05 SES 01 A, Behaviour Management and Teacher Collective Efficacy
Parallel Paper Session
Background: Student misbehaviour is a problem affecting schools across the nation and around the world. Student misbehaviour in the classroom not only interferes with teaching and learning but is also thought to be a leading factor contributing to teacher stress and burnout (Giancola, 1998). Student conduct problems in the classroom vary according to class, lesson content, educational level, time and student characteristics (Ağaoğlu, 2002). Research on student misbehaviours in classroom reveal that there are many misbehaviour types in classroom; and teachers should be prepared to prevent those misbehaviours by making necessary preparations, adaptations and applications in their classrooms (Duke, 1984). Therefore, this study aims to help teachers in the process of preparing themselves to conduct effective classroom management strategies to prevent student misbehaviours.
Purpose: The purpose of the current study is to conduct a meta-analysis of research focusing on student misbehaviours in classroom. The following questions were aimed to be answered in the study: 1. What are the misbehaviours that effect classroom management negatively? 2. Do the misbehaviours of students vary depending on the educational levels (elementary and secondary education) of students?, 3. What is the frequency of misbehaviours encountered according to education level?
Ağaoğlu, E. (2002). Sınıf Yönetimiyle İlgili Genel Olgular [Phenomena of classroom management]. Sınıf Yönetimi [Classroom Management] (Ed.: Zeki Kaya), p:3-17, Ankara: Pegem. Card, N.A. (2011). Applied Meta-Analysis for Social Science Research (Methodology In The Social Sciences). New York: The Guilford Press. Duke, D. L. (1984) Teacher’s guide to classroom management. Newyork: Random House. Fleiss, J.R. (1981). The statistical methods for rates and proportions (2nd ed.). New York: Wiley. Susan Poland Giancola, S.P. (1998). Student misbehaviour: An exploratory study of individual, familial, social, and institutional influences. Dissertations available from ProQuest. Paper AAI9913459. http://repository.upenn.edu/dissertations/AAI9913459. Reese, R.J.; Prout, H.T.; Zirkelback, E.A.; Anderson, C.R. (2010). Effectiveness of school-based psychotherapy: A meta-analysis of dissertation research. Psychology in the Schools, 47(10), 1035-1045.
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