Misbehaviour in British and Turkish Primary Classrooms

Atıcı, Meral; Merry, Roger

doi:10.1111/1468-0122.00196

Cited by 19 publications

(10 citation statements)

References 10 publications

(16 reference statements)

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“…Greek elementary teachers attribute pupil misbehavior to pupil and family factors far more so than they did school factors (Mavropoulou and Padeliadu 2002;Poulou and Norwich 2000). Atici and Merry (2001) report similar findings in elementary classrooms in England and Turkey while Ho (2004) also found Chinese and Australian teachers to attribute more misbehaviors to student and family factors than to teacher factors. Teacher attribution for behavioral problems is also related to teachers' referral decisions for special services for the child (Hughes et al 1993).…”

mentioning

confidence: 89%

Attributions for and consequences of student misbehavior

Cothran

Kulinna

Garrahy

2009

Physical Education & Sport Pedagogy

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Background: Effective classroom management is a critical teaching skill and a key concern of educators. As such it has been the focus of much research and as a result educators know a good deal about what happens in physical education class and the actions teachers take to deal with student behavior. Surprisingly, however, we do not know much at all about what teachers believe causes student misbehavior, nor what students say about the same issue. This seems like a critical oversight as how one explains another's behavior determines the individual's reactions to that behavior. Purpose: To examine teacher and student attributions for behavior in physical education class. Participants and setting: Twenty-three secondary physical education teachers (14 males and nine females), and 182 secondary students (100 males and 82 females) from a variety of school districts in the United States.Research design: A descriptive study aimed at examining teacher and student attributions. Maximum variation sampling of schools, teachers, and students was employed to explore the role of context on attribution. Data collection: Teachers were interviewed at a convenient time during the school day while students were interviewed alone or in groups of two or three students during their physical education class. An interview guide structured all discussions. Interviews were recorded and later transcribed. Data analysis: The interview data were analyzed via analytic induction methods to identify and extract common themes. Trustworthiness measures included researcher triangulation and a search for negative cases. Findings: Although the sites and participants in this study were selected for their diversity, comparisons of teachers and students across sites revealed perspectives that were remarkably similar. One key difference between groups was that of attribution for student misbehavior. Teachers most often attributed student misbehavior to unknown or home factors while students were more likely to attribute misbehavior to need for attention and/or a lack of meaningful class content. Both groups largely agreed that student misbehavior negatively affected class time, content, and attitude. Some students cited potential positive outcomes from misbehavior of increased fun and social status. Conclusions: Although teachers and students shared fairly similar perspectives, they disagreed on the reasons for misbehavior and this is a critical difference in perspective that suggests neither group is able and/or willing to 'own' the problem of student misbehavior and until it is owned, it will not be solved. There is a need for more reflection by teachers and students to acknowledge their mutual contributions to student misbehavior. Only when both groups start to take ownership of their contribution to the problem of misbehavior can the problem be solved. For teachers, reflection and ownership needs to include taking a broader view of management in order to see the interaction of curriculum and instruction with class management.

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mentioning

confidence: 89%

Attributions for and consequences of student misbehavior

Cothran

Kulinna

Garrahy

2009

Physical Education & Sport Pedagogy

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“…In the UK, where teachers are likely to attribute student misbehaviour to "family background factors" (Atici & Merry, 2001), most of the research has focused on the relationship between poor educational achievement and disadvantage (e.g., Higgs, Bellin, Farrell, & White, 1998), and the need for more research linking school characteristics to non-cognitive outcomes such as bullying, truancy and delinquency has been identified (Rutter & Maughan, 2002).…”

Section: School Disorder and Achievementmentioning

confidence: 99%

Neighbourhood deprivation, school disorder and academic achievement in primary schools in deprived communities in England

Barnes¹,

Belsky²,

Broomfield³

et al. 2006

International Journal of Behavioral Development

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There is growing concern about violent behaviour in schools, involving students, staff and/or parents. A survey of 1777 primary schools (for children aged 5 to 11) throughout England, most in areas of social and economic deprivation, found more disorder in neighbourhoods with greater deprivation. More disorder was also observed when there was more school-level disadvantage (e.g. students receiving free meals), larger school size and more children in need of special education services. Despite difficulties in drawing causal inferences from correlational data, the fact that more disorder significantly predicted lower school achievement for students at 7 and 11 in standardized English, mathematics and science assessments even once school characteristics and neighbourhood deprivation were taken into account is judged noteworthy. Potential confounding factors are considered in the discussion.

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“…Turkish educators' experiences regarding problem behaviors has received limited attention to date (e.g., Atici & Merry 2001;Ozen & Batu, 1997;Ozen, Colak, & Acar, 2002).…”

mentioning

confidence: 99%

Attributions for Problem Behavior as Described by Turkish Teachers of Special Education

Erbaş

Turan

Aslan

et al. 2009

Remedial and Special Education

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The purpose of this survey study was to determine Turkish teachers' attributions of problem behaviors. The participants' (special education teachers) attributions of problem behaviors varied with some teachers showing agreement with a behavioral perspective while others attributed the occurrence of problem behaviors to other factors (e.g., poor parenting, God, the child's disability). Teachers' educational area of specialty and training on behavioral interventions were associated with their beliefs about problem behaviors. Results are discussed in the context of current literature and directions for future researches are suggested.

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Misbehaviour in British and Turkish Primary Classrooms

Cited by 19 publications

References 10 publications

Attributions for and consequences of student misbehavior

Attributions for and consequences of student misbehavior

Neighbourhood deprivation, school disorder and academic achievement in primary schools in deprived communities in England

Attributions for Problem Behavior as Described by Turkish Teachers of Special Education

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