Controlling Student Behavior Problems [electronic resource] : What Are the Alternatives? / Daniel Linden Duke.
Educators who confront problems of dysfunctional student behavior may select from a variety of control procedures, representing six basic strategies. Evidence is drawn from decision theory to support the contention that the likelihood of selecting effective control procedures is enhanced by a thorou...
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Full Text (via ERIC) |
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| Main Author: | |
| Format: | Electronic eBook |
| Language: | English |
| Published: |
[S.l.] :
Distributed by ERIC Clearinghouse,
1979.
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| Subjects: |
MARC
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| 100 | 1 | |a Duke, Daniel Linden. | |
| 245 | 1 | 0 | |a Controlling Student Behavior Problems |h [electronic resource] : |b What Are the Alternatives? / |c Daniel Linden Duke. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1979. | ||
| 300 | |a 43 p. | ||
| 500 | |a ERIC Document Number: ED173714. | ||
| 500 | |a ERIC Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, California, April 8-12, 1979). |5 ericd. | ||
| 500 | |a Educational level discussed: Elementary Secondary Education. | ||
| 520 | |a Educators who confront problems of dysfunctional student behavior may select from a variety of control procedures, representing six basic strategies. Evidence is drawn from decision theory to support the contention that the likelihood of selecting effective control procedures is enhanced by a thorough examination of as many alternative procedures as possible. Case studies of three schools indicate that school personnel, for various reasons, may not always base their choices of control procedures on such thorough examinations. Procedures seem to be adopted, at least in two of the three schools, as a result of informal, unsystematic processes. They tend to be poorly coordinated and, on occasion, serve to undermine each other's effectiveness. Encouragement of more systematic decision making may depend ultimately on certain key organizational changes, including the provision of more time for decision making and the creation of incentives for those who participate. Reducing the size of the unit engaged in decision making also may lead to improved decisions. Thus, school structure first may need to be altered before substantial reductions in student behavior problems can be expected. (Author) | ||
| 650 | 1 | 7 | |a Behavior Problems. |2 ericd. |
| 650 | 0 | 7 | |a Communication Skills. |2 ericd. |
| 650 | 0 | 7 | |a Curriculum Development. |2 ericd. |
| 650 | 0 | 7 | |a Decision Making. |2 ericd. |
| 650 | 0 | 7 | |a Elementary Secondary Education. |2 ericd. |
| 650 | 0 | 7 | |a Environmental Influences. |2 ericd. |
| 650 | 1 | 7 | |a Organizational Change. |2 ericd. |
| 650 | 1 | 7 | |a Problem Solving. |2 ericd. |
| 650 | 1 | 7 | |a School Personnel. |2 ericd. |
| 650 | 1 | 7 | |a Student Behavior. |2 ericd. |
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