School-Wide Positive Behavior Interventions and Supports (SWPBIS) is a systems approach to supporting the social and emotional needs of all children utilized by more than 21,000 schools across the nation. Data from numerous studies and state projects' evaluation reports point to the impact of SWPBIS on student outcomes (office discipline referrals…

Literature suggests that improving teacher use of culturally responsive classroom management strategies may reduce the disproportionate number of racial and ethnic minority students who receive exclusionary discipline actions and are identified as needing special education, particularly for emotional and behavioral disorders. Coaching teachers is…

Literature suggests that improving teacher use of culturally responsive classroom management strategies may reduce the disproportionate number of racial and ethnic minority students who receive exclusionary discipline actions and are identified as needing special education, particularly for emotional and behavioral disorders. Coaching teachers is…

Research shows that school-wide positive behavior supports (SWPBS) can be an effective alternative to traditional reactive, punitive approaches to problem behavior. However, few studies examine the use of the approach as part of a comprehensive school improvement process involving academic as well as behavioral goals, particularly with regard to…

The meaning, measurement, and implications of "public opinion" have long been a source of debate. In this paper, we examine the extent to which the educational priorities of elites in the US reflect the educational priorities of the American public. To do so, we focus on one particular segment of the education policy-making elite --…

Documentation of classroom disruptions caused by student behavior has steadily increased over the past 70 years. Researchers have theorized that professional development training for teachers slows the disruptions caused by student behavior, allowing all students to learn; however, there is a paucity of research on whether teachers implement the…

The purpose of this study is to investigate factors that may influence school administrators' disciplinary decisions involving students with disabilities. Confirmatory factor analysis suggests that the investigator-developed measures adequately represent the hypothesized latent factors per the pattern of observed responses. The hypothesized…

Classroom disruptions present an obstacle to raising student achievement for teachers and school administrators. This study was designed to investigate potential relationships between weather, specifically barometric pressure, or the lunar cycle, and whether either had a direct correlation with student discipline referrals. The intent was to…

Cooperative behavior is important for well-functioning high school classrooms in which students trust their teachers and actively engage in academic tasks. Yet, discipline referrals for disruption and defiance are all too common and can result in lost instructional time and increased teacher stress. As such, more needs to be understood about…

In this investigation of children's unacceptable classroom behaviors and how teachers deal with them 114 female K-3 grade teachers with three or more years of classroom experience were asked: (1) to list and describe in descending order no more than three behaviors each perceived to be most unacceptable in the classroom (only those behaviors…

Examines Scottish teachers' perceptions of indiscipline in 1990 and 1996. Survey results suggest that low-level misbehaviors remained the same but verbal abuse toward the teacher increased. Violence against teachers was rare. Findings are placed in the context of research on discipline, policy of social exclusion, and teacher reactions to…

Questionnaires administered to 956 public and parochial school teachers investigated classroom behavior problems, the level at which preponderance occurred, use of corporal punishment, and the attitudes teachers have taken toward these critical situations. A majority of the teachers blamed the home for the increase in discipline problems. (DS)

The lack of student discipline continues to be a major concern among educators and the general public. A researcher-developed opinion survey concerning the frequency of, sources of, and interventions for student misbehavior was completed by a sample of 312 students and 106 teachers from four private American-type schools located in Caracas,…

In order to collect data supportive of the development of new curriculum and curriculum materials for use in the preparation of teachers to work with disadvantaged children, a study was conducted to determine the type and extent of problems perceived by teachers as they teach in inner-city or "ghetto" schools. Each of 12 school district…