Educational Sequelae of High School Misbehavior

Finn, Jeremy D.; Fish, Reva; Scott, Leslie A.

doi:10.3200/joer.101.5.259-274

Cited by 79 publications

(63 citation statements)

References 45 publications

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“…However, Table 1 further showed that; absenteeism, fighting, molestation, bullying, sleeping off, withdrawal, leaving seats and speaking without permission were not usually emitted by the science students in the classrooms. The findings from this study did not completely agree with the reports of Finn et al (2008) who listed the undesirable behaviours within the classroom as; coming late, leaving seats, cutting class, refusing to follow directions, speaking without permission, not completing assignments and cheating. The reason could be that the present study focused on the Nigerian classroom which may be different from the classrooms used by Finn, Fish and Scott.…”

Section: Research Questioncontrasting

confidence: 99%

“…Because of all these, people like the STM teachers avoid them. Finn et al (2008), define undesirable behaviour within the classroom in different terms associated with students' behaviour like coming late, leaving seats, cutting class, refusing to follow directions, speaking without permission, not completing assignments and cheating. Such types of undesirable classroom behaviours are directly connected to dropping out or poor and reduced academic achievement.…”

Section: Introductionmentioning

confidence: 99%

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Techniques use by Science, Technology and Mathematics (STM) teachers for controlling undesirable classroom behaviours in Anambra State secondary schools

Chinelo¹,

Nwanneka²

2016

Educ. Res. Rev.

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This study investigated the techniques used by secondary school Science Technology and Mathematics (STM) teachers in controlling undesirable behaviours in their classrooms. It adopted descriptive survey design in which 178 Anambra State teachers teaching STM subjects in senior secondary were involved in the research. Two sections of questionnaire used for data collection were validated and coefficients of internal consistency found to be 0.82 and 0.79. Data collected were analyzed using mean, percentage and t-test. Findings revealed that: Teachers always use traditional techniques science classroom; there is a significant difference in the mean rating of experienced and beginning teachers on their use of various techniques for controlling students' behaviours in favour of experienced teachers and male and female teachers do not differ significantly in their use of various techniques. It was recommended that beginning teachers should face orientation on use of the techniques.

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Section: Research Questioncontrasting

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Techniques use by Science, Technology and Mathematics (STM) teachers for controlling undesirable classroom behaviours in Anambra State secondary schools

Chinelo¹,

Nwanneka²

2016

Educ. Res. Rev.

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“…Every day, thousands of students stay at home or away from school (Finn, Fish, & Scott, 2008;Reid, 2003Reid, , 2004. Many different school situations can lead to truancy.…”

Section: Non-attendance School Problems: Truancymentioning

confidence: 99%

School staff’s reflections on truant students: a positioning analysis

Strand

Cedersund

2013

Pastoral Care in Education

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The aim of this paper is to explore how school staff members involved in Student Health and Welfare conferences reflect on individual students with high levels of truancy based on their personal relationships. Using positioning analysis, the transcriptions of 15 interviews with staff were analysed. The school staff's reflections on the individual students covered three areas: health, social well-being and education. The results show the ways in which positions were shaped and illustrate a reflexive process that developed continually throughout the staff's relationships with the students. The staff positioned the students and indicated attributions of the students; however, the attributions were predominately negative. With each position, the staff's view of students as subjects or objects and their relationships to the students are described in terms of mutual or one-way dialogue.

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“…School misbehavior hinders the learning process and affects the student’s investment in school rules and course work (Gregory, Skiba & Noguera, 2010), leading to academic underachievement (Breslau et al, 2009; Nelson, Benner, Lane & Smith, 2004; Tobin & Sugai, 1999) and increasing the odds for school dropout (Finn, Fish & Scott, 2008; Lee et al, 2011; Losen & Martinez, 2013). Although research supports the link between consistent parental monitoring and positive academic outcomes (Bean, Barber & Crane, 2006; Bean, Bush, McKenry & Wilson, 2003; Seyfried & Chung, 2002), the role of externalizing behavior as a mediator of the above association has not been explored.…”

Section: Introductionmentioning

confidence: 99%

Parental Monitoring, Association with Externalized Behavior, and Academic Outcomes in Urban African-American Youth: A Moderated Mediation Analysis

López-Tamayo

Robinson

Lambert

et al. 2016

Am J Community Psychol

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African-American adolescents exposed to neighborhood disadvantage are at increased risk for eng aging in problem behavior and academic underachievement. It is critical to identify the mechanisms that reduce problem behavior and promote better academic outcomes in this population. Based on social disorganization and socioecological theories, the current prospective study examined pathways from parental monitoring to academic outcomes via externalizing behavior at different levels of neighborhood disadvantage. A moderated mediation model employing maximum likelihood was conducted on 339 African-American students from 9th to 11th grade (49.3% females) with a mean age of 14.8 years (SD ± 0.35). The results indicated that parental monitoring predicted low externalizing behavior, and low externalizing behavior predicted better academic outcomes after controlling for externalizing behavior in 9th grade, intervention status, and gender. Mediation was supported, as the index of mediation was significant. Conversely, neighborhood disadvantage did not moderate the path from parental monitoring to externalizing behavior. Implications for intervention at both community and individual levels and study limitations are discussed.

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Educational Sequelae of High School Misbehavior

Cited by 79 publications

References 45 publications

Techniques use by Science, Technology and Mathematics (STM) teachers for controlling undesirable classroom behaviours in Anambra State secondary schools

Techniques use by Science, Technology and Mathematics (STM) teachers for controlling undesirable classroom behaviours in Anambra State secondary schools

School staff’s reflections on truant students: a positioning analysis

Parental Monitoring, Association with Externalized Behavior, and Academic Outcomes in Urban African-American Youth: A Moderated Mediation Analysis

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