The purpose of this study is to examine the extent to which fifth-grade teachers, teachers in special education, and child psychiatrists hold similar views regarding the seriousness of commonly observed student behaviors. In addition, the views of these three groups are compared to research regarding which behaviors in children are predictive of future delinquency. The Wickman Scale, consisting of fifty commonly observed children's behaviors, and a fifteen-pair Semantic Differential Scale, designed for use in this study, were administered to a group of fifth-grade teachers, a group of special education teachers, and a group of child psychiatrists.

The purpose of this study was to compare student and teacher perceptions of classroom management in secondary band rehearsals in Florida schools. Twenty-one schools participated with ensemble teachers (N = 34) and their students (N = 749). Participants were surveyed collecting information for the variables of teacher expectations, teacher behaviors, teacher expectation congruency, teacher behavior congruency, and student rehearsal conduct. Demographic information was also collected for teachers, students, and schools. Descriptive analyses reveal that teachers and students had similar mean scores, however teachers consistently had higher mean scores for teacher expectations and teacher behaviors. MANOVA results suggest that teachers and students have different interpretations of teacher expectations. Regression results found that teacher expectations congruency, teacher gender, and teacher experience level were predictors of student rehearsal conduct. The majority of participating teachers claimed that student misbehavior was not a problem they were consistently addressing. When asked for reasons why they feel students misbehave, the largest response placed fault with the students, followed by performance-related, family-related, and the least accountable was teacher-related.

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This study investigated whether students in an Alternative School differed significantly from students who remain on a regular high school campus on measures of goals of misbehavior which included the factors of attention, power, revenge, inadequacy, and on measures of social interest. This study also investigated whether the attitudes of parents of Alternative School students differed significantly from the attitudes of parents of regular campus students on the factors of confidence, causation, acceptance, understanding and trust.

Research has confirmed that the behaviors of human beings are influenced by their social environments. The school is the principal social environment of adolescents; thus, the school environment necessarily influences the behaviors of students to some degree. This research project used the interview method to focus on perceptions of school personnel with regard to the elements of school culture that may negatively influence students' behaviors both inside and outside the school environment. The primary influences of school culture on students' behaviors were found to be peers, teachers, administrators, and parent involvlement. Governmental regulations, including those resulting from the Individuals with Disabilities Education Act, were found to be an indirect and sometimes negative influence on the long-term behaviors of students and their ability to function in the world. This study resulted in the discovery that teachers, administrators, and other school personnel perceive that school culture, over time, has become more tolerant of inappropriate and even aggressive acts by some students while, at the same time, the culture successfully supports the implementation of problem-solving techniques and positive behavior supports for most students. The conclusions reached in the study indicate that school culture and its relation to student behaviors must be carefully examined and that, if further research confirms the findings of this study, action should be taken to effect change. Those changes should include the expansion of efforts to provide equitable and respectful treatment and opportunities for students of all socioeconomic backgrounds as well as lobbying for changes in federal and state regulations, such as some provisions of the IDEA, that have promoted a lack of student accountability for behaviors.

<p>  </p> <p>With the passing of the Every Student Succeeds Act (ESSA), schools must look for proactive strategies to help struggling learners stay in the classroom environment. Schools across the United States are turning to restorative practices to build school community, resolve conflict peacefully, and repair harm caused to the community. With restorative practices, students and staff are given an implicate framework for self-regulating behavior, developing positive interactions with teachers and peers, and building self-efficacy skills. The purpose of this qualitative ethnography was to examine how staff members at one suburban middle school perceive the process of community building through the use of restorative practices. This study included building-level leadership along with certified and classified staff members. The findings indicate that school leadership modeling effective and intentional use of restorative practices provides an explicate framework of practices that give staff and students tools to build community. In addition, students and staff learned how their personal impact affects the school community. This study provides information that can guide the practices of many professionals and students in education. There are specific implications to this study that can impact how school administrators lead a school building in a way that develops a sense of belonging for all members. </p>

No description available.

Public policymakers have failed to address public high school students' social and emotional learning (SEL). Recent public policies such as Common Core State Standards (CCSS) do not measure SEL outcomes as significant. Public education is government funded and therefore public policy driven. Research indicates SEL competencies have a positive influence on students' academic successes, classroom behaviors, and future career outcomes. The conceptual framework for this study was based on SEL components described by the Collaborative for Academic, Social, and Emotional Learning (CASEL) and served as the lens though which the data were analyzed. Research questions for this phenomenological study explored teachers' self-reported knowledge and classroom implementation of the 5 SEL tenets: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making skills. Participants were a purposive sample of 10 teachers of all subjects and levels at Title 1 schools in the southwestern United States. Semistructured open-ended interviews were used to collect the data. Key results indicated teachers needed clarification on SEL competencies and wanted SEL training. Participants discussed structured SEL activities necessary for well-rounded citizens. SEL may contribute to positive social change if policymakers, education administrators, teachers, and other stakeholders seeking policy reforms focus on SEL inclusion into public policies such as CCSS.

No description available.