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Cited by 79

Teacher Expectations of Student Behavior: Social Skills Necessary for Success in Elementary School Classrooms

Lane, Kathleen L., Givner, Christine C., Pierson, Melinda R.·2004·The Journal of Special Education
DOI 10.1177/00224669040380020401
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Abstract

This study explored elementary school teachers' expectations of student behavior in terms of teachers' demographic characteristics as well as level (primary vs. intermediate vs. combined) and program type (general vs. special educator). Teachers identified which social skills they viewed as critical for success in their classrooms. Results showed that primary and intermediate teachers view skills in the areas of self-control and cooperation as equally important for success and perceive assertion skills as substantially less important. General and special educators placed similar value on the importance of assertion and self-control skills, but general educators viewed cooperation skills as more essential for success than did special educators. Implications for prereferral intervention and service delivery for special education students are discussed.

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  • The spectrum of related hardships in schools includes disruptive behaviors that detract from instructional time, have the capacity to diminish academic outcomes, and tarnish student-teacher relationships.

    “While Gottfredson and Hirschi place emphasis on potential criminal outcomes due to lack of self-control, the spectrum of related hardships in schools includes disruptive behaviors that detract from instructional time, have the capacity to diminish academic outcomes, and tarnish student-teacher relationships (Lane, Givner, & Pierson, 2004;Oakes et al., 2012).”

    From Evaluating the Zones of Regulation® intervention to improve the self-control of elementary students (2020) · cites this paper as Lane, Givner, & Pierson, 2004

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Authors
Lane, K. L., Givner, C. C., & Pierson, M. R.
Affiliations
  • Vanderbilt University
  • California State University, Los Angeles
  • California State Polytechnic University, Pomona
Venue
The Journal of Special Education
Publisher
SAGE Publications
Published
2004-08
Volume
38
Issue
2
Pages
104-110
ISSN
  • 0022-4669
  • 1538-4764
DOI
10.1177/00224669040380020401
Cited by
79
References
0
Language
en
Licence
journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)

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