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Recent Research on Troublesome Classroom Behaviour: A Review

Published online by Cambridge University Press:  26 February 2016

Robyn Beaman ,
Kevin Wheldall  and
Coral Kemp
Robyn Beaman*
Affiliation:
Macquarie University, Sydney, Australia
Kevin Wheldall
Affiliation:
Macquarie University, Sydney, Australia
Coral Kemp
Affiliation:
Macquarie University, Sydney, Australia
*
*Corresponding author. Macquarie University Special Education Centre, Macquarie University, Sydney, NSW 2109, Australia. Email: [email protected]
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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.

Type
Articles
Information
Australasian Journal of Special Education , Volume 31 , Issue 1 , April 2007 , pp. 45 - 60
Copyright
Copyright © The Australian Association of Special Education 2007

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