Recent research on troublesome classroom behaviour: a review

Robyn Beaman, Kevin Wheldall, Coral Kemp

    Research output: Contribution to journalArticlepeer-review

    Abstract

    A review is provided of recent research literature on the topic of troublesome classroom behaviour, published over the past decade or so with particular reference to research carried out in Australian schools. Nine Australian studies are reviewed, as well as a further seven from the USA, Hong Kong, Jordan, Greece and Malta. Seven of the studies deal with the early years and primary level of schooling, with six studies at the secondary level, and three that span primary and secondary levels of schooling. The following main themes are elucidated: the prevalence of behaviourally troublesome students; time spent managing troublesome behaviour; gender differences; and types of classroom (mis)behaviours, their severity and their frequency. Recent research confirms earlier findings that classroom misbehaviour is of widespread concern to teachers but that the main causes of disruption, while being frequent, are often relatively trivial in nature ('talking out of turn' behaviours in particular). While prevalence rates for troublesome students across classes are variable, boys are consistently identified as being more troublesome than girls.
    Original languageEnglish
    Pages (from-to)45-60
    Number of pages16
    JournalAustralasian Journal of Special Education
    Volume31
    Issue number1
    DOIs
    Publication statusPublished - 2007

    Fingerprint Dive into the research topics of 'Recent research on troublesome classroom behaviour: a review'. Together they form a unique fingerprint.

    Cite this