Academic and Behavioral Difficulties at School: Introduction to the Special Issue
Academic and Behavioral Difficulties at School: Introduction to the Special Issue
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在学校的学业和行为困难：特刊简介
DOI：
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发表时间：
2013
期刊：
影响因子：
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通讯作者：
G. Sideridis
中科院分区：
文献类型：
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作者：
Paul L. Morgan;G. Sideridis
* 在学校管理问题行为是许多课堂教师的一个持续的现实。在美国，问题行为的患病率在10%至30%之间（Lavigne等人，1996; Qi & Kaiser，2003; West等人，2000）。在联合王国，比率在10%和15%之间（Emerson埃塔尔，2001年），92%的受访者报告说，学生的行为恶化，在他们的职业生涯（教师支持网络行为调查，2010年）。教师遇到的不尊重行为，课堂破坏性行为，纪律问题的基础上越来越多（沃特金斯，毛特纳，休伊特，爱泼斯坦，和伦纳德，2007年），以及必须管理学生注意力不集中，坐立不安，越来越多地，移动终端使用（塞德曼，2005年）。在美国学校报告的暴力事件中，近90%涉及学生之间的暴力;身体攻击行为约占这些事件的40%。因此，了解这些行为发生的原因，以及确定教师和学校可以做些什么来有效地解决问题行为，对学生和社会都非常重要。这是因为未经治疗的慢性问题行为会导致越来越多的社会情绪失调（坎贝尔，1995;坎贝尔和尤因，1990;道奇，1993），以及犯罪，辍学，帮派成员，和许多其他负面结果（邓拉普等人，2006年;瓦格纳和卡梅托，2004年）。例如，早期的行为问题也会增加以后滥用药物或需要心理健康服务的风险（Bullis & Yovanoff，2006;步行者，Ramsey，&格雷欣，2004;步行者&兰金，1983）。然而，目前，对问题行为到底是什么以及如何预防或减少问题行为还没有完全的理解（Dunlap等人，2006年）。这个问题的一部分在于正常行为与异常行为的定义，特别是在儿童的发展过程中（Smith & Fox，2003），以及如何培训教师以更好地识别和管理问题行为。因此，更好地了解学校环境中问题行为的原因，应该有助于提高教师积极影响学生个人学习、课堂运作和同伴关系的能力，随着时间的推移，学生对社会作出积极贡献的能力。问题行为通常被描述为那些干扰学习、有害或使人处于危险之中的行为。在学校或社会上普遍存在的问题。Smith和Fox（2003）补充说，这些行为应该反复干扰以学校为基础的学习，如果强度足够，可能随后被归类为严重的情绪障碍（SED; Kauffman，库利南，& Epstein，1987）。其他人则增加了影响安全的文化适当性、强度和持续时间等因素。Emerson et al.（1987）认为，问题行为是指其强度、频率和持续时间足以严重危及个人或他人的人身安全的行为，或者是可能严重限制或延迟进入和使用普通设施的行为。（第166页）预防和减少学校问题行为需要考虑其多元原因和复杂性。教师所面临的问题行为可能是多种因素共同作用的结果。例子包括欺凌、受害或其他消极的同伴互动;贫困;家庭功能障碍;无效或过度惩罚性的课堂管理;精神问题;或这些与其他因素之间的相互作用，包括学生自己的气质、认知和自我调节能力，以及以前的阅读史和其他学业失败（例如，霍尔顿& Gitlesen，2003; Lynna，Carrolla，Houghtonb，& Cobhamc，2013）.解决问题行为的负担增加了教师的工作量，并给课堂教师和学校领导增加了压力（Axup & Gersch，2008; Kelly，Carry，McCarthy，& Coyle，2007）。…
* Managing problem behaviors at school is an ongoing reality for many classroom teachers. Prevalence rates in the United States for problem behaviors range between 10% and 30% (Lavigne et al., 1996; Qi & Kaiser, 2003; West et al., 2000). In the United Kingdom, rates have ranged between 10% and 15% (Emerson etal., 2001), with 92% of respondents reporting that student behavior has worsened during their career (Teacher Support Network Behavior Survey, 2010). Teachers encounter disrespectful conduct, classroom disruptive behaviors, and discipline problems on an increasing basis (Watkins, Mauthner, Hewitt, Epstein, & Leonard, 2007) as well as have to manage student inattention, restlessness, and, increasingly, mobile device use (Seidman, 2005). Almost 90% of violence reported in U.S. schools involves violence between students; acts of physical aggression account for about 40% of these incidences. Consequently, understanding why these behaviors are occurring, as well as identifying what teachers and schools can do to effectively address problem behaviors, is of great importance for the students and society generally. This is because chronic problem behaviors that are untreated can result in increasing socioemotional maladjustment (Campbell, 1995; Campbell & Ewing, 1990; Dodge, 1993), as well as delinquency, school dropout, gang membership, and many other negative outcomes (Dunlap et al., 2006; Wagner & Cameto, 2004). For example, early behavioral problems also increase the risk for later substance abuse or need for mental health services (Bullis & Yovanoff, 2006; Walker, Ramsey, & Gresham, 2004; Walker & Rankin, 1983).Currently, however, there is an incomplete understanding about what problem behaviors exactly are and how they might be prevented or reduced (Dunlap et al., 2006). Part of that problem lies with the definition of normal versus deviant behavior, particularly across children's development (Smith & Fox, 2003), as well as how teachers might be trained to better identify and manage problem behaviors. Thus, a better understanding of the causes of problem behaviors in school contexts should help increase the capacity of teachers to positively influence an individual student's learning, classroom functioning, and peer-topeer relationships and, over time, the student's capacity to productively contribute to society.Problem behaviors are often characterized as those behaviors that interfere with learning and that are harmful or place a person at risk for continued problems in school or in society generally. Smith and Fox (2003) added that the behaviors should repeatedly interfere with school-based learning and, if of sufficient intensity, might subsequently be classified as serious emotional disturbance (SED; Kauffman, Cullinan, & Epstein, 1987). Others have added the elements of cultural appropriateness, intensity, and duration that affect safety. Emerson et al. (1987) argued that a problem behavior isbehavior of such intensity, frequency and duration that the physical safety of the person or others is likely to be placed in serious jeopardy or behavior which is likely to seriously limit or delay access to and use of ordinary facilities, (p. 166)Preventing and reducing problem behaviors at school requires accounting for their multivariate causes and complexity. The problem behaviors confronting a teacher might be the result of a wide array of factors. Examples include bullying, victimization, or other negative peer-to-peer interactions; poverty; family dysfunction; ineffective or overly punitive classroom management; psychiatric problems; or the interaction between these and additional factors, including the student's own temperament, cognitive and self-regulatory capabilities, and prior history of reading and other academic failure (e.g., Holden & Gitlesen, 2003; Lynna, Carrolla, Houghtonb, & Cobhamc, 2013). The burden of addressing problem behaviors contributes to a teacher's workload and adds stress to both the classroom teacher and the school's leadership (Axup & Gersch, 2008; Kelly, Carry, McCarthy, & Coyle, 2007). …
影响因子：
4
作者：
Duncan, Greg J.;Claessens, Amy;Duckworth, Kathryn
通讯作者：
Duckworth, Kathryn
影响因子：
4.6
作者：
Carter, Jocelyn Smith;Garber, Judy;Cole, David A.
通讯作者：
Cole, David A.