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ERIC Number: EJ1199623
Record Type: Journal
Publication Date: 2019
Pages: 10
Abstractor: As Provided
ISSN: ISSN-0885-6257
Do Troublesome Pupils Impact Teacher Perception of the Behaviour of Their Classmates?
Wienen, Albert W.; Batstra, Laura; Thoutenhoofd, Ernst; Bos, Elisabeth H.; de Jonge, Peter
European Journal of Special Needs Education, v34 n1 p114-123 2019
The widely supported wish for more inclusive education places ever greater expectations on teachers' abilities to teach all children, including those with special needs and challenging behaviours. The present study aimed at the question whether teachers judge pupil behaviour more negatively if there are more children with difficult behaviour in class. The teachers of 184 classes in 31 regular primary schools were asked to complete the Strength and Difficulties Questionnaire (SDQ-L) for 3649 pupils. Six linear mixed models were carried out with as independent variable the number of pupils that teachers perceived to have 'abnormal behaviour', and the class mean without these pupils as the dependent variable. For all SDQ-L subscales--emotional problems, behavioural problems, problems with hyperactivity, problems with peers, poor prosocial behaviour and total problems--the number of pupils perceived as problematic was associated with less favourable teacher perceptions of the rest of the class. The results of this study are a plea for a contextual perspective on pupil behaviour in class, both where teachers are asked to report on individual pupils, as well as where interventions are done on emotional and behavioural problems in class.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Netherlands
Identifiers - Assessments and Surveys: Strengths and Difficulties Questionnaire