Publication

Do troublesome pupils impact teacher perception of the behaviour of their classmates?

Wienen, A. W., Batstra, L., Thoutenhoofd, E., Bos, E. H. & de Jonge, P., 1-Jan-2019, In : European Journal of Special Needs Education. 34, 1, p. 114-123 10 p.

Research output: Contribution to journalArticleAcademicpeer-review

APA

Wienen, A. W., Batstra, L., Thoutenhoofd, E., Bos, E. H., & de Jonge, P. (2019). Do troublesome pupils impact teacher perception of the behaviour of their classmates? European Journal of Special Needs Education, 34(1), 114-123. https://doi.org/10.1080/08856257.2017.1421600

Author

Wienen, Albert W. ; Batstra, Laura ; Thoutenhoofd, Ernst ; Bos, Elisabeth H. ; de Jonge, Peter. / Do troublesome pupils impact teacher perception of the behaviour of their classmates?. In: European Journal of Special Needs Education. 2019 ; Vol. 34, No. 1. pp. 114-123.

Harvard

Wienen, AW, Batstra, L, Thoutenhoofd, E, Bos, EH & de Jonge, P 2019, 'Do troublesome pupils impact teacher perception of the behaviour of their classmates?', European Journal of Special Needs Education, vol. 34, no. 1, pp. 114-123. https://doi.org/10.1080/08856257.2017.1421600

Standard

Do troublesome pupils impact teacher perception of the behaviour of their classmates? / Wienen, Albert W.; Batstra, Laura; Thoutenhoofd, Ernst; Bos, Elisabeth H.; de Jonge, Peter.

In: European Journal of Special Needs Education, Vol. 34, No. 1, 01.01.2019, p. 114-123.

Research output: Contribution to journalArticleAcademicpeer-review

Vancouver

Wienen AW, Batstra L, Thoutenhoofd E, Bos EH, de Jonge P. Do troublesome pupils impact teacher perception of the behaviour of their classmates? European Journal of Special Needs Education. 2019 Jan 1;34(1):114-123. https://doi.org/10.1080/08856257.2017.1421600


BibTeX

@article{a53be2b08d304c2daf9f81222740a8d6,
title = "Do troublesome pupils impact teacher perception of the behaviour of their classmates?",
abstract = "The widely supported wish for more inclusive education places ever greater expectations on teachers’ abilities to teach all children, including those with special needs and challenging behaviours. The present study aimed at the question whether teachers judge pupil behaviour more negatively if there are more children with difficult behaviour in class. The teachers of 184 classes in 31 regular primary schools were asked to complete the Strength and Difficulties Questionnaire (SDQ-L) for 3649 pupils. Six linear mixed models were carried out with as independent variable the number of pupils that teachers perceived to have ‘abnormal behaviour’, and the class mean without these pupils as the dependent variable. For all SDQ-L subscales – emotional problems, behavioural problems, problems with hyperactivity, problems with peers, poor prosocial behaviour and total problems – the number of pupils perceived as problematic was associated with less favourable teacher perceptions of the rest of the class. The results of this study are a plea for a contextual perspective on pupil behaviour in class, both where teachers are asked to report on individual pupils, as well as where interventions are done on emotional and behavioural problems in class.",
keywords = "Inclusive education, child behaviour, teacher perception, INCLUSIVE EDUCATION, CLASSROOM NORMS, STUDENT, IDENTIFICATION, AGGRESSION, CLIMATE, STRESS, PARENT",
author = "Wienen, {Albert W.} and Laura Batstra and Ernst Thoutenhoofd and Bos, {Elisabeth H.} and {de Jonge}, Peter",
year = "2019",
month = "1",
day = "1",
doi = "10.1080/08856257.2017.1421600",
language = "English",
volume = "34",
pages = "114--123",
journal = "European Journal of Special Needs Education",
issn = "0885-6257",
publisher = "ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD",
number = "1",

}

RIS

TY - JOUR

T1 - Do troublesome pupils impact teacher perception of the behaviour of their classmates?

AU - Wienen, Albert W.

AU - Batstra, Laura

AU - Thoutenhoofd, Ernst

AU - Bos, Elisabeth H.

AU - de Jonge, Peter

PY - 2019/1/1

Y1 - 2019/1/1

N2 - The widely supported wish for more inclusive education places ever greater expectations on teachers’ abilities to teach all children, including those with special needs and challenging behaviours. The present study aimed at the question whether teachers judge pupil behaviour more negatively if there are more children with difficult behaviour in class. The teachers of 184 classes in 31 regular primary schools were asked to complete the Strength and Difficulties Questionnaire (SDQ-L) for 3649 pupils. Six linear mixed models were carried out with as independent variable the number of pupils that teachers perceived to have ‘abnormal behaviour’, and the class mean without these pupils as the dependent variable. For all SDQ-L subscales – emotional problems, behavioural problems, problems with hyperactivity, problems with peers, poor prosocial behaviour and total problems – the number of pupils perceived as problematic was associated with less favourable teacher perceptions of the rest of the class. The results of this study are a plea for a contextual perspective on pupil behaviour in class, both where teachers are asked to report on individual pupils, as well as where interventions are done on emotional and behavioural problems in class.

AB - The widely supported wish for more inclusive education places ever greater expectations on teachers’ abilities to teach all children, including those with special needs and challenging behaviours. The present study aimed at the question whether teachers judge pupil behaviour more negatively if there are more children with difficult behaviour in class. The teachers of 184 classes in 31 regular primary schools were asked to complete the Strength and Difficulties Questionnaire (SDQ-L) for 3649 pupils. Six linear mixed models were carried out with as independent variable the number of pupils that teachers perceived to have ‘abnormal behaviour’, and the class mean without these pupils as the dependent variable. For all SDQ-L subscales – emotional problems, behavioural problems, problems with hyperactivity, problems with peers, poor prosocial behaviour and total problems – the number of pupils perceived as problematic was associated with less favourable teacher perceptions of the rest of the class. The results of this study are a plea for a contextual perspective on pupil behaviour in class, both where teachers are asked to report on individual pupils, as well as where interventions are done on emotional and behavioural problems in class.

KW - Inclusive education

KW - child behaviour

KW - teacher perception

KW - INCLUSIVE EDUCATION

KW - CLASSROOM NORMS

KW - STUDENT

KW - IDENTIFICATION

KW - AGGRESSION

KW - CLIMATE

KW - STRESS

KW - PARENT

U2 - 10.1080/08856257.2017.1421600

DO - 10.1080/08856257.2017.1421600

M3 - Article

VL - 34

SP - 114

EP - 123

JO - European Journal of Special Needs Education

JF - European Journal of Special Needs Education

SN - 0885-6257

IS - 1

ER -

ID: 72132076