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Paper 1
9DDODQG * 6 ,GVRH 7 5RODQG ( $JJUHVVLYHQHVV DQG
GLVREHGLHQFHScandinavian Journal of Educational Research, 55
Paper 2
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RULHQWDWLRQWRZDUGV ZHDNQHVVLQDWHDFKHU ZKRLVQHZ WR WKHFODVV Teaching
and Teacher Education, 29, Paper 3
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Introduction
1 Introduction
A mother, who was also a 1st grade teacher, was engaged ensuring small
children’s traffic safety on their way to school. During a discussion, all parties
agreed that a six-year-old child can be taught and trained how to cross the road
safely. The mother then asked some further questions: given that it is safe for
one 1st grader to cross the road, is it also safe if two children are together?
Three? Four? Five? Six? The point is that there may be some differences
between six single pupils crossing the road independently and a group of six
children crossing together. If the risk for accidents increases due to group
behaviour, can this problem be solved through further individual training?
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Theoretical frame
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Theoretical frame
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Theoretical frame
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Theoretical frame
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2.1.5 Teacher authority and classroom management
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Theoretical frame
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2.2 Aggression
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aggressiveness
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3.1 Quantitative studies
3.1.1 Procedure and samples
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Sample Paper 2
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3.1.2 Measurements
Survey 1
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Method
Survey 2
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Method
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Back on track: Approaches to managing highly disruptive school classes
Grete S. Vaaland
Norwegian Centre for Learning Environment and Behavioural Research in Education,
University of Stavanger, Norway
Correspondence should be addressed to Grete S. Vaaland, Norwegian Centre for Learning
Environment and Behavioural Research in Education, University of Stavanger, N-4036
Stavanger, NORWAY. Telephone +47 51 83 29 00, e-mail: [email protected]
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