메뉴 건너뛰기




Volumn 6, Issue 4, 2004, Pages 251-254

Construing misbehavior: The efficacy connection in responding to misbehavior

Author keywords

[No Author keywords available]

Indexed keywords


EID: 5644257283     PISSN: 10983007     EISSN: None     Source Type: Journal    
DOI: 10.1177/10983007040060040601     Document Type: Review
Times cited : (14)

References (15)
  • 1
    • 22844455639 scopus 로고    scopus 로고
    • Elementary teachers' perceptions regarding school behavior problems: Implications for school psychological services
    • Bibou-Nakou, I., Kiosseoglou, G., & Sogiannidou, A. (2000). Elementary teachers' perceptions regarding school behavior problems: Implications for school psychological services. Psychology in the Schools, 37(2), 123-134.
    • (2000) Psychology in the Schools , vol.37 , Issue.2 , pp. 123-134
    • Bibou-Nakou, I.1    Kiosseoglou, G.2    Sogiannidou, A.3
  • 2
    • 0010839756 scopus 로고
    • Teachers' expectations, motives and goals for working with problem students
    • R. Ames & C. Ames (Vol. Eds.), Orlando, FL: Academic Press
    • Brophy, J. E. (1985). Teachers' expectations, motives and goals for working with problem students. In R. Ames & C. Ames (Vol. Eds.), Research on motivation in education: Vol. 2. The classroom milieu (pp. 175-214). Orlando, FL: Academic Press.
    • (1985) Research on Motivation in Education: Vol. 2. The Classroom Milieu , vol.2 , pp. 175-214
    • Brophy, J.E.1
  • 6
    • 21844524780 scopus 로고
    • Teacher efficacy: A study of construct dimensions
    • Guskey, T., & Passaro, P. (1994). Teacher efficacy: A study of construct dimensions. American Educational Research Journal, 31(3), 627-643.
    • (1994) American Educational Research Journal , vol.31 , Issue.3 , pp. 627-643
    • Guskey, T.1    Passaro, P.2
  • 7
    • 0031287590 scopus 로고    scopus 로고
    • Classroom teachers' instructional interactions with students who are exceptional, at-risk and typically achieving
    • Jordan, A., Lindsay, L., & Stanovich, P. (1997). Classroom teachers' instructional interactions with students who are exceptional, at-risk and typically achieving. Remedial and Special Education, 18, 82-93.
    • (1997) Remedial and Special Education , vol.18 , pp. 82-93
    • Jordan, A.1    Lindsay, L.2    Stanovich, P.3
  • 11
    • 0030352186 scopus 로고    scopus 로고
    • Self-efficacy beliefs in academic settings
    • Pajares, M. F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543-578.
    • (1996) Review of Educational Research , vol.66 , Issue.4 , pp. 543-578
    • Pajares, M.F.1
  • 12
    • 84990370160 scopus 로고    scopus 로고
    • Functional behavior assessment-training in public schools: Facilitating systemic change
    • Scott, T., Nelson, C. M., & Zabala, J. (2003). Functional behavior assessment-training in public schools: Facilitating systemic change. Journal of Positive Behavior Interventions, 5, 216-224.
    • (2003) Journal of Positive Behavior Interventions , vol.5 , pp. 216-224
    • Scott, T.1    Nelson, C.M.2    Zabala, J.3
  • 13
    • 84990332775 scopus 로고
    • Construing behavioural problems in school
    • Sharp, A. (1984). Construing behavioural problems in school. Scottish Educational Review, 16, 116-126.
    • (1984) Scottish Educational Review , vol.16 , pp. 116-126
    • Sharp, A.1
  • 14
    • 0034360537 scopus 로고    scopus 로고
    • Effects of functional analysis information on ratings of intervention effectiveness and acceptability
    • Weigle, K. L., & Scotti, J. R. (2000). Effects of functional analysis information on ratings of intervention effectiveness and acceptability. The Journal of the Association for Persons with Severe Handicaps, 25(4), 217-228.
    • (2000) The Journal of the Association for Persons with Severe Handicaps , vol.25 , Issue.4 , pp. 217-228
    • Weigle, K.L.1    Scotti, J.R.2
  • 15
    • 5644254425 scopus 로고
    • Speculations regarding the role of affect in achievement-change programs guided by attributional principles
    • J. Levine & M. Wang (Eds.), Hillsdale, NJ.: Erlbaum
    • Weiner, B. (1983). Speculations regarding the role of affect in achievement-change programs guided by attributional principles. In J. Levine & M. Wang (Eds.), Teacher and student perceptions: Implications for learning (pp. 57-74). Hillsdale, NJ.: Erlbaum.
    • (1983) Teacher and Student Perceptions: Implications for Learning , pp. 57-74
    • Weiner, B.1


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.