Children who express externalizing behaviors in school are at greater risk of school failure and peer rejection. They are also at greater risk of developing antisocial behaviors, addiction to drugs, mental health problems and delinquency. Many teachers experience difficulties in working with pupils expressing externalizing behaviors. The aim of this thesis is to evaluate a classroom behavior management program called Comet. The main principle of Comet is to get the teacher to use effective strategies when the pupil who is targeted for intervention, and the rest of class, are behaving appropriately and inappropriately. Two versions of the program are evaluated in the thesis: Comet for teachers (Comet-T) and Comet for parents (Comet-P). Three studies are committed to evaluate Comet-T. In the first study Comet-T was compared to an active control group. 100 children (aged 8) were randomized into Comet-T or the control group. At post test and follow-up Comet-T received a better results in reducing externalizing problems, peer problems and teacher behavior management. An analysis of mediators showed that changes in teacher behaviors mediated externalizing behavior. In the second study, children (aged 6 -13) were randomized into two groups. 44 pupils received Comet-T and 42 pupils received a combined intervention consisting of Comet-T at school and Comet-P at home. At post test and follow-up the results show that the combination of Comet-T and Comet-P reduced the externalizing behaviors at home more than Comet-T (only). However, there were no significant differences between the two conditions regarding decrease in externalizing behaviors at school. In the third study Comet-T was compared to a brief version called Comet-TB. At post test Comet-TB had a greater reduction of externalizing behaviors compared to Comet-T. The studies conclude that teachers can use behavior management techniques to decrease externalizing behaviors in the classroom. Furthermore, teachers cannot rely on parent management programs in order to decrease externalizing problems in school. Instead, behavior problems in school need to be solved within school settings. Finally, even a brief program can be effective in order to decrease externalizing behaviors.

The purpose of this study was to investigate the factors that impact teachers’ preparedness for and implementation of single-gender instructional strategies and culturally relevant pedagogy with African-American girls in single-gender classrooms. Three Single-Gender Academies were included in the study. Twenty participants responded to a teacher survey, nine teachers and two administrators were interviewed, and lesson plans from six of the teachers interviewed were also collected. Descriptive statistics, regression tests and Pearson’s Correlations were used to analyze quantitative data and displayed a significant relationship between professional development and teacher preparedness for and implementation of single-gender instructional strategies and culturally relevant pedagogy. A significant relationship also existed between teacher preparation program and teacher preparedness for implementing single-gender instructional strategies. No significant relationship was found between teacher demographics and teacher preparedness for and implementation of single-gender instructional strategies and culturally relevant pedagogy. Analysis of qualitative data revealed that certain teacher demographics did impact teacher preparedness for and implementation of single-gender instructional strategies and culturally relevant pedagogy for the teachers in this research investigation. Qualitative analysis of data provided evidence to support the quantitative findings about professional development and single-gender instructional strategies and culturally relevant pedagogy with African-American girls in single-gender classrooms. Moreover, analysis of qualitative data revealed that specific behaviors of administrators influenced teacher preparedness for and implementation of single-gender instructional strategies and culturally relevant pedagogy. Results of this research investigation provide implications and recommendations for school districts that incorporate single-gender classroom environments, faculty at Educational Departments at local universities and alternative teacher preparation programs and administrators that lead these schools.

The first purpose of this study was to describe collegiate band members' preferred teacher interpersonal behaviors and perceptions of self-efficacy based on the gender, year in college, instrument, and major. The second purpose of the study was to measure the relationship between preferences of interpersonal teacher behavior and self-efficacy scores. The non-probability purposive sample (N = 1020) was composed of band members representing 12 universities from different regions of the United States. There were 4 large public, 4 small public, and 4 private universities that participated in the study. Participants completed 2 questionnaires, the Teacher Interaction Preference Questionnaire (TIPQ) and the Self-Efficacy Questionnaire (SEQ). Descriptive statistics were calculated for each of the questionnaires. Results for the TIPQ showed that all sub-groups most preferred the dominant-cooperative behaviors, followed by submissive-cooperative behaviors, and least preferred the dominant-oppositional behaviors. Results for the SEQ showed subtle variations for all subgroups. Three Pearson product-moment correlation coefficients were calculated to measure the relationship between the three teacher interaction styles (dominant-cooperative, submissive-cooperative, dominant-oppositional) and students' perceived self-efficacy. Due to the possible over-use of the data with multiple correlations, a Bonferroni adjustment was made to avoid a Type I error (.05/3 = .016). A significant positive relationship was found between self-efficacy and dominant-cooperative with 22% shared variance. A significant positive relationship was found between self-efficacy and submissive-cooperative with 7% shared variance. Finally, a significant positive relationship was found between self-efficacy and dominant-oppositional with 5% shared variance. This study's results indicate that it may be beneficial for band directors to measure students' preferences and perceptions of teacher interpersonal teacher behavior in order to find ways to interact better with the students. In addition, due to the relationship between students' preferences of teacher interpersonal behavior and perceived self-efficacy, collegiate band directors may wish to examine their own behaviors to determine how they align with the students' preferences.

Denna studie ämnar belysa vilken påverkan konflikter mellan lärare och elev har på lärarens emotioner och därmed praktik i klassrummet. Semistrukturerade intervjuer genomfördes med 4 grundskolelärare som arbetar med klasser från årskurs 4 till årskurs 8. En abduktiv tematisk analys gjordes med hjälp av Hakvoorts (2020) emergenta konflikter. Resultatet visade att lärare upplever en stor variation av negativa emotioner men med hjälp av bland annat kognitiv återtolkning lägger lärarna fokus på relations- och trygghetsskapande handlingar under och efter konflikter.

Beginning with birth, typically developing children use strategies to communicate, and the functions of their language change with maturation and interaction. Since communication cannot exist if both parties do not participate, it is important to not only study the ability of the child, but also the behavior of the adult. Numerous studies have examined the behavior of the parent or other domestic adult, but few have included the study of teacher behaviors. This study investigated teachers’ response to four types of nonverbal communication attempts made by infants. The gestures included: deictic, affect signaling, object-related, and conventional. The type of response was also documented as facilitating dialogue or discouraging dialogue. Thirty infant teachers and/or teacher assistants from 11 centers in Northeast Tennessee were videotaped for 30 minutes. Videos were coded to determine which of the defined functions teachers were most likely to respond to and if the response facilitated or discouraged dialogue. The results showed that overall, teachers responded to 25% of nonverbal attempts; 75% of the infants’ nonverbal attempts teacher offered a non-facilitative response or missed the gesture. Pearson correlations determined that there were relationships between children’s attempt to communicate and teachers’ response in all four types of nonverbal communication, including deictic, r (30) = .659, p = .000; affect signaling, r (30) = .917, p = .000; object-related, r (30) =.848, p = .000; and conventional, r (30) = .794, p = .000. There were several relationships between the number of nonverbal attempts by children and teachers offering a facilitative responses including affect signaling, r (30) = .776, p = .000; object-related, r (30) = .635, p = .000; and conventional, r (30) = .514, p = .004, but not with deictic attempts. There were relationships between the number of nonverbal attempts by children and teachers offering discouraging responses in all 4 types of nonverbal language, including deictic, r (30) = .706, p = .000; affect signaling, r (30) = .630, p = .000; object-related, r (30) = .582, p = .001; and conventional, r (30) = .439, p = .015.

This study examines the relationship between syntactic and pragmatic language and reticence, solitary-active passive withdrawal, solitary-passive withdrawal, prosocial skills, and likeability. The Children's Communication Checklist (CCC-2), a language checklist, and Teacher Behavior Rating Scale (TBRS), a behavior checklist, were completed by three 2nd-grade teachers and three 4th-grade teachers about each of their students. Factor analysis was used to determine two composite language measures from the CCC-2 scales. The results of two hierarchal regression analyses indicated that social behaviors were significant predictors of pragmatic language, but not structural language. In particular, solitary-passive withdrawal and reticence were significant predictors of pragmatic language deficits.

本研究欲跳脫教師教學評鑑的角度，探討大學教師不受學生歡迎的行為概況，並分析學生的知覺、反應與背後原因。研究採問卷調查法，以自編之「學生對於大學教師行為的知覺調查問卷」為研究工具，分二階段進行，以便利取樣方式選取公私立大學學生，有效樣本共1105人。問卷回收後進行資料的整理歸類，並以描述性統計、T考驗、單因子變異數分析等方法進行統計分析。本研究的主要發現如下： 1、歸納共得出七大類大學教師不受學生歡迎的行為：授課內容不適當、教學技巧缺乏、教學態度不佳、處理作業評量不適切、缺乏專業倫理、缺乏做研究的熱忱、其他。對於「最不喜歡的大學教師」，學生特別容易知覺到教師有第三類情況。而對於「一般的大學教師」，學生則特別容易知覺到第一與第二類情況。 2、在學生知覺教師出現不受歡迎行為的發生頻率上，公立大學生比私立大學生高；商管學院比其他所有學院高。 3、男大生在教學態度不佳上知覺到的發生頻率比女大生高；高年級的學生在教學態度不佳與缺乏專業倫理上的知覺比低年級的學生高。 4、在學生是否主動反應其知覺給教師知道上，不管學生喜不喜歡教師，當大學教師出現不受歡迎行為時，學生普遍「不會」主動反應其知覺使教師知道。比較其背景，則發現私立比公立大學生還不會反應；理工學院比其他學院學生 5、在學生不會主動反應的原因上，歸納共得出以下四大類學生不會主動反應其知覺的原因：溝通恐懼、不願意溝通、合理化教師行為、無主見。對於「最不喜歡的大學教師」時，不告知的原因較偏向第一項；對於「一般大學教師」，不告知的原因則較偏向第二與第三項。 本研究最後根據研究發現與結果，對教學實務方面與未來研究方面提出具體建議。 關鍵字：高等教育、師生關係、學生知覺、教師不受歡迎行為 / To probe into college teachers’ unpopular behaviors, students’ perception, and the causes of students’ reactions, this research conducted a two-phase survey of 1105 college students and its following analyses, instead of focusing on present teaching evaluation system. The first study was designed to elicit inductively student reports of the unpopular behaviors of college teachers. Responds to an open-ended questionnaire indicated 75 different items subdivided into seven categories of unpopular teacher behaviors, and 24 different items subdivided into four categories of reasons why student don’t respond their feelings. The second study was to quantify the unpopular teacher behaviors experienced by students, and compared student background as school, domain specific, gender, and grades. The main results were: 1. There are two dimensions of the most frequently selected teachers’ unpopular behaviors perceived by students: (1) Unprepared / Disorganized: result in boring lectures, failing to provide full explanations or practical examples, jumping from one subject to another, and giving confusing / inconsistent instructions. (2) Lack of communication: result in assuming students has a based knowledge for the course, and talking too fast or rushing through the materials. 2. Over 70% of students would not respond their feelings, and the most frequently selected reasons were communication apprehension and considering others would make the move. Other reasons included rationalization of teachers’ unpopular behaviors, and did not have ideas of one’s own. 3. After compared the frequencies of college students perceived their teachers’ unpopular behaviors, and the percentage of non-responding, and the statistics of reasons why student don’t respond, the results revealed that there were significant differences within students’ background. According the results of the survey, this research also provided several specific suggestions about future teaching behaviors and related researches. Keywords: Higher Education, Teacher-student Relationship, Student Perception, Unpopular Teacher Behavior

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