Skip to main content
Log in

Undesirable classroom situations: A systems communication perspective

  • Articles
  • Published:
Interchange Aims and scope Submit manuscript

This is a preview of subscription content, log in via an institution to check access.

Access this article

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

References

  • Au, K. H., & Kawakami, A. J. (1984). Vygotskian perspectives on discussion processes in small group reading lessons. In L. C. Wilkinson, P. L. Peterson, & M. Hallinan (Eds.),The social context of instruction. New York: Academic Press.

    Google Scholar 

  • Bateson, G. (1951). Information and codification: A philosophical approach. In J. Ruesch & G. Bateson (Eds.),Communication, the social matrix of psychiatry. New York: Norton.

    Google Scholar 

  • Bateson, G., Jackson, D. D., Haley, J., & Weakland, J. (1972). Toward a theory of schizophrenia. In G. Bateson (Ed.),Steps to an ecology of mind. New York: Ballantine.

    Google Scholar 

  • Bertalanffy, L. von (1950). An outline of general system theory.British Journal for the Philosophy of Science 1 134–165.

    Google Scholar 

  • Blumenfeld, P. C., & Meece, J. L. (1985). Life in classrooms revisited.Theory into Practice 24(1), 50–56.

    Google Scholar 

  • Brooks, D. M. (1985). The teacher's communicative competence: The first day of school.Theory into Practice 24(1), 63–70.

    Google Scholar 

  • Brophy, J. E., & Rohrkemper, M. M. (1981). The influence of problem ownership on teachers' perceptions of and strategies for coping with student problems.Journal of Educational Psychology 73(3), 295–311.

    Google Scholar 

  • Bruyn, E.E.J. de (1979). Doceerstijl, schoolse leerprestaties en prestatiemotivatie. In E.E.J. de Bruyn (Ed.),Ontwikkelingen in het onderzoek naar prestatiemotivatie. Lisse: Swets en Zeitlinger.

    Google Scholar 

  • Campbell, J. R. (1974). Can a teacher really make the difference?School Science and Mathematics 74 657–666.

    Google Scholar 

  • Cazden, C. B. (1986). Classroom discourse. In M. C. Wittrock (Ed.),Handbook of research on teaching (3rd ed.). New York. Macmillan.

    Google Scholar 

  • Cooper, H. M. (1985). Models of teacher expectation communication. In J. B. Dusek (Ed.),Teacher expectancies. Hillsdale, NJ: Lawrence Erlbaum.

    Google Scholar 

  • Deci, E. L., Nezlek, J., & Sheinman, L. (1981). Characteristics of the rewarder and intrinsic motivation of the rewardee.Journal of Personality and Social Psychology 40 1–10.

    Google Scholar 

  • Doyle, W. (1983). Academic work.Review of Educational Research 53(2), 159–199.

    Google Scholar 

  • Doyle, W. (1984). How order is achieved in classrooms: An interim report.Journal of Curriculum Studies 16(3), 259–277.

    Google Scholar 

  • Doyle, W. (1986). Classroom organization and management. In M. C. Wittrock (Ed.),Handbook of research on teaching (3rd ed.). New York: Macmillan.

    Google Scholar 

  • Elliot, J. (1976). Developing hypotheses about classrooms from teachers' practical constructs: An account of the work of the Ford Teaching Project.Interchange 7(2), 2–22.

    Google Scholar 

  • Emmer, E., Evertson, C., & Anderson, L. (1980). Effective classroom management at the beginning of the school year.Elementary School Journal 80(5), 219–231.

    Google Scholar 

  • Erickson, F., & Schultz, J. (1981). When is a context? Some issues and methods in the analysis of social competence. In J. L. Green & C. Wallat (Eds.),Ethnography and language in educational settings. Norwood, NJ: Ablex.

    Google Scholar 

  • Evertson, C. M., & Emmer, E. T. (1982). Effective management at the beginning of the year in junior high classes.Journal of Educational Psychology 74(4), 485–498.

    Google Scholar 

  • Green, J. L. (1983). Research on teaching as a linguistic process: A state of the art. In E. W. Gordon (Ed.),Review of research in education, Vol. 10. Washington: American Educational Research Association.

    Google Scholar 

  • Guba, E. G. (1978).Toward a methodology of naturalistic inquiry in educational evaluation. Los Angeles: Center for the Study of Evaluation, University of California.

    Google Scholar 

  • Haley, J. (1963).Strategies of psychotherapy. New York: Grune & Stratton.

    Google Scholar 

  • Haley, J. (1971).Changing families. New York: Grune & Stratton.

    Google Scholar 

  • Haley, J. (1973).Uncommon therapy: The psychiatric techniques of Milton H. Erickson, M.D. New York: Norton.

    Google Scholar 

  • Harper, J. M., Scorceby, A. L., & Boyce, W. D. (1977). The logical levels of complementary, symmetrical and parallel interaction classes in family.Family Process 16(2), 199–210.

    Google Scholar 

  • Kanfer, F. H., & Saslow, G. (1965). Behavioral diagnosis.Archives of General Psychiatry 12 529–538.

    Google Scholar 

  • Kounin, J. S. (1970).Discipline and group management in classrooms. New York: Holt, Rinehart & Winston.

    Google Scholar 

  • Lederer, W. J., & Jackson, D. D. (1968).The mirages of marriage. New York: Norton.

    Google Scholar 

  • Liberman, R. P. (1970). Behavioral approaches to family and couple therapy.American Journal of Orthopsychiatry 40, 106–118.

    Google Scholar 

  • Marshall, H. H., & Weinstein, R. S. (1986). Classroom context of student-perceived differential teacher treatment.Journal of Educational Psychology 78(6), 441–453.

    Google Scholar 

  • Metz, M. (1978).Classrooms and corridors. Berkeley: University of California Press.

    Google Scholar 

  • Minuchin, S., Roman, B., & Baker, L. (1978).Psychosomatic families: Anorexia nervosa in context. Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Mishler, E. G., & Waxler, N. W. (1968).Family processes and schizophrenia. New York: Science House.

    Google Scholar 

  • Olson, D. H. (1972). Empirically unbinding the double bind: Review of research and conceptual reformulations.Family Process 11(1), 69–94.

    Google Scholar 

  • Rosenholtz, S. J., & Simpson, C. (1984). The formation of ability conceptions: Developmental trend or social construction?Review of Educational Research 54(1), 31–63.

    Google Scholar 

  • Rutter, M., Maughan, B., Mortimore, P., & Ouston, J. (1979).Fifteen thousand hours, secondary schools and their effects on children. London: Open Books.

    Google Scholar 

  • Ryan, B. A., Barham, R. M., & Fine, M. (1985). The functional role of school problems in a child's family.Interchange 16(4), 1–13.

    Google Scholar 

  • Sanford, J. P., & Evertson, C. M. (1981). Classroom management in a low SES junior high: Three case studies.Journal of Teacher Education 32(1), 34–38.

    Google Scholar 

  • Shavelson, R. J. (1983). Review of research on teachers' pedagogical judgements, plans and decisions.Elementary School Journal 83, 392–413.

    Google Scholar 

  • Sieber, R. T. (1979). Classmates as workmates: Informal peer activity in the elementary school.Anthropology and Educational Quarterly 10, 207–235.

    Google Scholar 

  • Smith, L. M., & Geoffrey, W. (1968).The complexities of an urban classroom. New York: Holt, Rinehart & Winston.

    Google Scholar 

  • Stubbs, M. (1976). Keeping in touch: Some functions of teacher talk. In M. Stubbs & S. Delamont (Eds.),Explorations in classroom observations. London: Wiley.

    Google Scholar 

  • Tikunoff, W. J., & Ward, B. A. (1978).A naturalistic study of the initiation of students into three classroom social systems. San Francisco: Far West Laboratory.

    Google Scholar 

  • Veenman, S. (1984). Perceived problems of beginning teachers.Review of Educational Research 54, 143–178.

    Google Scholar 

  • Watzlawick, P., Beavin, J. H., & Jackson, D. D. (1967).Pragmatics of human communication. New York: Norton.

    Google Scholar 

  • Watzlawick, P., Weakland, J. H., & Fisch, R. (1974).Change. New York: Norton.

    Google Scholar 

  • Waxler, N., & Mishler, E. G. (1970). Experimental studies of families. In L. Berkowitz (Ed.),Advances in experimental social psychology, Vol. 5. New York: Academic Press.

    Google Scholar 

  • Woolfolk, A. E., & Brooks, D. M. (1983). Nonverbal communication in teaching. In E. W. Gordon (Ed.),Review of research in education (Vol. 10) Washington: American Educational Research Association.

    Google Scholar 

  • Woolfolk, A. E., & Brooks, D. M. (1985). Beyond words: The influence of teachers' nonverbal behaviors on students' perceptions and performances.Elementary School Journal 85, 513–528.

    Google Scholar 

  • Yinger, R. J. (1980). A study of teacher planning.Elementary School Journal 80, 107–127.

    Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

Rights and permissions

Reprints and permissions

About this article

Cite this article

Wubbels, T., Créton, H.A. & Holvast, A. Undesirable classroom situations: A systems communication perspective. Interchange 19, 25–40 (1988). https://doi.org/10.1007/BF01807255

Download citation

  • Issue Date:

  • DOI: https://doi.org/10.1007/BF01807255

Keywords

Navigation