Stability Balls and Student on-Task Behavior

Stability balls have become a common option for alternative seating in classrooms. While the social validity of stability ball classroom seating remains high among students and teachers, findings on the effectiveness of this alternative seating method are mixed. This is particularly true when the intent of the intervention is to increase student on-task behavior. This study examined the effects of stability ball seating on students’ on-task behavior in a general education setting, using a within-subjects repeated measures design. Researchers observed twenty-four third-grade students in a public-school classroom across three conditions: all chairs, all balls, or choice. Across observation days, the study controlled for time of day, teacher, and classroom environment. Results indicate students are on-task less frequently when sitting on a stability ball. Student reports on social validity replicated prior findings; students found the stability ball to be desirable and easy to use.

     

Considerations for classroom seating arrangements and the role of teacher characteristics and beliefs

As a part of classroom management, teachers face the question of how and where to seat their students. However, it is far from clear what considerations teachers have when making seating arrangements. Therefore, in this study seating arrangement considerations from 50 teachers in grades 4–6 of elementary school were assessed. In Phase 1, teachers were interviewed about their goals and considerations for classroom seating arrangements. Teachers mentioned between 2 and 19 reasons for placing students at specific places in the classroom, with mostly academic considerations. They mainly preferred arrangements in small groups to promote student cooperation. In Phase 2, teachers completed a questionnaire about seating arrangements. This allowed us to examine individual differences between teachers related to gender, years of experience, and beliefs, and the concurrence between the interview and questionnaire data. Teachers reported multiple and various considerations for seating arrangements. Correlations with their general student-oriented or subject-oriented beliefs and personal characteristics were low. The concurrence between measurement methods also was low. The discussion focused on teacher awareness of classroom seating arrangements as an important part of classroom management and a tool for prevention and intervention.     

学生学业和行为特征如何影响教师支持？来自个体和圈子层面的证据

教师支持是师生关系的重要指标,由教师和学生共同建构;学生的学业和行为特征会影响教师支持,但是以往研究主要关注学生个体特征的影响,极少考察学生所在小群体的作用。本研究以个体和其所在圈子的学业成就、亲社会行为、攻击行为为特征,考察其对教师支持的影响,结果发现：（1）个体的学业成就积极预测后续教师支持的增加;（2）在高学业成就圈子中,个体学业成就的提高能够预测教师支持的增加,而在低学业成就圈子则不能;（3）与男生相比,在低亲社会圈子中的女生获得的教师支持更少,而在高亲社会圈子中的女生则能够获得比男生更高的教师支持。     

The Effects of Using Response Cards on Student Participation, Academic Achievement, and On-Task Behavior During Whole-Class, Math Instruction

This study evaluated the effects of using response cards during whole-group math instruction in a fourth-grade classroom, using an ABA research design. During both A and B conditions the classroom teacher conducted her math lessons as planned. However during the A conditions, hand-raising (HR) was in effect. That is, when the teacher asked a question she instructed the students to raise their hands and after each question she called on one student whose hand was raised. During the B condition, response cards (RC) were in effect. Whenever she asked a question, the teacher instructed the entire class to write their answers on individual response cards. After each question, the teacher instructed the entire class to hold up their RC. Data were collected on five students who represented the class range in general level of participation, academic skills, and on-task behavior. Results indicated that student participation, specifically the number of student-initiated opportunities to respond and the number of student responses were higher when using RC than when HR was in effect. Students scored higher on the weekly math quiz after the RC condition than after the HR conditions. The percentage of intervals that students were on-task also was higher when RC were used.     

Grouping strategies, peer influence, and free time as classroom management techniques with first- and third-grade children

This study systematically investigated the effects of different procedures on classroom behaviors ranging from teacher designated seating groups and seating groups based on sociometric data to peer encouragement and free time reinforcers. Subjects were first- and third-grade children in classrooms using a Follow Through program model. Data were taken on the attending behavior of the children in small groups arranged by the teacher. The level of appropriate attending behavior was low and did not increase when the groups were restructured based on sociometric data. The introduction of instructions to the peer groups to help the child with his or her work brought about a major increase in the third-grade subjects' appropriate behavior. Appropriate attending behavior for the first-grade children did not increase to the predetermined acceptable level until a free time period for each peer group was made contingent upon the appropriate behavior of the subject in each group. Frequencies of verbal interactions suggested peer attention has an effect on the appropriateness of peer interactions.     

MALE AND FEMALE PERSONAL SPACE NEEDS AND ESCAPE REACTIONS UNDER INTRUSION: A TURKISH SAMPLE

Two experiments were conducted to determine the personal space needs of Turkish males and females, and their reactions to intruders of this space in same- and opposite-sex pairings. In experiment 1, the seating distances were measured for 32 male and 32 female undergraduate students on a bench already occupied by another person of either the same or opposite sex in a bogus experiment on line judgements. In experiment 2, 60 male and 60 female library users were observed under three conditions; (a) intrusion, (b) no-intrusion, and (c) control. The results of both studies indicated that female subjects used larger distances when paired with a person of the opposite sex, and got up to leave their seats more often and earlier in the condition of intrusion by a male than a female. In same-sex pairings, males were found to use somewhat larger distances and react faster to intrusions than females, but the differences between the two sexes did not reach statistical significance.     

Burnout risk among first-year teacher students: The roles of personality and motivation

The present study identified individual variables by which first-year teacher students' risk for burnout can be detected at an early stage. We analyzed a sample of teacher students (n = 559) and a control group of psychology students (n = 150) by using multinomial logistic regression analyses. We estimated the impact of personality (Five-Factor model) and motivation for choosing teacher education on work-related coping behavior and experiences (WCEP types: healthy-ambitious, unambitious, excessively-ambitious, and risk for burnout). Neuroticism and the extrinsic motivation of choosing teacher education (the assumed low difficulty of studies) were risk factors for unhealthy, stress-related coping behavior and experiences. In contrast, high levels of extraversion and conscientiousness as well as intrinsic motivation for choosing teacher education (subject-specific interest) were related to healthy-ambitious behavior. Relations of personality and stress-related WCEP types were partially moderated according to field of study (teaching versus psychology). Our results are of particular importance for improving counseling programs that advise prospective teacher students regarding their individual fit to the requirements and challenges of the teaching profession and for correcting false expectations about study demands.     

IDENTIFYING INSTRUCTIONAL TASKS THAT OCCASION PROBLEM BEHAVIORS AND ASSESSING THE EFFECTS OF STUDENT VERSUS TEACHER CHOICE AMONG THESE TASKS

Levels of problem behavior were assessed when 4 students with severe disabilities received instruction on preferred versus nonpreferred tasks and when tasks of each type were chosen by the teacher rather than by the student. In Phase 1, interview and direct observation assessments were conducted to identify relative preferences for academic tasks. In Phase 2, the effects of these lower preference and higher preference tasks on the rate of problem behavior were evaluated using a multielement design. The results showed that lower preference tasks were associated with higher rates of problem behaviors and that students, when given a choice, consistently selected the tasks that had been identified through interview and direct observation as higher preference. In Phase 3, we assessed whether allowing the students to choose between pairs of lower preference tasks or between pairs of higher preference tasks reduced problem behavior relative to a condition in which the teacher selected the same tasks. For 2 of 4 students, the rates of problem behavior were lower when students (rather than the teacher) selected the lower preference activity. Higher preference tasks for 3 students were associated with relatively low rates of problem behavior regardless of whether the student or the teacher selected the task.     

Students’ Anticipated Situational Engagement: The Roles of Teacher Behavior,Personal Engagement,and Gender

Among 9th-grade students (248 girls, 255 boys) from a large multiethnic school, the authors examined 2 aspects of anticipated situational engagement in relation to 3 types of hypothetical teacher behavior: authoritarian, authoritative, permissive. Furthermore, the authors investigated the moderating roles of students’ personal (trait-like) engagement and gender. Multilevel analyses showed differential effects of teacher behavior type. Anticipated situational engagement was generally highest with the authoritative teacher and lowest with the authoritarian teacher. However, students’ personal engagement and gender qualified these effects. The effects of the authoritative and authoritarian teachers versus the permissive teachers on anticipated situational engagement were more positive (or less negative) for students with high versus low personal engagement. Also, the positive effects of the authoritative and permissive teachers versus the authoritarian teacher were stronger for female students than for male students. Results show that anticipated situational engagement should be understood by examining the combined influences of contextual and individual characteristics.     

Differences in interpersonal distance among nonoffenders as a function of perceived violence of offenders.

A group of 39 female and 15 male undergraduate students took part in a study of the relationship between perceived violence of criminal offenders and interpersonal distance preferred by nonoffenders. Preferred interpersonal distance, measured for subjects informed that the person with whom they would be sitting in a room was either a violent offender, nonviolent offender, or nonoffender, was the number of seats subjects chose to sit from the person. Analysis of variance shows subjects preferred significantly less mean distance in the nonoffender condition versus either the nonviolent or violent offender conditions.     

The Positive Plus Program: Affirmative classroom management to improve student behavior

This study describes the Positive Plus Program, a multicomponent intervention combining behavior‐specific praise with an interdependent group contingency and teacher feedback. An elementary school teacher wanting to improve her classroom management skills implemented the Positive Plus Program. Four second‐grade students participated in the study, and each of the students emitted disruptive behavior in class previously. This study, using an ABAB design, indicated that when the teacher reliably delivered high levels of behavior‐specific praise and awarded points, disruptive behavior was less likely. Student outcomes showed increased academic engagement and decreased off‐task motor and verbal behavior from pre‐ to post‐intervention. Teacher ratings indicated high levels of social validity. In light of these findings, implications for future research and implementation are discussed.     

Feasibility of and teacher preference for student‐led implementation of the good behavior game in early elementary classrooms

The Good Behavior Game (GBG) is a classwide group contingency shown to reduce disruptive student behavior. We examined the feasibility of training young students to lead the GBG in one first‐grade and three kindergarten classes. We also examined teacher preference for teacher‐led GBG, student‐led GBG, or no GBG using a concurrent chains procedure. We successfully trained students in all classes to lead the GBG, and the GBG reduced disruptive behavior regardless of who implemented it. Preference for who implemented the game varied across teachers. Results of this study suggest that students as young as kindergarten age can be trained to implement the GBG and that teacher preference should be taken into account when determining how classwide interventions are to be implemented.     

The latent four-zone structure in classroom seating space

The purpose of this study was to extract a latent space structure of classrooms from students seating preferences, and to determine whether classroom division on the basis of latent space structure is useful in predicting actual seating behaviors. The actual seating positions of 151 female junior college students were observed in classrooms once a week for one semester; then students were asked to estimate their seating preference among 49 seating positions in an imaginary classroom. Students did have different preferences for seating positions. A factor analysis suggested that classroom seating space should be divided into four zones: rear, front, center, and sides. A multiple discriminant analysis suggested that the seating positions that students actually took reflected a four-zone structure. Classroom division based on the four-zone structure proved useful in understanding students' seating behaviors.     

教师课堂教学中的自我表露对学生评价的影响

采用2×3的被试间设计研究课堂教学中教师的自我表露对学生评价的影响.被试分别以视频(录音)形式观看(收听)无表露、表露个人成长经历、表露工作的讲座片断,并对讲座中教师进行评价.结果表明:(1)表露个人经历在视频组和录音组都表现出评价上的优势.(2)热情——冷淡维度,表露工作情况视频比录音评价更高;稳重-轻浮维度,无表露情况视频比录音评价更高.(3)录音组中,高年级对表露和无表露组的评价差距与低年级无显著差异.     

Being a good or a just teacher: Which experiences of teachers’ behavior can be more predictive of school bullying?

In two cross‐sectional questionnaire studies with N = 2,931 German students, aged between 12 and 17 years (M = 14.1, SD = 0.5), we investigated the relation between students’ bullying behavior and their personal belief in a just world (BJW). We considered students’ personal experience of teacher justice as a possible mediator in this relation and investigated whether the students’ experiences of their teachers’ classroom management explained bullying behavior in addition to personal BJW and teacher justice, while statistically controlling for sex and school type. In both studies, multilevel modeling results showed that the more students endorsed personal BJW and the more they evaluated their teachers’ behavior toward them personally as being just, the less likely they were to report that they bullied others. The students’ personal experience of teacher justice mediated the association of personal BJW with bullying. Furthermore, the students’ personal experience of classroom management significantly predicted bullying in addition to personal BJW and teacher justice. The observed relations were mainly significant at the individual level. The pattern of results persisted when we controlled for school type and when we considered student sex as a moderator. We discussed the adaptive functions of BJW and implications for future school research and practice.

     

The control of "classroom attention": a group contingency for complex behavior

Cumulative time measures of classroom attention, as delineated by the teacher, were taken of four elementary classes (kindergarten, third, fifth, and sixth grades) and of 16 randomly chosen students in these same classes. Each class of students was viewed as an individual responding organism. Base rates showed considerable variability. Explicit instructions alone concerning student attention produced temporary increase for some students and for some grades. Adding group contingencies (i.e., contingencies dependent on the attention of every student in the class) and token-mediated reinforcement to class achievement of a gradually increasing attention criterion raised group measures to a consistent 70 to 85% level of time attending to task as instructed, and raised individual student measures to a stable 90 to 100% level. Reversals and other data indicate that the elementary teacher can, by herself and with little effort, maximize what she considers the "paying-attention behavior" of all her students by her less-than-precise measure and consequation of the attention of the class as a whole.     

Classroom behavior and the academic progress of learning disabled students

A total of 43 learning disabled (LD) students who were identified in grades 1–3 were followed up in their second year of special education services. Teachers completed the Classroom Behavior Inventory (CBI) for each LD student and for randomly selected classmates, and both groups of students were observed with the SCAN system in regular classroom settings. Group differences in teacher perceived task orientation, independence, and verbal expressiveness replicated previous findings with the CBI for this LD sample. SCAN observations partially replicated previous results in that LD children interacted with teachers more often than classmates. Multiple regression analyses indicated that both measures of behavior were predictive of reading achievement during year 1 when the LD children were identified, and that the CBI predicted academic progress from one year to the next. Both teacher ratings and observational evidence converged on the importance of task-oriented behavior, independent functioning, and socially appropriate behavior in understanding the poor achievement of LD students.     

SEVERE CLASSROOM BEHAVIOR PROBLEMS: TEACHERS OR COUNSELLORS

This experiment was designed to determine the relative effectiveness of teacher and counselling approaches in the reduction of disruptive or inappropriate classroom behavior. Inappropriate classroom behavior frequencies of 12 academically low achieving, seventh-grade, black male students, with a reported high rate of inappropriate classroom behavior, were recorded. Three groups, with nearly equal mean inappropriate behaviors, were randomly assigned to one of three treatment conditions: behavioral counselling, client-centered counselling, or no counselling. Each counselling group received fifteen 30-minute counselling sessions, at a rate of two to three times a week. In addition to counselling, all students subsequently received teacher approval within the classroom. Results indicated that the teacher was able to reduce inappropriate behavior more than any counselling group. There were also indications that behavioral counselling, but not client-centered counselling, was moderately helpful in reducing inappropriate classroom behavior.     

Belief in a just world, teacher justice, and bullying behavior

The relation between school students' belief in a just world (BJW) and their bullying behavior was investigated in a questionnaire study. The mediating role of teacher justice was also examined. Data were obtained from a total of N = 458 German and Indian high school students. Regression analyses revealed that the more strongly students believed in a personal just world and the more they evaluated their teachers' behavior toward them personally to be just, the less bullying behavior they reported. Moreover, students with a strong BJW tended to evaluate their teachers' behavior toward them personally to be more just, and the experience of teacher justice mediated the relation between BJW and less bullying perpetration. This pattern of results was as expected and consistent across different cultural contexts. It persisted when neuroticism, sex, and country were controlled. The adaptive functions of BJW and implications for future school research are discussed.     

LEADERSHIP AND NONVERBAL BEHAVIORS OF HISPANIC FEMALES ACROSS SCHOOL EQUITY ENVIRONMENTS

Nonverbal behaviors of Hispanic elementary school students and their peers were examined in a small-group cooperative task with a total of 202 subjects. Thirty-five randomly selected groups were videotaped in ten desegregated schools; each group was gender-homogeneous, with three Hispanic and three Anglo students. Analysis of the videotapes revealed that Hispanic females used less vertical and horizontal space than Anglo females, and were also less likely to verbally interrupt or physically intrude on other group members. They had similar rates of handling the group resource cards and were given similar leadership scores by multi-ethnic trained observers. Among males, Hispanics are significantly more likely to use vertical or upward movements and physical intrusions, while Anglos use more verbal interruptions.
School and social status factors such as high-and low-equity desegregated school programs, ethnic and gender status, and school status variables of academic grades and English word knowledge had varying effects on teacher and peer ratings of leadership. High-equity schools garnered higher leadership scores for Hispanic females from both peers and teachers when all other nonverbal behaviors were controlled. This positive effect of the school on leadership ratings was evident only for males in teacher ratings. Hispanic females and their peers do reflect adult models of nonverbal behavior and leadership, and that leadership is enhanced in the perceptions of teachers and peers when they participate in a high-equity desegregated elementary school.