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dc.contributor.advisorMorris, Richard J.en_US
dc.contributor.authorReddy, Linda A.
dc.creatorReddy, Linda A.en_US
dc.date.accessioned2013-03-28T10:34:09Z
dc.date.available2013-03-28T10:34:09Z
dc.date.issued1989en_US
dc.identifier.urihttp://hdl.handle.net/10150/277245
dc.description.abstractAn epidemiological survey of the frequency and severity of aggressive and disruptive behaviors found in elementary school classrooms was conducted. One hundred and forty regular education and special education teachers from the area surrounding Tucson, Arizona rated 12 classroom behavior problems for 3,135 male and female, Anglo and Hispanic students. Teachers' ratings were found to differ according to student ethnicity and gender. Anglos were rated as displaying more severe behavior problems in the classroom than Hispanics and males were rated as displaying more severe behavior problems than females. Consistent with these findings, different factor structures were identified for teacher ratings of male and female, and Anglo and Hispanic students. Implications of these findings for educators, administrators, and school psychologists are discussed.
dc.language.isoen_USen_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.subjectSchool discipline -- Arizona -- Tucson.en_US
dc.subjectChildren -- Conduct of life.en_US
dc.subjectDiscipline of children -- Arizona -- Tucson.en_US
dc.titleThe prevalence of aggressive and disruptive behaviors found in elementary school childrenen_US
dc.typetexten_US
dc.typeThesis-Reproduction (electronic)en_US
dc.identifier.oclc24397362en_US
thesis.degree.grantorUniversity of Arizonaen_US
thesis.degree.levelmastersen_US
dc.identifier.proquest1339284en_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineEducational Foundations and Administrationen_US
thesis.degree.nameM.A.en_US
dc.identifier.bibrecord.b17865839en_US
dc.identifier.bibrecord.b17865827en_US
refterms.dateFOA2018-07-02T17:24:39Z
html.description.abstractAn epidemiological survey of the frequency and severity of aggressive and disruptive behaviors found in elementary school classrooms was conducted. One hundred and forty regular education and special education teachers from the area surrounding Tucson, Arizona rated 12 classroom behavior problems for 3,135 male and female, Anglo and Hispanic students. Teachers' ratings were found to differ according to student ethnicity and gender. Anglos were rated as displaying more severe behavior problems in the classroom than Hispanics and males were rated as displaying more severe behavior problems than females. Consistent with these findings, different factor structures were identified for teacher ratings of male and female, and Anglo and Hispanic students. Implications of these findings for educators, administrators, and school psychologists are discussed.


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