Felsenthal, Helen Pupil Sex as a Variable in Teacher Perception of Classroom Behavior. 71 15p.; Paper presented at AERA annual meeting, NEW York, 1971 EDRS Price MF-$0.65 HC-$3.29 *Elementary School Students, Females, Grade 1, Males, *Reading Achievement, *Sex Differences, *Student Behavior, *Teacher Attitudes This study investigated differences related to pupils' sex in female teachers' percep...

BACKGROUND Early-starting child conduct problems (CP) are linked to the development of persistent antisocial behavior. Researchers have theorized multiple pathways to CP and that CP comprise separable domains, marked by callous-unemotional (CU) behavior, oppositional behavior, or ADHD symptoms. However, a lack of empirical evidence exists from studies that have examined whether there are unique...

Even the behavior problems in pre-school children might be considered as a transitional problem which may disappear by their transition into elementary school; it is an issue that needs a lot of attention because of the fact that the behavioral patterns are adopted in the children especially in this age. Common issue in the process of elimination of the behavior problems in the group of prescho...

This study attempted to increase the frequency of student on-task behavior in two. third grade classrooms. using live modeling and vicarious reinforcement. In a multiple ·baseline-counterbalanced treatments design two classrooms of students were exposed to live, peer modeling displays of on-task behavior. In one classroom the teacher praised the model, using behaviorally specific praise while t...

a r t i c l e i n f o Keywords: Mother–child relationship Teacher–child relationship Chinese only and non-only children Early social behaviors Urban–rural status Investigations regarding the differences between Chinese only and non-only children primarily examine children's social behaviors, which are closely related to their early relationships with mothers and teachers. In recent years, the n...

A major attribute of effective teaching is a teacher’s sense of teacher self-efficacy, which influences teacher behavior, motivation, and impact on student outcomes. Teacher self-efficacy impacts the level of motivation a teacher exhibits towards their instructional behaviors. In a general sense, self-efficacy influences how much effort people put forth, how long they will persist in the face o...

The efficacy of an enhanced version of the Aussie Optimism Program (AOP) was investigated in a cluster randomized controlled trial. Grade 6 students aged 10-11 years of age (N = 2288) from 63 government primary schools in Perth, Western Australia, participated in the pre, post, and follow-up study. Schools were randomly assigned to one of three conditions: Aussie Optimism with teacher training,...

self-management has been a point of discussion among number of researchers. the teacher can manage discipline in the class by employing self-management strategies. furthermore, it can also help students in managing their behaviors for long periods of time. organizations need people who are more willing to work and adhere to the requirements on their own. they must understand how they can make b...