Why did you do that? Teachers explain the use of legal aggression in the classroom
Journal article
Riley, Philip John, Lewis, Ramon and Brew, Christine. (2010). Why did you do that? Teachers explain the use of legal aggression in the classroom. Teaching and Teacher Education. 26(4), pp. 957 - 964. https://doi.org/10.1016/j.tate.2009.10.037
Authors | Riley, Philip John, Lewis, Ramon and Brew, Christine |
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Abstract | Teachers (n = 233) who employ aggressive classroom management strategies were asked to theorise about their use. Levels of support for three theoretical explanations for aggressive behaviour were assessed via a 26 item scale. The items loaded to three factors: Attribution Theory; Efficacy Theory and Attachment Theory. Results indicated most teachers, 42%, supported Attribution, 34% supported Efficacy, and 33% supported Attachment as an explanation for aggressive behaviour. Moreover, 14% of teachers support all theories simultaneously, whilst 27% of teachers rejected all theories. The implications of these findings are that many teachers may be theoretically blind when it comes to classroom management: hence re- rather than pro-active. The importance of this finding for professional development providers and future qualitative research design is discussed. |
Year | 2010 |
Journal | Teaching and Teacher Education |
Journal citation | 26 (4), pp. 957 - 964 |
Publisher | Elsevier Ltd |
ISSN | 0742-051X |
Digital Object Identifier (DOI) | https://doi.org/10.1016/j.tate.2009.10.037 |
Scopus EID | 2-s2.0-77649335738 |
Page range | 957 - 964 |
Research Group | School of Education |
Place of publication | United Kingdom |
https://acuresearchbank.acu.edu.au/item/87vq6/why-did-you-do-that-teachers-explain-the-use-of-legal-aggression-in-the-classroom
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