城市中学一年级教师对问题行为的反应

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH

Preventing School Failure Pub Date : 2023-02-15 DOI:10.1080/1045988X.2023.2177981

Madalina F. Tanase

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引用次数: 0

摘要

许多新手教师在入职后不久就因为学生的问题行为离开了这个领域。利用有效的策略是不容易的，因为教师和学生认为什么是适当的行为之间的脱节。在这项研究中，研究人员分析了城市中学一年级教师用来阻止和/或降低问题行为的一些策略。22名数学和科学教师参与了本研究。结果表明，教师通过改变学生的座位、奖励适当的行为、与学生交谈以及寻求家长和行政支持来制止和/或减少问题行为。在严重的情况下，当学生打架时，教师会实施应急计划。

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First-year urban secondary teachers’ responses to problematic behavior

Abstract Many novice teachers leave the field shortly after being hired due to student problematic behaviors. Utilizing effective strategies is not easy, given the disconnect between what the teachers and the students perceive as appropriate behavior. In this study, the researcher analyzed some strategies first-year teachers used to stop and/or deescalate problematic behaviors in urban secondary classrooms. Twenty-two mathematics and science teachers participated in this study. Results show that the teachers stopped and/or deescalated problematic behavior by changing students seating, rewarding appropriate behavior, conferencing with the students, and soliciting parental and administrative support. For severe circumstances, when students engaged in fighting, teachers implemented emergency plans.

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来源期刊

Preventing School Failure EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.90

自引率

11.10%

发文量

期刊介绍： Preventing School Failure provides a forum in which to examine critically emerging and evidence-based practices that are both data driven and practical for children and youth in general and alternative education systems. Authors are afforded the opportunity to discuss and debate critical and sometimes controversial issues that affect the education of children and adolescents in various settings. Preventing School Failure is a peer-reviewed academic journal for administrators, educators, mental health workers, juvenile justice and corrections personnel, day and residential treatment personnel, staff-development specialists, teacher educators, and others. Our goal is to share authoritative and timely information with a wide-ranging audience dedicated to serving children and adolescents in general education, special education, and alternative education programs. We accept for review manuscripts that contain critical and integrated literature reviews, objective program evaluations, evidence-based strategies and procedures, program descriptions, and policy-related content. As appropriate, manuscripts should contain enough detail that readers are able to put useful or innovative strategies or procedures into practice.