A survey of elementary teachers in Great Britain showed that the behaviors that caused teachers most problems were talking, not paying attention, disobeying, and disturbing others. Boys were generally regarded as being more troublesome and disruptive than girls. (Author/RM)

After viewing videotaped vignettes of classroom situations, 155 teachers rated severity, tolerance, manageability, and contagion factors related to a target child. Ratings indicated significant multivariate differences between regular/special education teachers and disruptive/nondisruptive behaviors, with regular educators being less tolerant and…

The major early influences and actual training methods by which classroom management routines and behavioral control strategies are established in the first grade of Japanese elementary schools are examined in the first of three sections of this study. Drawing on relevant literature and preliminary results of an 18-month ethnographic study of…

Direct observation and sequential analytic techniques were used to analyze rates, antecedents, and predictive sequences of aggressive behavior for 28 elementary school-aged children with emotional/behavioral disorders. Results indicated that low rates of positive social interactions characterized the daily classroom ecology of students displaying…

Contends that most of the research on gender issues in schools has focused on teacher behavior and the values transmitted through observed talk and behavior. Reports on a study of the views toward their elementary schooling by 53 secondary school students. (CFR)

Resource teachers' and regular teachers' ratings for 32 elementary-level learning-disabled (LD) students were compared to identify teachability characteristics and behaviors. Though the two groups of teachers did not note differences in problem behaviors of the same LD child in different settings, differences in cognitive/motivational and…