). The influence of the schools themselves is summed up by the author in reviewing several books and studies, which put much of the blame on anticipated or real failure in school. Elliott and Voss (1974) state that "School is the critical generating milieu for delinquent behavior by bringing together in one setting all of the facilitating conditions for adverse behavior" (p. 22). McPartland and McDill (1977) assert that schools promote delinquent behavior by not involving students in the decisions that affect their lives while in school. Both of these studies concluded, however, that family variables were the major cause of delinquent behaviors rather than the school. The author concludes that the causes of high school discipline are many, but that "they derive principally from weakened home and family structure, the heavy dose of crime and violence modeled by TV, school experiences which precipitate a failure-frustration-aggression sequence, and school and societal conditions which make it easy and rewarding for youth to engage in violence and crime as an effective adaptation or coping mechanism" (p. 23). The cures for the above problems are reviewed, but the author feels that valid approaches supported by evaluative research evidence are few. Those that seem to be most effective are approaches growing out of the behavior modification or management systems, based on reinforcement theories. Limitations of these would include the necessity of training and outside assistance for classroom teachers. Other approaches include the academic or educational, with a special academic program with behavioral objectives given to disruptive students. There were several individual programs reviewed by the author. One used collaboration between students, community, parents, school board, staff and administration. Another used enforced orderliness. A positive school climate was developed by a third, with nonthreatening success experiences offered. Other programs were developed to strengthen academic and social behavior. The Senate Subcommittee (Bayh, 1977) presented recommendations, summarized as 1) programs should be developed by school boards and state educational agencies, to prevent violence, delinquency and vandalism; 2) programs to reduce violence, delinquency and vandalism should be developed cooperatively within the school by teachers, parents, students and administrators; and 3) the Federal government needs to enact programs to assist the states, cities and schools. The NIE report recommended controlling discipline in the schools, using devices and security personnel. They also suggested increasing interaction among teachers, students and principals, with joint planning to deal with discipline problems. Individual teacher behaviors were also discussed, stressing as positives the personal acceptance of students, verbal reinforcement, correction of behavior problems when they happen, and making the class positive and exciting. AUTHOR'S RECOMMENDATIONS: The solutions to the problems of violence in schools are not well known, with little research evidence, except in the field of behavior modification or management. Nevertheless, the author makes the following recommendations: 1) Research evaluation of programs, developed as theoretical models, needs to be done at the Federal and State levels. 2) Schools with behavior problems need to organize task forces to survey the problems and develop programs to correct them. These task forces need to include teachers, parents, students and administrators. 3) Teachers and administrators need to have in-service programs stressing behavior management techniques. 4) School rules need to be developed by teachers, students, parents and administrators. 5) Curricula should be developed to help all students achieve success. 6) Crime and delinquency need to be prosecuted, not condoned. 7) Basic skills need to be stressed and taught in an effective manner. 8) A positive, humanistic climate needs to be developed, first by the principal. 9) Severe discipline problems should be handled by special short-term treatment instead of suspension. 10) Involve students in developing self direction and self control. 11) A bridge from school to work should be developed with special vocational and career programs for students with severe behavioral problems. 12) A diagnostic system should be coordinated by guidance counselors, with programs planned for severe discipline cases. 13) Positive behaviors should be recognized. 14) In schools with severe behavior problems, devices and security personnel should be employed. 15) Education schools should train teachers in the art of classroom management, and should work closely with schools and teachers to combat problems. (CSPV Abstract - Copyright © 1992-2007 by the Center for the Study and Prevention of Violence, Institute of Behavioral Science, Regents of the University of Colorado) KW - Literature Review KW - Late Childhood KW - Late Adolescence KW - Early Adolescence KW - Junior High School Student KW - Senior High School Student KW - Grade 7 KW - Grade 8 KW - Grade 9 KW - Grade 10 KW - Grade 11 KW - Grade 12 KW - Student Aggression KW - Student Behavior KW - Student Crime KW - Student Violence KW - Child Antisocial Behavior KW - Child Aggression KW - Child Behavior KW - Child Crime KW - Child Delinquency KW - Child Offender KW - Child Problem Behavior KW - Child Violence KW - Aggression Causes KW - Behavior Causes KW - Delinquency Causes KW - Violence Causes KW - Property Crime KW - Vandalism KW - Juvenile Antisocial Behavior KW - Juvenile Behavior KW - Juvenile Aggression KW - Juvenile Crime KW - Juvenile Violence KW - Juvenile Delinquency KW - Juvenile Problem Behavior KW - Juvenile Offender KW - School Crime KW - School Violence KW - School Based KW - Program Recommendations KW - Aggression Prevention KW - Behavior Prevention KW - Crime Prevention KW - Delinquency Prevention KW - Violence Prevention KW - Prevention Recommendations

Abstract: Although many studies have examined specific teacher behaviors and their relationships to student variables, the role of the teacher as a socializing agent has been generally ignored. A conceptual model of teaching based on Aronfreed’s induction-sensitization paradigm was used in this study to examine teacher socialization styles as responses to student gender and to specific student behaviors (aggressive, dependent and academic). Responses to the Classroom Management Questionnaire from 200 teachers and non teachers were analyzed using analysis of variance techniques. Significant results were that teachers used sensitizing techniques more frequently in response to male students. Special education teachers were significantly more inductive than regular classroom teachers and non teachers.

Abstract: ^ lassroom management is an in escapable part of teaching It must be among the first considerations of the teacher, for without a favorable class room climate very little teaching or learning will occur So while there is no single definition of the good teacher, every good teacher must by definition be competent in classroom manage ment Classroom management cannot be reduced to a formula, of course; it is a tenuous and fluctuating response to a variety of factors The teacher can never have complete control of all the factors, for in the final analysis the students determine their own behavior There

Abstract: This study reports on an investigation of the effectiveness of the "Positive Approach to Discipline" (PAD) system for classroom management. The data from the study were analyzed by the analysis of variance with repeated measures. The data indicate several implications for the utilization of the PAD system for classroom management. The findings of the study indicate that, 1) teachers utilizing the PAD system significantly reduced the number of students referred to administration, and 2) teachers utilizing the PAD system significantly reduced the number of Black students referred to administration, and 3) the PAD system was effective in reducing the number of students suspended from school.

Abstract: This study investigated whether Reality Therapy classroom management techniques could be used effectively to improve teacher attitudes, student attitudes, student achievement, and student classroom behavior. The findings of the study support the following conclusions. 1. Reality Therapy inservice education and implementation of Reality Therapy Teaching techniques in classrooms produce significant changes in the way teachers regard student discipline. 2. implementation of Reality Therapy practices in junior high classrooms produces positive changes in attitude toward school environment. 3. Implementation of Reality Therapy techniques in junior high classrooms does not seem to be effective in producing changes in student attitude toward self. 4. Implementation of Reality Therapy techniques in junior high classrooms can be effective in producing higher student grade point averages. 5. Reality Therapy techniques in junior high classrooms are not effective in producing lower rates of student misbehavior.

Abstract: The use of resources or RBL, which has increased in schools over the last few years, may have implications for the role of the teacher in the classroom. RBL has many meanings and is described here in terms of two dimensions —individualised/class and independent/dependent learning. Role is problematic as a concept and many criticisms have been made of its use. At the risk of adding to the semantic confusion a dynamic model of the teacher in the classroom is presented. The teacher has the ‘authority’ to impart ‘socially valued’ knowledge. He imparts this knowledge using a certain teaching method which in turn involves classroom management and certain tasks. At each stage certain influences may affect his action. If this model is applied to RBL questions are generated, the answers to which may prove useful for in‐service education or teacher training programmes.

Abstract: Over the course of a school year, observational data and survey information were collected on student behavior problems and discipline policies in a large suburban high school. Analysis of the data indicated that many of the concerns of teachers and administrators centered more around adult behavior than student behavior. Six categories of adult “discipline problems” were identified: inconsistent rule enforcement, noncomplance with discipline policies, insensitivity to students, lack of disciplinary data, lack of classroom management skills, and inadequate administration of disciplinary policies.

Abstract: Who is Involved in Making Decisions about Classroom Organization and Child Placement in Classrooms in Two Elementary Schools: A Case Study

Abstract: student beliefs about work and school. We suggested that the special function of schooling in socialization was preparation for the work world through a "hidden curriculum" stressing authority, time, work, achievement, and order. This curriculum was presented by means of teacher behavior; it expressed institutional rather than idiosyncratic teacher needs, and prevailed regardless of classroom environment and teacher style. HIDDEN CURRICULUM, CLASSROOM MANAGEMENT, TEACHER BEHAVIOR, FORMAL SCHOOLING. Going to school is part of the socialization process; schools transmit skills, aspirations, norms, and behavior patterns which assist in the assumption of specific roles. They do so both overtly and covertly. Overtly, they transmit cognitive skills such as reading, writing, and mathematics. Less obviously, the schools pursue noncognitive objectives - norms, values, and behavior patterns deemed important for socialization to adulthood. While the school is clearly not the only social agency that prepares children for adult life, it does differ from the primary agency in that it represents a transition, preparing children for more formal, achievement-oriented, and specific roles than does the family. Emile Durkheim, for example, recognized that while the family was quite effective as a means of nurturing children and developing their individual personalities, the school had to train them for citizenship in the larger society (1973). Joseph Grannis extends the analysis, saying that different kinds of schools are appropriate training arenas for different kinds of society; further, that within contemporary society, the type of school a child attends may dictate the labor force niche for which that child is prepared (1967:15-17). One of the most important contributions of schooling to the socialization process is training children for the world of work. The school is a work place, obviously so for teachers, but it is also a place of work for children, who may find in school their first encounter with a set of norms oriented toward the accomplishment of specific and universalistically evaluated tasks (Dreeben 1968:19). Samuel Bowles and Herbert Gintis suggest that "the structure of the educational experience is admirably suited to nurturing attitudes and behavior consonant with participation in the labor force. Particularly dramatic is the statistically verifiable congruence between personality traits conducive to