Book contents
- Frontmatter
- Contents
- List of contributors
- Acknowledgments
- 1 Introduction: coercion and punishment in the fabric of social relations
- I Mental health, coercion, and punishment
- II Family socialization practices and antisocial behavior
- III Aggression and coercion in the schools
- 11 The impact of peer relationships on aggression in childhood: inhibition through coercion or promotion through peer support
- 12 Classroom seating and juvenile delinquency
- 13 Social skills training and aggression in the peer group
- 14 Early adolescent social influences on delinquent behavior
- IV Deviance, crime, and discipline
- V Measuring and predicting in studies of coercion and punishment
- Name index
- Subject index
12 - Classroom seating and juvenile delinquency
Published online by Cambridge University Press: 29 September 2009
- Frontmatter
- Contents
- List of contributors
- Acknowledgments
- 1 Introduction: coercion and punishment in the fabric of social relations
- I Mental health, coercion, and punishment
- II Family socialization practices and antisocial behavior
- III Aggression and coercion in the schools
- 11 The impact of peer relationships on aggression in childhood: inhibition through coercion or promotion through peer support
- 12 Classroom seating and juvenile delinquency
- 13 Social skills training and aggression in the peer group
- 14 Early adolescent social influences on delinquent behavior
- IV Deviance, crime, and discipline
- V Measuring and predicting in studies of coercion and punishment
- Name index
- Subject index
Summary
Introduction
Early cognitive and affective experiences in elementary school affect later social competence and adaptation. Scholastic underachievement predicts a continuing cycle of problems such as school failure, poor self-esteem, attendance and disciplinary problems, school dropout, unemployment, and criminal activity (Butler, Marsh, Sheppard, & Sheppard, 1985; Cowen, Peterson, Babigian, Izzo, & Trost, 1973; Farrington, 1986; Loeber & Dishion, 1983). Initially, underachievement was attributed mainly to problems within the individual, but educators gradually began to consider how pupils' behavior was affected by the educational environment (Dowling, 1985; Rutter, Maughan, Mortimore, & Ouston, 1979). Teaching a group of children is a complex activity that involves numerous behavior management and learning management decisions. It is therefore quite understandable that the consequences of some decisions for individuals are not always recognized by teachers.
Research in the classroom has focused mainly on the identification of a univariate relationship between academic achievement and classroom behaviors (Feldhusen, Thurston, & Benning, 1970; Lambert, 1972; Spivack, Marcus, & Swift, 1986), peer status (Kupersmidt & Coie, 1990), and teachers' interaction styles (Brophy & Good, 1974; Cohen & Cohen, 1987). Although classroom environment is assumed to be a potent determinant of student outcome (Fraser, 1986; Keyser & Barling, 1981; Moos, 1980; Wright & Cowen, 1982), little attention has been given to the interdependence of student, behavior, and environment in the effectiveness of schools. Two important, though often neglected, ecological variables within the classroom environment are seating arrangements and the location of pupils.
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- Coercion and Punishment in Long-Term Perspectives , pp. 198 - 212Publisher: Cambridge University PressPrint publication year: 1995
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