By the same authors

From the same journal

Teachers’ perceptions of disruptive behavior in schools: a psychological perspective.

Research output: Contribution to journalArticlepeer-review

Standard

Teachers’ perceptions of disruptive behavior in schools: a psychological perspective. / Nash, Poppy; Schlösser, Annette; Scarr, Tanya .

In: Emotional and Behavioural Difficulties, 16.06.2015, p. 1-15.

Research output: Contribution to journalArticlepeer-review

Harvard

Nash, P, Schlösser, A & Scarr, T 2015, 'Teachers’ perceptions of disruptive behavior in schools: a psychological perspective.', Emotional and Behavioural Difficulties, pp. 1-15. https://doi.org/10.1080/13632752.2015.1054670

APA

Nash, P., Schlösser, A., & Scarr, T. (2015). Teachers’ perceptions of disruptive behavior in schools: a psychological perspective. Emotional and Behavioural Difficulties, 1-15. https://doi.org/10.1080/13632752.2015.1054670

Vancouver

Nash P, Schlösser A, Scarr T. Teachers’ perceptions of disruptive behavior in schools: a psychological perspective. Emotional and Behavioural Difficulties. 2015 Jun 16;1-15. https://doi.org/10.1080/13632752.2015.1054670

Author

Nash, Poppy ; Schlösser, Annette ; Scarr, Tanya . / Teachers’ perceptions of disruptive behavior in schools: a psychological perspective. In: Emotional and Behavioural Difficulties. 2015 ; pp. 1-15.

Bibtex - Download

@article{bcea93b26b984dfe93f6350d10a3ec7e,
title = "Teachers{\textquoteright} perceptions of disruptive behavior in schools:: a psychological perspective.",
abstract = "This article reports on an investigation into school teachers{\textquoteright} perceptions of disruptive behaviour from a psychological perspective. The inter-disciplinary nature of this research bridges the understanding between educational and psychological perspectives on disruptive behaviour. This article discusses evidence that for the most troubled pupils, effective behaviour management at school necessitates a more nurturing and collaborative approach alongside current disciplinary policy. Two studies are reported which examine teachers{\textquoteright} perceptions of disruptive behaviour at school. Discussion focuses on findings of a postal questionnaire sent to 426 primary and secondary schools across England, regarding teachers{\textquoteright} perceptions on the extent to which pupils can control their disruptive behaviour. A further 122 primary schools were sent the questionnaire via SurveyMonkey. The findings illustrate that there is variation in how teachers in primary and secondary schools regard their pupils{\textquoteright} behaviour. Implications of the findings are discussed with reference to attachment theory.",
author = "Poppy Nash and Annette Schl{\"o}sser and Tanya Scarr",
year = "2015",
month = jun,
day = "16",
doi = "10.1080/13632752.2015.1054670",
language = "English",
pages = "1--15",
journal = "Emotional and Behavioural Difficulties",

}

RIS (suitable for import to EndNote) - Download

TY - JOUR

T1 - Teachers’ perceptions of disruptive behavior in schools:

T2 - a psychological perspective.

AU - Nash, Poppy

AU - Schlösser, Annette

AU - Scarr, Tanya

PY - 2015/6/16

Y1 - 2015/6/16

N2 - This article reports on an investigation into school teachers’ perceptions of disruptive behaviour from a psychological perspective. The inter-disciplinary nature of this research bridges the understanding between educational and psychological perspectives on disruptive behaviour. This article discusses evidence that for the most troubled pupils, effective behaviour management at school necessitates a more nurturing and collaborative approach alongside current disciplinary policy. Two studies are reported which examine teachers’ perceptions of disruptive behaviour at school. Discussion focuses on findings of a postal questionnaire sent to 426 primary and secondary schools across England, regarding teachers’ perceptions on the extent to which pupils can control their disruptive behaviour. A further 122 primary schools were sent the questionnaire via SurveyMonkey. The findings illustrate that there is variation in how teachers in primary and secondary schools regard their pupils’ behaviour. Implications of the findings are discussed with reference to attachment theory.

AB - This article reports on an investigation into school teachers’ perceptions of disruptive behaviour from a psychological perspective. The inter-disciplinary nature of this research bridges the understanding between educational and psychological perspectives on disruptive behaviour. This article discusses evidence that for the most troubled pupils, effective behaviour management at school necessitates a more nurturing and collaborative approach alongside current disciplinary policy. Two studies are reported which examine teachers’ perceptions of disruptive behaviour at school. Discussion focuses on findings of a postal questionnaire sent to 426 primary and secondary schools across England, regarding teachers’ perceptions on the extent to which pupils can control their disruptive behaviour. A further 122 primary schools were sent the questionnaire via SurveyMonkey. The findings illustrate that there is variation in how teachers in primary and secondary schools regard their pupils’ behaviour. Implications of the findings are discussed with reference to attachment theory.

U2 - 10.1080/13632752.2015.1054670

DO - 10.1080/13632752.2015.1054670

M3 - Article

SP - 1

EP - 15

JO - Emotional and Behavioural Difficulties

JF - Emotional and Behavioural Difficulties

ER -