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Sánchez-Alcaraz, Bernardino J.; Gómez-Mármol, Alberto; Valero-Valenzuela, Alfonso; Courel-Ibáñez, Javier – Journal of Teaching in Physical Education, 2021
Purpose: To investigate how a physical activity education program based on the teaching personal and social responsibility (TPSR) model affected disruptive behaviors in teenagers. Method: A total of 338 students (13-15 years old) from the 672 recruited completed a 4-month TPSR-model-based program during their physical education lessons. Disruptive…
Descriptors: Social Responsibility, Teaching Models, Aggression, Behavior Problems
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Demir, Mehmet Raci; Yildizli, Hülya – International Review of Research in Open and Distributed Learning, 2022
Due to the lockdown measures and severe restrictions taken to reduce COVID-19 transmission, which has globally been inflicted on people since March 2020, a new type of education in the form of online homeschooling has brought the role of parents to the forefront. Using online semi-structured interviews, this study aimed to investigate parents'…
Descriptors: COVID-19, Pandemics, Distance Education, Parent Attitudes
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Luo, Li; Snyder, Patricia; Clark, Cinda L.; Hong, Xiumin – Infants and Young Children, 2017
The social domain is 1 of 5 preschool curricular domains in mainland China. Chinese preschool teachers are expected to use teaching practices that foster young children's social competence. The purpose of this study was to explore a small sample of Chinese preschool teachers' use of teaching and behavior support practices associated with the…
Descriptors: Foreign Countries, Preschool Teachers, Teaching Models, Positive Behavior Supports
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Tong, Andrew Ming Hei; Zhang, Kaili Chen – International Journal of Special Education, 2014
To examine the key factors that lead to effective implementation of school-wide behavior interventions, this study examined the extent to which school-wide behavior interventions were implemented in four Hong Kong schools. The study also explored Hong Kong teachers' beliefs about behavioral and social skill programs for secondary students with…
Descriptors: Secondary School Students, Interpersonal Competence, Beliefs, Intervention
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Razer, Michal; Friedman, Victor J. – Prospects: Quarterly Review of Comparative Education, 2013
The authors of this article describe an essential feature of inclusive educational practice: "non-abandonment". When students' needs and difficult behavior are overwhelming, teachers may abandon them emotionally as a defensive reaction to their own experience of emotional distress and helplessness. Non-abandonment represents a…
Descriptors: Inclusion, Student Needs, Behavior Problems, Student Behavior
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Mitchell, Barbara S.; Stormont, Melissa; Gage, Nicholas A. – Behavioral Disorders, 2011
Despite a growing body of evidence demonstrating the value of Tier 1 and Tier 3 interventions, significantly less is known about Tier 2 level treatments when they are added within the context of a tiered continuum of support. The purpose of this article is to systematically review the existing research base for Tier 2 small group intervention…
Descriptors: Investigations, Intervention, Prevention, Interpersonal Competence
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Syrnyk, Corinne – British Journal of Special Education, 2012
The nurture approach is a form of educational intervention for children with social, emotional and behavioural difficulties (SEBD). Utilising a unique example of a state-run, special "nurturing" primary school, Corinne Syrnyk, of St Mary's University College, Calgary, presents a case study of the experience of being a "nurture…
Descriptors: Teacher Characteristics, Teacher Education, Intervention, Emotional Problems
Kearns, Hugh; Forbes, Angus; Gardiner, Maria; Marshall, Kelly – Australian Educational Researcher, 2008
This paper addresses two problems which are common amongst university students, namely perfectionism and self-handicapping. Perfectionism deals with setting unreasonably high standards for one's own performance, while self-handicapping behaviours provide a possible excuse for poor performance, for example putting tasks off until the last minute.…
Descriptors: Higher Education, Foreign Countries, Student Attitudes, Academic Achievement
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Harrison, Janet S.; And Others – Education and Treatment of Children, 1996
This article suggests that students with emotional/behavioral disorders may use disruptive behaviors to escape and avoid teacher instructional language for which they do not have comprehension skills and thus find aversive. Teacher instructional language thus maintains aberrant behavior through a negative reinforcement paradigm. Recommendations…
Descriptors: Behavior Disorders, Behavior Modification, Behavior Problems, Classroom Communication