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Jewish Day Schools, Jewish CommunitiesA Reconsideration$
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Alex Pomson and Howard Deitcher

Print publication date: 2009

Print ISBN-13: 9781904113744

Published to Liverpool Scholarship Online: February 2021

DOI: 10.3828/liverpool/9781904113744.001.0001

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PRINTED FROM LIVERPOOL SCHOLARSHIP ONLINE (www.liverpool.universitypressscholarship.com). (c) Copyright Liverpool University Press, 2021. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in LSO for personal use.date: 27 September 2021

Teacher Perspectives on Behaviour Problems

Teacher Perspectives on Behaviour Problems

Background Influences on Behavioural Referral Criteria and Definitions of Rebellious Behaviour

(p.324) Eighteen Teacher Perspectives on Behaviour Problems
Jewish Day Schools, Jewish Communities

Scott J. Goldberg

Binyamin Krohn

Michael Turetsky

Liverpool University Press

This chapter reports two studies concerning the role community plays in defining appropriate and inappropriate or antisocial behaviour. The first examines office referrals in a multilingual, multicultural school to determine the extent to which community affiliation influences the point at which a behaviour is considered inappropriate and should be referred to the office. The second study builds on the results of the first by asking teachers from a variety of multilingual and multicultural schools to give specific examples of normal, at-risk, and rebellious behaviours. The combined results of these studies shed light on some of the challenges presented by the cultural and linguistic heterogeneity of Jewish schools. They also suggest positive approaches to managing such issues.

Keywords:   behaviour problems, behaviour referral criteria, rebellious behaviour, teacher perspectives, antisocial behaviour, appropriate behaviour, inappropriate behaviour, community affiliation, multicultural schools, multilingual schools

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