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Secondary school teachers’ perceptions of student misbehaviour: A review of international research, 1983 to 2013

Secondary school teachers’ perceptions of student misbehaviour: A review of international... This literature review of secondary school teachers’ perceptions of student misbehaviour from 1983 to 2013 comprised studies from various countries including Australia, China, Greece, Jordan, Malta, the United Kingdom and the United States. Identified materials enabled international comparisons and the analysis of changes over time. Of the 20 papers included in the final review, most were categorised as looking at perceptions of serious student misbehaviours or high frequency student misbehaviours. The main conclusions were that teacher perceptions of high frequency misbehaviours and serious misbehaviours were largely consistent over time and between countries. Teachers perceived talking out of turn and similar misbehaviours as being most frequent. Teachers consistently perceived stealing and vandalism as serious misbehaviours while more extreme violent or potentially violent behaviours were not reported to occur frequently. The study raises the issue of the lack of a common research methodology in the reviewed materials, including agreed student behaviour descriptors, which impede conclusive recommendations. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Australian Journal of Education SAGE

Secondary school teachers’ perceptions of student misbehaviour: A review of international research, 1983 to 2013

Crawshaw, Michael
Australian Journal of Education , Volume 59 (3): 19 – Nov 1, 2015
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References (21)

Publisher
SAGE
Copyright
© Australian Council for Educational Research 2015
ISSN
0004-9441
eISSN
2050-5884
DOI
10.1177/0004944115607539
Publisher site
See Article on Publisher Site

Abstract

This literature review of secondary school teachers’ perceptions of student misbehaviour from 1983 to 2013 comprised studies from various countries including Australia, China, Greece, Jordan, Malta, the United Kingdom and the United States. Identified materials enabled international comparisons and the analysis of changes over time. Of the 20 papers included in the final review, most were categorised as looking at perceptions of serious student misbehaviours or high frequency student misbehaviours. The main conclusions were that teacher perceptions of high frequency misbehaviours and serious misbehaviours were largely consistent over time and between countries. Teachers perceived talking out of turn and similar misbehaviours as being most frequent. Teachers consistently perceived stealing and vandalism as serious misbehaviours while more extreme violent or potentially violent behaviours were not reported to occur frequently. The study raises the issue of the lack of a common research methodology in the reviewed materials, including agreed student behaviour descriptors, which impede conclusive recommendations.

Journal

Australian Journal of Education – SAGE

Published: Nov 1, 2015

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