The Common Planning Time Project of the Middle Level Education Research Special Interest Group (MLER SIG) of the American Educational Research Association provided an avenue through which researchers from throughout the United States could investigate numerous aspects of common planning time in schools. Although several studies have investigated…

Internet allows great interaction between real and perceived anonymous environment. Adolescents, acting under the assumption of anonymity show different patterns of behavior, which has lead to a new form of violence: cyberbullying. There is a possibility of both positive and negative behavior in virtual space, however, the negative side of the…

Children who exhibit disruptive behavior often do so across multiple settings (e.g., home and school) and are vulnerable to many negative outcomes, including low achievement scores and academic grades, high school dropout, and increased school suspensions. Family-school partnership interventions, which are grounded in ecological theory, are highly…

This investigation used data from the 28-year-old New York Longitudinal Study to examine the relationship between various negative emotional and behavioral characteristics (e.g., aggression, anxiety, undercompliance, depressive mood) and adjustment. A total of 133 white, middle-class children were rated on these negative characteristics from…

Commonality analysis was used as part of an evaluation of the Preparation through Responsive Educational Programs (PREP), a project based on behavior modification for disruptive, poorly achieving, and potentially delinquent urban junior high school students. The objectives of this study were to understand how the program affected certain academic…

This study reviews the literature on the social and behavioral characteristics of only children in China. Of 16 studies that reported differences in the characteristics of only and non-only children, only 2 indicated that only children exhibited more socially desirable behaviors than did non-only children. The remaining studies reported that,…

This study examined whether teachers respond differently to various problem behaviors as a function of student gender. Prospective teachers (N=155) were presented with a description of a male or female student exhibiting either internalizing, externalizing, or solely academic problem behaviors. Participants indicated their likelihood of referring…