000			02036nam a22002417a 4500
003			ZW-GwMSU
005			20241202092803.0
008			241202b |||||||| |||| 00| 0 eng d
022			_a0144-3410
040			_aMSU _bEnglish _cMSU _erda
050	0	0	_aLB1051 EDU
100	1		_aLittle, Emma _eauthor
245	1	0	_aSecondary school teachers’ perceptions of students’ problem behaviours _ccreated by Emma Little
264	1		_aOxfordshire: _bTaylor and Francis, _c2005.
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
440			_aAn international journal of experimental educational psychology _vVolume 25, number 4.
520	3		_aMuch of the research into behaviour problems and school interventions has focused on primary school‐age children. In the primary school setting, the behaviours that cause the most concern to teachers are frequently occurring but relatively minor behaviours such as calling out and interrupting the learning of others. These minor problematic behaviours have been shown to respond to low‐level interventions that are presented as written advice. The behaviours that secondary school teachers perceive as problematic, and the preferred method of intervention, have received comparatively little attention in the research. An investigation of the behaviour problems that high school teachers find most troublesome was conducted in this study. It was found that similar behaviours were reported as troublesome in the secondary school classroom compared with the primary classroom, although differences were demonstrated across year levels. Teachers were also surveyed about their preferred method of intervention/assistance for these behaviour problems. This information about intervention approaches informs the development of strategies for assisting classroom teachers.
650			_aSecondary school teachers _vTeacher's perceptions _xProblem behaviours
856			_uhttps://doi.org/10.1080/01443410500041516
942			_2lcc _cJA
999			_c168477 _d168477