Strategies for developing positive behaviour management. Teacher behaviour outcomes and attitudes to the change process

Educational Psychology in Practice

Volumn 23, Issue 2, 2007, Pages 161-175

  Hayes, Ben ^a   Hindle, Sarah ^a   Withington, Paul ^a  

^a Kent Psychology Service   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 78649531342     PISSN: 02667363     EISSN: 14695839     Source Type: Journal    
DOI: 10.1080/02667360701320861     Document Type: Article

References (19)

1. Blackman, D., 1984. “ The current status of behaviourism and learning theory in psychology ”. In Behaviourism and learning theory in education, Edited by: Fontana, D., 3–15. Edinburgh: Scottish Academic Press.
2. Bohner, G., and Wanke, M., 2002. Attitudes and attitude change, Hove: Psychology Press.
3. Cameron, J., and Pierce, D. 1994. Reinforcement, reward, and intrinsic motivation: A meta‐analysis. Review of Educational Research, 64(3): 363–423.
4. Department for Education and Skills. 2004. Key stage 3 behaviour and attendance training materials: Core day 2—Developing effective practice across the school, London: DfES.
5. Durlak, J., 1995. School based prevention programs for children and adolescents, Thousand Oaks, CA: Sage.
6. Elwell, W., and Tiberio, J., 1994. Teacher praise: What students want. Journal of Instructional Psychology, 21(4): 322–328.
7. Flora, S., 2004. The power of reinforcement, New York: State University of New York Press.
8. Gill, D., and Monsen, J., 1995. The staff sharing scheme: A school‐based management system for working with challenging child behaviour. Educational and Child Psychology, 12(2): 71–80.
9. Harrop, A., and Swinson, J., 2000. Natural rates of approval and disapproval in British infant, junior and secondary classrooms. British Journal of Educational Psychology, 70: 473–483.
10. Hastings, R., and Bham, M., 2003. The relationship between student behaviour patterns and teacher burnout. School Psychology International, 24(1): 115–127.
11. Miller, A., 2003. Teachers, parents and classroom behaviour. A psychosocial approach, Maidenhead: Open University Press.
12. Miller, A., Ferguson, E., and Moore, E., 2002. Parents’ and pupils’ causal attributions for difficult classroom behaviour. British Journal of Educational Psychology, 72(1): 27–40.
13. Shahar, G., and Priel, B., 2002. Positive life events and adolescent emotional distress: In search of protective‐interactive processes. Journal of Social and Clinical Psychology, 21(6): 645–668.
14. Smokowski, P., Reynolds, A., and Bezruczko, N., 1999. Resilience and protective factors in adolescence: An autobiographical perspective from disadvantaged youth. Journal of School Psychology, 37(4): 425–448.
15. Weare, K., and Gray, G., 2003. What works in developing children’s emotional and social competence and wellbeing?, Norwich: DfES.
16. Webster‐Stratton, C., and Hammond, M., 1997. Treating children with early‐onset conduct problems: A comparison of child and parent training interventions. Journal of Consulting and Clinical Psychology, 65(1): 93–109.
17. Webster‐Stratton, C., and Reid, J., 2004. Strengthening social and emotional competence in young children—The Foundation for Early School Readiness and Success. Infants and Young Children, 17(2): 96–113.
18. Wheldall, K., Houghton, S., and Merrett, F., 1989. Natural rates of teacher approval and disapproval in british secondary school classrooms. British Journal of Educational Psychology, 59: 38–48.
19. Wheldall, K., and Merrett, F., 1984. Positive teaching. The behavioural approach, London: George Allen & Unwin Ltd.