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ERIC Number: ED421793
Record Type: Non-Journal
Publication Date: 1998-May
Pages: 30
Abstractor: N/A
Reference Count: N/A
Frequency of Teacher Intervention in Hallway Misconduct.
O'Brien, Kristine
As a student teacher who had just finished her teaching assignment at Old Dominion Middle School in central Virginia, the author was struck by differences in students' classroom and hallway behavior. Whereas students were calm and respectful inside classrooms, they pushed, cursed, and ran in hallways while teachers looked on. Wondering why teachers did not intervene to stop misbehavior that was clearly against school rules, she decided to conduct survey research. Teachers completed a survey that asked how long they had been teaching and how often they intervene in seven kinds of hallway misconduct: name-calling, pushing, cursing, fighting, play-fighting, running, and verbal threats. Results showed a slight correlation between newer teachers and less frequent intervention. In explaining why they sometimes do not correct misbehavior, teachers named factors such as being too busy, not knowing misbehaving students, viewing misconduct as typical of middle-schoolers, and having lack of support from administrators and other teachers. Overall, teachers were displeased with current hallway behavior and desired more consistency in hallway policy. The first step would be to agree on a common standard. (MLH)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Virginia