Leon Dittmann, Benjamin Schimke, Claudia Schuchart, Doris Bühler-Niederberger
{"title":"Pupils' knowledge of rules and its influence on rule-breaking behaviour in the classroom – A mixed methods study","authors":"Leon Dittmann, Benjamin Schimke, Claudia Schuchart, Doris Bühler-Niederberger","doi":"10.1016/j.tate.2025.105000","DOIUrl":null,"url":null,"abstract":"<div><div>This study explores pupils’ knowledge of rules and its connection with their behaviour during lessons. A mixed methods approach that includes standardised classroom observations conducted on 63 days in 22 first-year classes and qualitative interviews with 107 individual children is used.</div><div>Qualitative analyses suggest that the majority of children know the rules specific to the classroom they are in and demonstrate how differentiated their knowledge is. Regression analyses indicate that more positively connoted knowledge of rules is associated with less rule-breaking behaviour. Increased negative reactions on the part of the teacher leads to an increase in rule-breaking behaviour.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"159 ","pages":"Article 105000"},"PeriodicalIF":4.0000,"publicationDate":"2025-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Teaching and Teacher Education","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0742051X25000769","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
This study explores pupils’ knowledge of rules and its connection with their behaviour during lessons. A mixed methods approach that includes standardised classroom observations conducted on 63 days in 22 first-year classes and qualitative interviews with 107 individual children is used.
Qualitative analyses suggest that the majority of children know the rules specific to the classroom they are in and demonstrate how differentiated their knowledge is. Regression analyses indicate that more positively connoted knowledge of rules is associated with less rule-breaking behaviour. Increased negative reactions on the part of the teacher leads to an increase in rule-breaking behaviour.
期刊介绍：
Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.
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