有不良行为的学生不一定有不良的成绩

Los Angeles, CA (MARCH 2011) Despite popular belief, a new study published in the latest issue of the Journal of Positive Behavior Interventions¹ (published by SAGE) finds that students who have poor behavior in the classroom do not always have poor grades. Researchers from the University of North Carolina - Charlotte (Bob Algozzine, Chuang Wang and Amy Violette) followed 350 students in seven at-risk schools over a 5-year period. They assessed both teacher perceptions（认知，观念） of student behavior and academic achievement, as well as actual performance. They found that teachers were more likely to report that well-behaved students did better academically and expected more of them - even when some of these students were struggling with school-work. At the same time, students who acted out in school were seen as having more academic difficulties, even though this was not always the case. #

"Children are not well served when teachers believe that teaching behavior requires different skills than teaching academics," said lead author Algozzine. "Or that teaching academics will magically improve behavior."

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The researchers concluded that it is important not to focus solely² on improving academic or behavior problems in at-risk students, but to emphasize teaching both behavior and academic skills for these children.

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"The take-away message in our work is that children have to be carefully taught academics and behavior if we want to see evidence of these accomplishments³ in school," said Algozzine. #