The impact of teacher preparation on responses to student aggression in the classroom

被引：69
|
作者：
Alvarez, Heather K. [1 ]
机构：
[1] Ohio Univ, Dept Psychol, Athens, OH 45701 USA
来源：
TEACHING AND TEACHER EDUCATION | 2007年 / 23卷 / 07期
关键词：
professional development; elementary secondary education; beliefs; classroom environment; classroom techniques; discipline; teacher attitudes;
D O I：
10.1016/j.tate.2006.10.001
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
Despite advances in the development and implementation of school-based interventions, aggression in American schools remains a significant problem for educators. The present study examines the influence of teacher preparation on responses to classroom aggression. A sample of 121 teachers employed in I I public schools across Southwest Virginia completed measures of teaching characteristics and responded to vignettes depicting student aggression. Multiple regression analyses were used to evaluate the process by which teachers respond to classroom aggression, and the moderating influence of teacher training. Results confirmed the importance of prior training in supporting classroom management. Implications are discussed as they relate to relevant models and recent clinical and educational research initiatives. (c) 2006 Elsevier Ltd. All rights reserved.
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页码：1113 / 1126
页数：14
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