The Cycle of Violence and Disconnection Among Rural Middle School Students

Teacher Disconnection as a Consequence of Violence

Michael J. Karcher
Pages 35-51 | Received 12 Nov 2001, Accepted 11 Jan 2002, Published online: 20 Oct 2008
Abstract

A hypothesized relationship between early violent behavior and subsequent connectedness in middle school was
examined. Using self-report survey data and a hybrid structural model, the impact of violent behavior on
connectedness to teachers and to school among 136 predominantly Caucasian, rural middle school students was
examined. After accounting for parenting practices, which explained most of the variance in violence and
connectedness, the data revealed a direct effect of violent behavior on connectedness. The data suggest that middle
school students who have engaged in violent behavior are likely to experience disconnection from their teachers,
and that this disconnection may provide a target for educators' efforts to prevent violence in schools.

Key Words: Connectedness, violence, bonding, attachment, parenting, teacher, prevention

The Effect of Teacher Misbehaviors on Teacher Credibility and Affect for the Teacher

Sara R. Banfield,Virginia P. Richmond &James C. McCroskey

Pages 63-72 | Received 10 Feb 2005, Published online: 03 Feb 2007
Abstract
This study investigated the effect of teacher misbehavior on student affect for the teacher and teacher credibility.
Participants completed an Affect Toward Teacher Scale and a Source Credibility Scale in reference to one of four
experimental conditions. The first two research questions examined the effect of misbehaviors on student affect for
the teacher. Each misbehavior type was shown to have a significant impact on student affect for the teacher.
Teacher “offensiveness” was found to impact affect the most. The second and third research questions examined
the effect of misbehavior on teacher credibility. Credibility was significantly impacted by each individual type of
misbehavior, with competence impacted the most by “incompetence,” and caring and trustworthiness impacted
the most by “incompetence,” and caring and trustworthiness impacted the most by “offensiveness.”

Keywords: Teacher Misbehaviors, Affect for Teacher, Teacher Source

Credibility, Competence, Caring, Trustworthiness

Teacher Caring and Classroom Behavior: Relationships with Student Affect and Perceptions of Teacher
Competence and Trustworthiness

Jason J. Teven
Pages 433-450 | Published online: 19 Nov 2007
Abstract

This study investigated the impact of teacher misbehaviors and caring on students' affect, teacher evaluation, and
teacher competence and trustworthiness. After reading hypothetical scenarios of teachers engaging in appropriate
(or inappropriate) behaviors and communicating caring (or non-caring), students reported perceptions of teacher
competence and trustworthiness and affect. Results of the analysis of variance revealed significant main effects for
teacher caring and appropriateness on teacher competence and trustworthiness. Although there were interaction
effects, the variance accounted for was minimal. Teacher caring was also positively related to students' affect
toward the course and the teacher. This study demonstrates that teachers should maintain appropriate classroom
behavior and communicate caring towards students to preserve their credibility and affect in the classroom.

Keywords: Student Affect, Teacher Attributions, Teacher Caring, Teacher Credibility, Teacher Misbehaviors

Teachers’ classroom discipline and student misbehavior in Australia, China and Israel
Author links open overlay panelRamonLewisaShlomoRomibXingQuicYaacov J.Katzbd
Teaching and Teacher Education
Volume 21, Issue 6, August 2005, Pages 729-741
Abstract
This paper reports students’ perceptions of the classroom discipline strategies utilized in Australia, China and
Israel. It examines data from 748 teachers and 5521 students to identify how teachers’ use of various disciplinary
strategies, and the extent to which these relate to student misbehavior, differ in three national settings. In general,
Chinese teachers appear less punitive and aggressive than do those in Israel or Australia and more inclusive and
supportive of students’ voices. Australian classrooms are perceived as having least discussion and recognition and
most punishment. In all settings greater student misbehavior relates only to increased use of aggressive strategies.
Implications are discussed.

Keywords
Classroom management.Teacher–student relationship.Teacher behavior

Classroom discipline and student responsibility:: The students’ view

Author links open overlay panelRamonLewis
Teaching and Teacher Education
Volume 17, Issue 3, April 2001, Pages 307-319
Abstract
There is, internationally, increasing interest in the quality of children's character. This paper examines, in 21
elementary and 21 secondary schools, the role of classroom discipline in promoting student responsibility for the
protection of learning and safety rights in the classroom. The results indicate that teachers are seen by students to
react to classroom misbehavior by increasing their use of coercive discipline, which inhibits the development of
responsibility in students and distracts them from their schoolwork. Unfortunately, teachers fail to increase their
use of more productive techniques, such as discussions, rewards for good behavior and involvement in decision-
making. Implications of these findings are discussed.

Keywords
Classroom management,Student responsibility,Student participation.Citizenship

Classrooms: Goals, structures, and student motivation.

Export EXPORT Add To My ListEmailPrintShare….AMEN CAROLE

Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84(3),
261-271.

Abstract

Examines the classroom learning environment in relation to achievement goal theory of motivation. Classroom
structures are described in terms of how they make different types of achievement goals salient and as a
consequence elicit qualitatively different patterns of motivation. Task, evaluation and recognition, and authority
dimensions of classrooms are presented as examples of structures that can influence children's orientation toward
different achievement goals. Central to the thesis of this article is a perspective that argues for an identification of
classroom structures that can contribute to a mastery orientation, a systematic analysis of these structures, and a
determination of how these structures relate to each other. The ways in which interventions must address the
independency among these structures are discussed in terms of how they influence student motivation.

Examining the Effects of Schoolwide Positive Behavioral Interventions and Supports on Student Outcomes
Results From a Randomized Controlled Effectiveness Trial in Elementary Schools
Catherine P. Bradshaw, Mary M. Mitchell, Philip J. Leaf

First Published April 20, 2009

Abstract

Schoolwide Positive Behavioral Interventions and Supports (SWPBIS) is a universal, schoolwide prevention
strategy that is currently implemented in over 9,000 schools across the nation to reduce disruptive behavior
problems through the application of behavioral, social learning, and organizational behavioral principles.
SWPBIS aims to alter school environments by creating improved systems and procedures that promote positive
change in student behavior by targeting staff behaviors. This study uses data from a 5-year longitudinal
randomized controlled effectiveness trial of SWPBIS conducted in 37 elementary schools to examine the impact
of training in SWPBIS on implementation fidelity as well as student suspensions, office discipline referrals, and
academic achievement. School-level longitudinal analyses indicated that the schools trained in SWPBIS
implemented the model with high fidelity and experienced significant reductions in student suspensions and
office discipline referrals.

Schools as Communities, Poverty Levels of Student Populations, and Students’ Attitudes, Motives, and
Performance: A Multilevel Analysis
Show all authors
Victor Battistich, Daniel Solomon, Dong-il Kim, ...

First Published September 1, 1995

Schools as Communities, Poverty Levels of Student Populations, and Students’ Attitudes, Motives, and
Performance: A Multilevel Analysis
Show all authors
Victor Battistich, Daniel Solomon, Dong-il Kim, ...

First Published September 1, 1995 Research Article

Abstract

Hierarchical linear modeling was used to examine relationships between students’ sense of school community,
poverty level, and student attitudes, motives, beliefs, and behavior among a diverse sample of 24 elementary
schools. Major findings were that: (a) within schools, individual students’ sense of school community was
significantly associated with almost all of the student outcome measures, (b) Between schools, school-level
community and poverty were both significantly related to many of the student outcomes (the former positively,
the latter negatively), (c) Most of the relationships between school community and student measures held for
schools at different poverty levels, (d) Several significant interactions between school community and poverty
level indicated that some of the strongest positive effects of school community occurred among schools with the
most disadvantaged student populations.
School Warmth, Student Participation, and Achievement

Kristin E. Voelkl
Pages 127-138 | Published online: 14 Jul 2010
Abstract

In this study, the author tested the hypothesis that student perceptions of school warmth contribute to the
explanation of important student behaviors such as participation in class and academic achievement. School
warmth was defined as the degree of teacher warmth, caring, and supportiveness as perceived by the student.
Using a nationwide sample of 13,121 eighth graders, the author examined the influence of participation as a
mediator between school warmth and academic achievement. The findings indicated that, although warmth was
significantly related to academic achievement and to participation, the relationship between warmth and
achievement was nonexistent after the effect of participation was eliminated. Students' participation in class may
have a prominent and crucial influence on the relationship between students' perceptions and achievement.

Teachers' sense of efficacy and their beliefs about managing students☆

Author links open overlay panelAnita E.WoolfolkBarbaraRosoffWayne K.Hoy

Teaching and Teacher Education
Volume 6, Issue 2, 1990, Pages 137-148

Abstract
Teachers' sense of efficacy, the belief that they can have a positive effect on student learning, appears to be related
to teachers' classroom management approaches. Some of these findings have been established, however, with a
definition that inappropriately combines two separate dimensions of the construct, general and personal teaching
efficacy. In this study we examined the relationships between each dimension of efficacy and several measures of
teachers' orientations toward management, control, and student motivation. For the 55 religious school teachers
studied, the greater the teacher's sense of personal efficacy, the more humanistic the teacher's pupil control
orientation. The stronger the teacher's belief that teaching can be successful, even with difficult and unmotivated
students (general teaching efficacy), the more humanistic the teacher's pupil control orientation and the more the
teacher supported student autonomy in solving classroom problems. Teachers who believed that students must be
controlled and cannot be trusted were also more likely to believe that extrinsic rewards are necessary to motivate
the students. These results are discussed in terms of possible contextual effects on the relationships between
management beliefs and efficacy and the possible connections between sense of efficacy, class management, and
student achievement.