Mapping the Social World of Classrooms: A Multi‐Level,Multi‐Reporter Approach to Social Processes and Behavioral Engagement

Understanding the social context of classrooms has been a central goal of research focused on the promotion of academic development. Building on the current literature on classroom social settings and guided by a risk and protection framework, this study examines the unique and combined contribution of individual relationships and quality of classroom interactions on behavioral engagement among low‐income Latino students in kindergarten to fifth grade (N = 111). Findings indicate that individual relationships with teachers and peers and classroom quality, each independently predicted behavioral engagement. Moreover, high‐quality classrooms buffered the negative influence of students’ difficulties in individual relationships on behavioral engagement. Findings illuminate the need to consider multiple layers of social classroom relationships and interactions and suggest the potential benefit of targeting classroom quality as a mechanism for improving behavioral engagement in urban elementary schools.     

Book Reviews

Book reviewed in this article: Education and mind in the knowledge age: By C. Bereiter Attention Deficit/Hyperactivity Disorder — A practical guide for teachers: By P. Cooper & K.M. Bilton Dyslexia and inclusion: Assessment and support in higher education: By M. Farmer, B. Riddick & C. Sterling Special educational needs, inclusion and diversity: A textbook: By N. Frederickson & T. Cline Learning and child development: A cultural‐historical study: By M. Hedegaard Dyslexia and literacy: Edited by E. Hjelmquist & C. von Euler Technology applications in education: A learning view: Edited by H. O'Neil & R. Perez Intentional conceptual change: Edited by G.M. Sinatra & P.R. Pintrich     

Re:Views

Understanding and Conducting Research: Applications in Education and the Behavioral Sciences: E. J. Mason and W. J. Bramble The Assertive Option: Your Rights and Responsibilities: Patricia Jakubowski and Arthur J. Lange A Parent's Guide to Child Therapy: Richard Bush Dating Habits of Young Black Americans: And Almost Everybody Else's Too: John R. Porter Multicultural Nonsexist Education: Nicholas Colangelo , Cecelia H. Foxley , and Dick Dustin Special Needs and Services—Child Care: A Comprehensive Guide Series (Vol. IV): Stevanne Auerbach , Ed., with James A. Rivaldo     

Book Reviews

Book reviewed in this article: Supporting effective learning: By Eileen Carnell & Caroline Lodge Dyslexia. Theory and practice: Edited by Angela Fawcett Internet research methods: By C. Hewson, P. Yule, D. Laurent & C. Vogel Scaling procedures — Issues and applications: By Richard G. Netemeyer, William O. Bearden & Subhash Sharma Early intervention practices around the world: Edited by S.L. Odom, M.J. Hanson, J.A. Blackman & S. Kaul Perspectives on object‐centred learning in museums: Edited by Scott G. Paris Essentials of behavioural assessment: By Michael C. Ramsay, Cecil R. Reynolds & R.W. Kamphaus Reading through colour: By Arnold Wilkins     

Relationships of children's grade in school,sex, and social class to teachers' ratings on the behavior problem checklist

The present study investigated the relationships of children's grade in school, sex, and social class to teachers' ratings on the Behavior Problem Checklist (BPCL). The sample consisted of 1,999 white children from kindergarten through fifth grade who were in regular classes. Three conclusions may be drawn from the study. The first is that grade and the interactions of grade with sex and social class are determinants of scores on the BPCL, but that no particular trends are characteristic of the relationships between these and the dependent variables. The second is that sex and social class are also determinants of scores on the BPCL, with boys and children from the lower social classes having more problems and girls and children from the higher social classes having fewer problems. The third is that the differences between schools and between teachers are responsible for more of the variance on the BPCL than grade, sex, and social class.For permission and assistance in obtaining the sample, the authors gratefully acknowledge John Bowser, superintendent of the Alief Independent School District, Alief, Texas. The authors thank Dorothy Schreiner, secretary-to-the-superintendent, and the following school principals and their teachers for their valuable cooperation: Betty A. Bennett, Jane E. Hunt, Bertha Jamison, James Keel, and James R. Woodfin. Appreciation is also expressed to Richard M. Patterson and James J. Wilmoth who generously offered their advice concerning the data analysis.     

Class size,pupil attentiveness and peer relations

Background: Despite a long‐running debate over the effects of class size differences on educational performance there is little evidence on the classroom processes that might be involved. Aims: The effects of class size differences are examined in relation to social and behavioural adjustment to school, in terms of two dimensions: attentiveness and peer relations. It was predicted that as class size increased there would be more inattentiveness in class and more signs of social difficulties between children in the form of more rejection, asocial, anxious and aggressive behaviour, and less prosocial behaviour. Samples: Data came from a large‐scale longitudinal study of children over KS1 (4‐7 years). The observation study was based on a subsample of 235 children in 21 small (average 19 children) and 18 large (average 33 children) reception classes (aged 5 years). The PBR sample involved over 5,000. Methods: There were two complementary methods of data collection: first, a systematic observation study of pre‐selected target children in terms of three ‘social modes’ — when with their teachers, other children and when not interacting — and in terms of work, procedural, social and off‐task activities; and, second, a teacher administered Pupil Behaviour Rating (PBR) scale comprising over 50 items rated on a 3‐point scale grouped into six ‘factors’: hyperactive/distractible, aggressive, anxious/fearful, prosocial, asocial, and excluded. Results: Observations showed that children in large classes were more likely to show off‐task behaviour of all kinds, and more likely to interact with their peers in terms of off‐task behaviour, social, and also on‐task behaviours. Connections between class size and PBR factors were not strong. There was no support for the view that peer relations are better in smaller classes; indeed, there was a slight tendency for worse peer relations, in terms of aggression, asocial and excluded, in the smallest classes. Conclusions: There was confirmation that children in large classes are more distracted from work and more often off task. The unexpected result, based on teacher ratings, that small classes may lead to less social and more aggressive relations between children is discussed, along with implications for teachers of a tendency for more peer‐related contacts in large classes.     

Behavioural and Emotional Development in Children of Divorce

This study reports on teacher perceptions of the impact of parental divorce on behaviour and emotional development in children of divorce. Participants were a purposive sampling of 80 primary school learners with parental divorce experience and a comparison group of 40 others from typical or intact families (n = 120: males = 64; females = 56; age range = 6 to 12 years). Teachers completed the Conners' Rating Scales—Revised (CRS—R: Conners, 1998; Casat et al., 1999) on each of the learners. The findings suggest that teachers perceive younger children from divorced parents were more likely to have emotional and behavioural challenges than those from intact families. By contrast, teachers perceived older children from intact were to have emotional and behavioural difficulties.     

Intelligence,classroom behavior,and academic achievement in children at high and low risk for psychopathology: A structural equation analysis

The intelligence, academic achievement, and classroom behavior of 158 children were assessed in a sample that is being followed longitudinally. The sample included children at high risk for mental disorder by virtue of having a parent with a psychiatric diagnosis of schizophrenia or affective disorder, children at moderate risk, and children at low risk, A series of path analyses indicated that in this sample (1) classroom behavior was more likely an affect than a cause of academic achievement, and (2) the influence of parental psychopathology on classroom behavior was mediated by a child's intelligence and academic achievement. We were unable to substantiate an unmediated causal link between parental psychopathology and children's academic achievement or classroom behavior.This research was supported by National Institute of Mental Health Grant MH 24819 to Drs. E. J. Anthony and J. Worland. The authors appreciate the help of the entire Harry Edison Child Development Research Center staff, especially Janet Penniman, Steven Finn, Harriet Lander, Arlene Stiffman, Victor Hesselbrock, Darcy Gilpin, Janice Hensiek, and Crisanne Roberts. Special thanks are expressed to Myra Ferrel and Alice Woods for making arrangements with the schools. Our gratitude is expressed to the principals, counselors, and teachers of the St. Louis area schools and to the children and families who participated in this effort.     

Book Reviews

Book reviewed in this article: The Way People Work: Job Satisfaction and the Challenge of Change. By Chrlstlne Howarth. Organizational Psychology: An Experiential Approach to Organizational Behavior. By David A. Kolb, Irwin M. Rubin & James M. Mclntyre. Leadership in the British Civil Service. By Richard A. Chapman. Making Work—Self-Created Jobs in Participatory Organisations. By W. Ronco & L. Peattie. Online Communities: A Case Study of the Office of the Future. By Starr Roxanne Hiltz. Living Abroad. By I. Torbörn. The Committed Organisation. By G. Saunders. Women and the Public Sphere. Edited by Janet Siltanen & Michelle Stanworth. The Psychology of Human-Computer Interaction. By S. K. Card, T. P. Moran & A. Newell. Directions in Human/Computer Interaction. Edited by A. Badre & B. Shneiderman. The Physical Environment at Work. By D. J. Oborne & M. M. Gruneberg. Role Transitions: Explorations and Explanations. Edited by V. L. Allen & E. Van De Vliert.     

The role of personal attributes and social support factors on passive behaviour in classroom among secondary school students: a prospective study

The present study prospectively explored the effects of personal attributes (self-esteem and introversion) and social support factors on passive behaviour in the classroom in a sample of 259 (132 females, 127 males) students in two secondary schools. In the longitudinal multivariate analysis, the student’s perceived passive behaviour in the classroom at time-point two (T₂) was predicted by the initial level of passive behaviour, self-esteem, introversion, and by social support from classmates. Support from teachers and parents at time-point one (T₁) were not associated with passive behaviour in the classroom.     

Book Reviews Section

Slote , Alfred . Termination: The Closing at Baker Plant. Jain , Harrish C. and Kanungo , Rabindra N. Behavioral Issues in Management: The Canadian Context. Wall , T. D. and Lischeron , J. A. Worker Participation: A Critique of the Literature and Some Fresh Evidence. Hackman , J. Richard and Suttle , J. Lloyd . (Eds.). Improving Life at Work: Behavioral Science Approaches to Organizational Change. Yoder , Dale and Heneman , Herbert G., Jr . (Eds.) Training and Development: Volume V, AS PA Handbook of Personnel and Industrial Relations. Staw , Barry M. and Salancik , Gerald R. (Eds .) New Directions in Organizational Behavior. Burke , W. Warner . (Editor) Current Issues and Strategies in Organization Development. Golembiewski , Robert T. and Blumberg , Arthur . (Eds.) Sensitivity Training and the Laboratory Approach: Readings about Concepts and Applications. (Third Edition) Stogdill , Ralph M. Leadership Abstracts and Bibliography 1904 to 1974. (Monograph AA-10) Miller , Donald B. Personal Vitality. Stewart , Rosemary , Contrasts in Management. Smith , Howard P. and Brouwer , Paul J. Performance Appraisal and Human Development: A Practical Guide To Effective Managing. Merry , Uri and Allerhand , Melvin E. Developing Teams and Organizations: A Practical Handbook for Managers and Consultants. Hennig , Margaret and Jardim , Anne . The Managerial Woman. Du Brin , Andrew J. Survival in the Office: How to Move Ahead or Hang On. Beatty , Richard W. and Schneier , Craig Eric . Personnel Administration: An Experiential Skill-Building Approach. Beatty , Richard W. and Schneier , Craig Eric . Implementor's Manual for Personnel Administration: An Experiential Skill-Building Approach. Sisk , Henry L. Management and Organization. (Third Edition) Korman , Abraham K. Organizational Behavior. Du Brin , Andrew J. Casebook of Organizational Behavior. Morrison , James H. and O'Hearne , John J. Practical Transactional Analysis in Management. Louden , J. Keith . Managing at the Top: Roles and Responsibilities of the Chief Executive Officer. Frew , David R. Management of Stress: Using TM at Work. Benge , Eugene J. Elements of Modem Management. Sperry , Len , Mickelson , Douglas J. and Hunsaker , Phillip L. You Can Make It Happen: A Guide to Self-actualization and Organizational Change.     

Mixed‐methods Evaluation of the Good Behaviour Game in English Primary Schools

Inclusivity of all children in education and within educational settings is an important value and goal. Yet, where settings and practices are not oriented for inclusivity and engagement, some children can struggle with academic tasks and are often marginalised and exhibit disruptive behaviours. The study reported here addresses the social nature of school as a community for learning through a mixed‐methods concurrent triangulation evaluation of the implementation of the Good Behaviour Game (GBG) in six primary (elementary) schools with 10 classes and 222 children in Oxfordshire, England. The Teacher Observation of Classroom Adaptations ‐ Revised (TOCA‐R) was administered in individual interviews with class teachers. Additionally, individual semi‐structured interviews were conducted with teachers, coaches and head teachers (n = 22). In a pre–post design, improvements in child adaptation were observed on all TOCA‐R subscales. In an integrative analysis that brought together quantitative and qualitative findings, pupil improvement was identified in three major areas: inclusion and social participation, behaviour, and concentration. Interview results also highlighted the substantial practical challenges associated with implementing and using the GBG in schools in the UK. Overall, the results of this study support the idea that social relationships within the school community, between pupils and between pupils and teachers, provide an important context for learning and social development. Copyright © 2016 John Wiley & Sons, Ltd.     

Book Reviews

Human Resource Management — Key Concepts and Skills by P.B. Beaumont Practical Employment Law: A guide for Human Resource Managers by Paul Lewis Top Class Management by Richard Graham and Edwin Singer View from the Bridge edited by Geoff Armstrong. The Japanization of British Industry — New Developments for the 1990s by Nick Oliver and Barry Wilkinson     

Classroom problem behavior and teacher-child relationships in kindergarten: The moderating role of classroom climate

Young children with problem behavior in the classroom are at risk for developing more conflictual and less close relationships with their teachers. Two studies in kindergarten (N = 3798; N = 237) shed light on some aspects of classroom climate that can moderate this risk for relational problems. Results showed problematic classroom compositions, in terms of high average levels of internalizing or externalizing behavior, to exacerbate the risk for teachers to form more conflictual relationships with children showing externalizing behavior. Additionally, observed emotional support of teachers was found to be protective for the relational functioning of children at risk due to maladjusted behavior. Specifically, with emotionally supportive teachers, children who expose internalizing or externalizing behavior are no longer at risk for developing less close or more conflictual relationships with their teachers respectively. Practical implications and limitations of the studies are reported and suggestions are made for future research.     

Locus of control and persistence in structured and unstructured preschool classrooms

The effect of locus of control and classroom structure on persistence and attention in preschool children was examined. Teachers' ratings of persistence were obtained for 16 children from a relatively structured classroom and for 18 children from a relatively unstructured classroom. Locus of control was measured by administering the Preschool and Primary Nowicki-Strickland Internal-External Scale (Nowicki & Duke, 1974). As predicted, teachers from the structured classrooms rated externally controlled children as more persistent (r=.55, p<.05), while teachers from the unstructured classroom rated internally controlled children as more persistent (r= -.35, p<.10). Practical implications of this line of research for making classroom placement decisions are discussed.     

Intervention to Strengthen Emotional Self-Regulation in Children with Emerging Mental Health Problems: Proximal Impact on School Behavior

A model for teaching children skills to strengthen emotional self-regulation is introduced, informed by the developmental concept of scaffolding. Adult modeling/instruction, role-play and in vivo coaching are tailored to children’s level of understanding and skill to promote use of skills in reallife contexts. Two-hundred twenty-six kindergarten—3rd grade children identified with elevated behavioral and social classroom problems from a population-based screening participated in a waitlisted randomized trial of the Rochester Resilience Project derived from this model. In 14 lessons with school-based mentors, children were taught a hierarchical set of skills: monitoring of emotions; selfcontrol/ reducing escalation of emotions; and maintaining control and regaining equilibrium. Mentors provided classroom reinforcement of skill use. Multi-level modeling accounting for the nesting of children in schools and classrooms showed the following effects at post-intervention: reduced problems rated by teachers in behavior control, peer social skills, shy-withdrawn and off-task behaviors (ES 0.31–0.47). Peer social skills improved for girls but not for boys. Children receiving the intervention had a 46% mean decrease in disciplinary referrals and a 43% decrease in suspensions during the 4-month intervention period. Limitations and future directions to promote skill transfer are discussed.     

Re:Views

A Lifework-Planning Conference-Workshop. Leader: Richard N. Bolles and staff. Galvanic Skin Response Meter-1 Counselor Education Directory 1977: Personnel and Programs. Joseph W. Hollis and Richard A. Wantz, Editors. Compensation in the Guidance and Counseling Field. School Consultation: Readings About Preventive Techniques for Pupil Personnel Workers. Joel Meyers, Roy Martin and Irwin Hyman, Editors Homework in Counseling and Psychotherapy: Examples of Systematic Assignments for Therapeutic Use by Mental Health Professionals. John L. Shelton and J. Mark Ackerman. How To Live With—and Without—Anger. Albert Ellis. Overcoming Procrastination. Albert Ellis and William J. Knaus. Community Counseling: A Human Services Approach. Judith A. Lewis and Michael D. Lewis. Relationship Enhancement: Skill Training Programs for Therapy, Prob Measurement and Evaluation in Psychology and Education. Robert L. Thomdike and Elizabeth Hagen Career Information in Counseling and Teaching. Lee E. Isaacson Jobs. Falls Church, Va.: Stuart Finley The Psychology of Leisure: Research Approaches to the Study of Leisure. John Neulinger Leisure Counseling: An Aspect of Leisure Education. Arlin Epperson, Peter A. Witt, and Gerald Hitzhusen, Editors Leisure Counseling Techniques: Individual and Group Counseling Step-by-Step. Patsy B. Edwards. Human Services and Resource Network. S. B. Sarason, C. F. Carroll, K. Maton, S. Cohen, and E. Lorentz Research Methods for Counselors: Practical Approaches in Field Settings. Leo Goldman, Editor lem Prevention and Enrichment. Bernard G. Guerney, Jr. San Francisco     

Reviews

Books reviewed in this article: Clark, Ruth Colvin and Mayer, Richard E., e‐Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning Lucas, Christopher J. and Murry, John W. Jr., New Faculty: A Practical Guide for Academic Beginners Rose, Karel and Kincheloe, Joe L., Art, Culture, & Education: Artful Teaching in a Fractured Landscape Schultze, Quentin J., Habits of the High‐Tech Heart: Living Virtuously in the Information Age Migliazzo, Arlin C., Editor, Teaching as an Act of Faith: Theory and Practice in Church‐Related Higher Education Speck, Bruce W. and Carmical, Beth H., Editors, Internationalizing Higher Education: Building Vital Programs on Campuses Marino, Thomas A., Classrooms Without Fear: A Journey to Rediscover the Joy of Teaching     

Grouping of Pupils in Secondary School Classrooms: Possible Links between Pedagogy and Learning

Pupil groupings within classrooms are a constant social pedagogic factor which effect participation and learning. The grouping of pupils provides a dynamic relationship between learning tasks and the classroom context within which learning takes place. This paper explores types of pupil groupings found in secondary school classrooms related to themes of group size and composition, learning task, group interaction and teacher presence. The paper questions how classroom groupings may be related to the circumstances that promote or inhibit school learning. Previous studies concerning classroom grouping in secondary schools have been dominated by ability or attainment level of the child. The approach and review presented in this study advances a new and more extensive understanding of social pedagogic activity within classrooms. Empirically, a novel classroom “mapping” method with follow-up questions for teachers was used to identify within-class grouping characteristics of children aged 12 and 15 years (in school Years 7 and 10), across curriculum subjects (English, mathematics, science and humanities) in secondary schools. Maps were drawn for 250 classrooms and explained by teachers from 47 schools in England. Results identified that a variety of groupings were found in most classes. Use of particular groupings related to phase of lesson and, to some extent, curriculum. The results showed: little pedagogic association with learning task or interaction; teacher presence associated with control of knowledge; and group composition dominated by stereotypical adolescent friendships. Discussion considers the social pedagogic potential of grouping (with regard to relational capital), control of knowledge and social structure of the classroom attributed to the teacher, and patterns of grouping that may be associated with polarisation in the classroom. *Research reported was part of the GRIS (The Nature and Use of Within Class Groupings in Secondary Schools) project funded by the ESRC, grant number R000238172.     

Working with children with Asperger's Syndrome in the mainstream classroom: A psychodynamic take from the chalk face

There has been considerable discussion by those involved in teaching children with special educational needs (SENs) about how to appropriately categorize children with difficulties in learning. Increasingly, a social inclusion model of SEN has come to the fore in mainstream schools across the developed world. Asperger's Syndrome (AS), however, has presented a challenge to inclusionary approaches. This paper, based on the experiences of a teacher working with a child with AS in the mainstream classroom, explores the role of emotions in relation to the obsessional interests of children with AS. Particular reference is paid to the work of later object relations theorists on the emotional role of rigid patterns of thinking, behaviour and obsessional interest in AS. The possibility that an implicit deficit model may at times be relevant to the development of ‘live’ communication and learning for children with AS in the mainstream classroom is considered. Possible management strategies in the classroom in relation to obsessive interests are discussed.