The Relationship of Discrete Classroom Behaviors to Fourth-Grade Academic Achievement

Relationships Between Teacher Perceptions of Principal Support and Teacher Allocation of Time

“…Teachers who leave their least favorite subject to the end of the day, communicate a message to students about the importance of that subject area. Likewise, lack of teacher enthusiasm and motivation may mean that time allocations for some students are inadequate and unjustified, (Barr, 1988;Cobb, 1972). Therefore, the principal plays an important role in helping teachers to recognize imbalances in time allocations.…”

Short-term trends in Dutch children‘s attention problems

“…A negative relationship has usually been found between attention problems and school achievement (6,18,34). Children with attention problems can be an extra burden in teachers' classroom management and possibly as a consequence these children are referred more often to special education services and mental health services (7,36).…”

Predictors of police harassment and arrests among homeless and runaway adolescents

“…Academic failure can be attributed to behavioral problems and poor academic achievement. Children with a shorter attention span (Shinn, Ramsey, Walker, O'Neill, & Steiber, 1987), compulsive and disruptive behavior, and poor academic skills (Cobb, 1972) are less likely to succeed in school. Normative peers often reject antisocial children's aggressive interactional strategies (Coie & Kupersmidt, 1983), so that they have little choice but to make friends with deviant peers.…”