ERIC Number: ED235124
Record Type: RIE
Publication Date: 1982
Reference Count: 0
Classroom Disruption in English Comprehensive Schools.
Dierenfield, Richard B.
A comparative study was made of disruptive behavior in British comprehensive schools and American high schools. A survey was conducted in 41 British schools to obtain the opinions of teachers and administrators on severe discipline problems, causes of disruptive behavior, and possible solutions. There was general agreement that classroom disruption was viewed as a serious but not a critical matter by British school personnel. Major causes of disruptive behavior were considered to be both "unsettled home environment" and attitudes in society as a whole which foster anti-authoritarian behavior. High student-to-teacher ratio was also cited as a critical factor. There was substantial agreement that a good teacher is a crucial factor in classroom control. It was noted that the British"pastoral care programs," which stress social personal development of students under faculty guidance, were significantly effective in controlling disruptive behavior. It was further noted that the fact that British administrative personnel assume teaching duties, in addition to administrative work, had an impact on student behavior. Survey results are presented in tabular format. (JD)
Descriptors: Administrator Attitudes, Antisocial Behavior, Behavior Problems, Classroom Techniques, Comparative Analysis, Corporal Punishment, Discipline, Foreign Countries, Secondary Education, Student Behavior, Student Teacher Ratio, Student Teacher Relationship, Teacher Attitudes, Teacher Effectiveness, Teaching Methods
Publication Type: Reports - Research
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A
Identifiers: Great Britain; United States