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ERIC Number: ED252776
Record Type: RIE
Publication Date: 1984-Apr
Pages: 23
Abstractor: N/A
Reference Count: 0
Approaches to Student Behavior by Teachers, Principals and School Psychologists.
Smith, Douglas K.
Since classroom teachers may ask school psychologists and principals for suggestions on handling classroom behaviors, the classroom management approach of these two groups is important. To determine whether teachers, school psychologists and principals respond differently to the aggressive, dependent, and academic behaviors of elementary age students an induction-sensitization model was employed. (The sensitizing approach places emphasis on stopping specific behaviors by employing external fear of punishment, and the inductive approach places emphasis on the development of internal control by the student and the prevention of future misbehavior.) The Classroom Management Questionnaire (CMQ) was administered to 189 classroom teachers, 145 principals and 172 school psychologists representing urban, suburban, and rural schools at the elementary level. (The response rate was approximately 79% for school psychologists and principals, and approximately 50% for teachers.) The CMQ assesses style of socialization through the use of forced choice items involving male and female students. Results indicated that school psychologists selected more inductive responses than the principals and classroom teachers, and that female teachers selected inductive responses more often than male teachers. These results indicate that principals and teachers tend to approach student behavior differently than school psychologists, and the difference seems to represent not only a difference in specific techniques but also in overall style. (LLL)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Wisconsin Univ., River Falls.
Authoring Institution: N/A
Identifiers: N/A
Note: Paper presented at the Annual Meeting of the National Association of School Psychologists (16th, Philadelphia, PA, April 18-21, 1984).