Improving Social Behaviour and Academic Performance of a Secondary School Pupil through Self‐recording: a replication of Merrett and Blundell

Houghton, Stephen

doi:10.1080/0144341890090305

Cited by 10 publications

(6 citation statements)

References 4 publications

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“…In order to eradicate the problem of poor student behaviour, a wide range of discipline policies and procedures have been developed. These include the Assertive Discipline Technique (Canter and Canter, 1989) and Positive Reinforcement in the Classroom (Houghton, 1989). In their definition of student misbehaviour, these authors do not specifically mention the bullying of teachers by pupils.…”

Section: Introductionmentioning

confidence: 99%

A Study of Bullying of Teachers by Pupils in an Inner London School

Pervin

Turner

1998

Pastoral Care in Education

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This paper addresses the issue of bullying of teachers by pupils, which is referred to as teacher targeted bullying (TTB). The aim of this study was to document the nature, duration and level of TTB in an inner London school. The writers believe the results indicate the need for public and professional recognition that TTB exists and that it is a complex problem which can affect teacher performance, morale, and student learning.

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Section: Introductionmentioning

confidence: 99%

A Study of Bullying of Teachers by Pupils in an Inner London School

Pervin

Turner

1998

Pastoral Care in Education

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“…Clear increases in on-task behaviour levels were accompanied by improvements in both the quality and quantity of academic output produced. Houghton (1989) subsequently replicated Merrett & Blundell's first study in a special needs department of a secondary school, involving a 14 year-old boy. Evidence of improvement in on-task behaviour was found.…”

Section: Introductionmentioning

confidence: 71%

“…Self-recording either alone or coupled with other self-control skills may promote independent learning behaviour in the classroom setting, and thus allow children to intervene effectively and to alter their own behaviour, as well as to initiate and interact effectively with their teachers and peers. In this respect it may be regarded as falling within the remit of the behavioural interactionist perspective as outlined by Wheldall & Glynn (1988;1989).…”

Section: Discussionmentioning

confidence: 99%

“…In order to achieve this, Wheldall & Glynn (1988;1989) argue that it will be necessary for teachers to create a more natural teaching context within the classroom and to relinquish some of their control over the learner and the learning process. The teacher should, for example, provide opportunities for, and encourage, children to initiate interactions, and should interact responsively when they do.…”

Section: Introductionmentioning

confidence: 99%

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The Effects of Pupil Self‐recording of On‐task Behaviour on Primary School Children

Wheldall

Panagopoulou-Stamatelatou

1991

British Educational Res J

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Two studies are reported on the effects of pupil self-recording of on-task behaviour in primary school classes. In the first (pilot) study an ABA design was employed with a third year junior class in self-recording their on-task behaviour. In the second study, a multiple baseline design was employed with second, third and fourth year junior classes. In both studies there was clear evidence for the effectiveness of self-recording in improving on-task behaviour levels. In the second study positive effects of self-recording on primary pupils' academic productivity were also demonstrated.

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“…wood, Hos, Delquardri & Guild, 1974;Houghton, 1989;Ward & Baker, 1968); negative consequences in the classroom (Houghton. Wheldall, Jukes & Sharpe, 1990); O'Leary & O'Leary, 1972;Pfiffner.…”

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confidence: 99%

The effect of Canter's Assertive Discipline Program on teacher and student behaviour

Nicholls

Houghton

1995

Brit J of Edu Psychol

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A multiple baseline research design across sample and settings was utilised to examine theeffects ofcanter's Assertive Discipline Program (1979) on teachers' ratesof verbal approval and disapproval, student on task behaviour, and the frequency of students' disruptive behaviour. Classes from Years three, four and five in five separate British primary schools were the participants (in total 15 teachers and 120 students) of the study. During daily mathematics lessons the teachers and a target group of eight students from each class were video-recorded for 30 minutes. These observations were undertaken prior to and following the teachers completing a workshop in Assertive Discipline. Data were analysed in two ways. First, a one-way repeated measures analysis of variance was calculated to test for significant differences in pre-and postgroup means. Second, data for individual teachers and classes were analysed using DMITSA 2.0 (Crosbie & Sharpley, 199 1 )which is astatistical programme specifically developed to analyse data from interrupted time-series designs. Overall, teacher approval increased and teacher disapproval decreased, student on-task behaviour increased, and the frequency of disruptive behaviour decreased, all significantly. Analyses of individual teacher trends showed, however, that not all teachers' and students' behaviour changed significantly.Assertive Discipline (Canter, 1979) is a widely utilised classroom behaviour management programme which like many others draws upon behavioural psychology as its basis. Briefly, Assertive Discipline comprises one, six-hour in-service course, utilising videotapes, text materials and activities which teach participants to develop a plan for classroom discipline. This plan includes a small number of observable rules, use of clear statements to students regarding their behaviour, a hierarchy of consequences for disruptive behaviour, a variety of reinforcers for appropriate behaviour. a visual display of the formulated plan, informing students and parents of the plan, and obtaining administrator support for the plan (Canter & Canter, 1976).

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Improving Social Behaviour and Academic Performance of a Secondary School Pupil through Self‐recording: a replication of Merrett and Blundell

Cited by 10 publications

References 4 publications

A Study of Bullying of Teachers by Pupils in an Inner London School

A Study of Bullying of Teachers by Pupils in an Inner London School

The Effects of Pupil Self‐recording of On‐task Behaviour on Primary School Children

The effect of Canter's Assertive Discipline Program on teacher and student behaviour

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