This study reviews the conventional wisdoms of home and school being the main causal factors of disruption in schools, by researching the views and perceptions of pupils, teachers and parents with regard to disruptive behaviour. The 67 primary and 15 secondary schools of Aberdeen city were selected because they provided a large sample population covering the full socio-economic spectrum. From these schools 1776 P7 and 1303 S2 pupils were surveyed by questionnaire for their perception of themselves, school and home background. The propensity of these pupils for disruption was measured by teacher questionnaire. Separately all schools provided information on their behavioural policies and their view of disruption. Two socially contrasting areas, including 2 secondary and 7 primary schools, were selected for research on the standards of pupil behaviour. From these schools 724 parents of pupils from P1, P7, S1 and S3 were surveyed by questionnaire for their views on parental/school liaison. The exclusion record for all schools was examined and a sample of 10 excluded pupils were surveyed by questionnaire and interview. Exclusion rates and measurement of pupil behaviour showed that disruption had increased during 1983 to 1989 particularly amongst boys. The results from the pupil survey indicated a close relationship between pupil self-esteem and their perception of home, school, themselves and disruption. Significant variations of the standard of pupil behaviour according to their year group were also evident. These extend previous findings by showing the importance of home, school and pupil characteristics in influencing disruption. Thus it is suggested that inter-related multi-causal factors lead to disruption in school. These factors provide a key to the earlier prediction of pupils with a potential for disruption and demonstrate the need for improved parental/school liaison. Finally, recommendations for future research and policy development are summarised.

Thesis (Ph. D.)--UCLA, 2007. / Vita. Includes bibliographical references (leaves 159-171).

Thesis (Ed. D.)--Illinois State University, 1974. / Title from title page screen, viewed Nov. 2, 2004. Dissertation Committee: J.H. McGrath (chair), Elwood Egelston, Clayton Thomas, Kenneth James, William Zeller. Includes bibliographical references (leaves 235-244) and abstract. Also available in print.

Thesis (Ed.D.)--Georgia Southern University, 2008. / "A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Directed by Dan W. Rea. ETD. Includes bibliographical references (p. 226-232) and appendices.

Thesis (M.Ed. (Curriculum Studies))--University of Pretoria, 2008. / Includes bibliographical references.

The importance of teacher dispositions has quickly become commonplace in the preparation of teachers. Unlike other well-established domains of teacher education, like knowledge and skills, the evolving concept continues to challenge those mandated to identify, nurture, and assess the dispositions of teachers. The purpose of this study was to expand the conversation on teacher dispositions by examining connections between perceived dispositions and dispositions-in-action using Argyris and Schön’s (1974) theory of action framework. Case studies of two experienced elementary classroom teachers working in high-needs urban schools provided information on how teachers perceive their teaching dispositions compared with dispositions evidenced in their classroom practices. Data for this multiple case study included a validated self-assessment disposition instrument, the Diversity Disposition Index, semi-structured interviews, and classroom observations. The study found evidence of congruence and incongruity between the participants’ perceived and observed teaching dispositions. While both teachers shared similar self-reported teaching dispositions, such an enthusiasm for content, importance of classroom management, and attention to expectations for students, their enactment of those teaching dispositions varied greatly in their classrooms despite similarities in context. Implications are provided for teachers working in high-needs urban schools who face unique challenges and for teacher education programs designed to prepare and support new urban educators.

Thesis (M.A.) -- Central Connecticut State University, 2007. / Thesis advisor: David Harackiewicz "... in partial fulfillment of the requirements for the degree of Master of Science in PHysical Education and Human Performance" Includes bibliographical references (leaves 30-32). Also available via the World Wide Web.

Not available / text

Thesis (Ed. D.)--Virginia Polytechnic Institute and State University, 1991. / Vita. Abstract. Includes bibliographical references (leaves 101-104). Also available via the Internet.

Thesis (Ed.D.)--Georgia Southern University, 2008. / "A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Under the direction of Linda M. Arthur. ETD. Electronic version approved: May 2008. Includes bibliographical references (p. 128-139) and appendices.