http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
role of school context in the development of aggressive behavior in children
This study investigated the role of school context in child aggression. Behavioral observations of child aggression, teacher responses to aggression, and teacher density were conducted on the playgrounds and in the lunchrooms of elementary schools (n=13) participating in an intervention program for teacher identified aggressive children (n=173). Archival data from a state education agency was used to obtain the percentage of students below the poverty level and the percentage of students who enrolled and withdrew (mobility) during the school year for each study school. Regression analyses at the school level indicated that school poverty level was predictive of child aggression on the playground. This relationship was mediated by teacher density on the playground. A regression analysis at the child level indicated that a combination of school level contextual variables was not predictive of teacher reported aggressive child behavior; however, the percentage of students below the poverty level did make a unique individual contribution to the prediction of teacher reported aggressive child behavior. The discussion highlights the importance of considering the role of school context in aggressive child behavior.
Errata: list of figures: page ix, list of tables: page x.
Issued also on microfiche from University Microfilm Inc.
Includes bibliographical references (leaves 58-64).