Detail School social climate and teachers’ perceptions of classroom behavior problems: a 10 year longitudinal and multilevel study Bibliografi Author: LeBlanc, Line ; Swisher, Raymond R. ; Vitaro, Frank ; Tremblay, Richard E. Topik: School Social climate; Teachers’ perceptions of classroom behavior problems; Developmental trajectories of disruptive behaviors; High School Bahasa: (EN )     Penerbit: Springer Science+Business Media     Tahun Terbit: 2007     Jenis: Article - diterbitkan di jurnal ilmiah internasional Fulltext: art-3A10.1007-2Fs11218-007-9027-x.pdf (185.35KB; 1 download) Abstract Using longitudinal and cross-sectional data, the present research sought to identify school social climate predictors of teachers’ perceptions of classroom behavior problems. The social climate and classroom behavior in 107 public and private French speaking Canadian high schools was evaluated by 1399 teachers. The present analysis is unique in its ability to control for school differences in the enrollment of students with a history of problem behavior. As hypothesized, between-school variation in the proportion of students with histories of disruptive problems predicted high school classroom behavior problems. Moreover, when controlling for these between-school differences, concurrently measured school-level variables (type of school, location of school, and academic emphasis) are found to be significant predictors of classroom behavior problems. The theoretical and practical implications of the present findings are examined and recommendations are made for future research. Opini Anda Klik untuk menuliskan opini Anda tentang koleksi ini! Lihat Sejarah Pengadaan  Konversi Metadata   Kembali

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