George G Bear
Biographic Data
| ID | 5741576 |
|---|---|
| NAME | George G Bear |
| GIVEN NAMES | George G |
| FAMILY NAME | Bear |
| SIGNATURE | BEAR G G |
| AFFILIATIONS | University of Delaware |
| ORCID | 0000-0001-5720-001X |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 59 |
| AUTHOR COUNT | 15 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1976 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 4 |
Identifying the helpfulness of school climate
Prior research demonstrates the importance of school climate in shaping student behavior but tells us less about which aspects of school climate matter. In this paper we consider how distinct elements of school climate relate to skipping school and cheating on tests. Using survey and administrative data from several statewide Delaware sources, we perform a series of random‐intercept logistic regression models. We find that students in schools per…
A Multilevel Analysis of the Importance of School Climate for the Trajectories of Students’ Self-concept and Self-esteem Throughout the Middle School Transition
Trajectories of Students’ School Climate Dimensions throughout Middle School Transition
Perceptions of Bullying Victimization
Rewards, praise, and punitive consequences
School-wide practices associated with school climate in elementary, middle, and high schools
The Delaware Social-Emotional Competency Scale (DSECS-S)
Differences in classroom removals and use of praise and rewards in American, Chinese, and Japanese schools
Delaware School Climate Survey—Student
How Can We Improve School Discipline
School discipline addresses schoolwide, classroom, and individual student needs through broad prevention, targeted intervention, and development of self-discipline. Schools often respond to disruptive students with exclusionary and punitive approaches that have limited value. This article surveys three approaches to improving school discipline practices and student behavior: ecological approaches to classroom management; schoolwide positive behav…
Moral reasoning, classroom behavior, and sociometric status among elementary school children
Relations among moral reasoning, classroom behavior, and sociometric status were investigated in a sample of 133 2nd and 3rd graders. It was hypothesized that hedonistic and needs-oriented moral reasoning, 2 forms of L. Kohlberg's (1984) Stage 2 moral reasoning, would be differentially related to teachers' ratings of classroom behavior and to sociometric status. Among boys, hedonistic moral reasoning was associated with the lack of social compete…
Early Adolescents' Acceptability of Interventions Influence of Problem Severity, Gender, and Moral Development
The influences of problem severity, gender and moral development on early adolescents' acceptability ratings of disciplinary interventions were examined among 8S seventh graders. Problem severity was defined qualitatively: In two vignettes, two students were portrayed as either talking and getting out of their seats without permission or cheating on tests (more severe problem). Results showed that early adolescents, particularly boys, perceived d…
Social Cognitive Influences on Early Adolescents' Decisions to Copy Software in Hypothetical Situations
The relationship between sociomoral reasoning and social problem-solving (SPS) skills in the prediction of decisional choice was investigated. The criterion behavior involved hypothetical decisions of whether or not students, 53 seventh graders, would violate a school rule prohibiting the copying of computer software. Using written interviews, decisional choices were evoked in three different contexts: an ambiguous situation, a situation with cle…
Stability and Criterion-Related Validity of the Estes Attitude Scales
The purpose of the study is twofold: (a) to provide information about the cross-time stability of the Elementary Form of the Estes Attitude Scales; and (b) to provide additional evidence for the criterion-related validity of these scales. To meet these objectives, children who were third- and fourth-graders when the study began were administered the Estes scales during the spring semesters of three successive years. SRA Educational Ability Series…
Attitudes toward Elderly Persons among High School and College Students
How Can We Improve School Discipline
School discipline addresses schoolwide, classroom, and individual student needs through broad prevention, targeted intervention, and development of self-discipline. Schools often respond to disruptive students with exclusionary and punitive approaches that have limited value. This article surveys three approaches to improving school discipline practices and student behavior: ecological approaches to classroom management; schoolwide positive behav…
Trajectories of Students’ School Climate Dimensions throughout Middle School Transition
School-wide practices associated with school climate in elementary, middle, and high schools
A Multilevel Analysis of the Importance of School Climate for the Trajectories of Students’ Self-concept and Self-esteem Throughout the Middle School Transition
The Delaware Social-Emotional Competency Scale (DSECS-S)
Moral reasoning, classroom behavior, and sociometric status among elementary school children
Relations among moral reasoning, classroom behavior, and sociometric status were investigated in a sample of 133 2nd and 3rd graders. It was hypothesized that hedonistic and needs-oriented moral reasoning, 2 forms of L. Kohlberg's (1984) Stage 2 moral reasoning, would be differentially related to teachers' ratings of classroom behavior and to sociometric status. Among boys, hedonistic moral reasoning was associated with the lack of social compete…
Perceptions of Bullying Victimization
Rewards, praise, and punitive consequences
Differences in classroom removals and use of praise and rewards in American, Chinese, and Japanese schools
Attitudes toward Elderly Persons among High School and College Students
Stability and Criterion-Related Validity of the Estes Attitude Scales
The purpose of the study is twofold: (a) to provide information about the cross-time stability of the Elementary Form of the Estes Attitude Scales; and (b) to provide additional evidence for the criterion-related validity of these scales. To meet these objectives, children who were third- and fourth-graders when the study began were administered the Estes scales during the spring semesters of three successive years. SRA Educational Ability Series…
Social Cognitive Influences on Early Adolescents' Decisions to Copy Software in Hypothetical Situations
The relationship between sociomoral reasoning and social problem-solving (SPS) skills in the prediction of decisional choice was investigated. The criterion behavior involved hypothetical decisions of whether or not students, 53 seventh graders, would violate a school rule prohibiting the copying of computer software. Using written interviews, decisional choices were evoked in three different contexts: an ambiguous situation, a situation with cle…
Early Adolescents' Acceptability of Interventions Influence of Problem Severity, Gender, and Moral Development
The influences of problem severity, gender and moral development on early adolescents' acceptability ratings of disciplinary interventions were examined among 8S seventh graders. Problem severity was defined qualitatively: In two vignettes, two students were portrayed as either talking and getting out of their seats without permission or cheating on tests (more severe problem). Results showed that early adolescents, particularly boys, perceived d…
Moral reasoning, classroom behavior, and sociometric status among elementary school children
Relations among moral reasoning, classroom behavior, and sociometric status were investigated in a sample of 133 2nd and 3rd graders. It was hypothesized that hedonistic and needs-oriented moral reasoning, 2 forms of L. Kohlberg's (1984) Stage 2 moral reasoning, would be differentially related to teachers' ratings of classroom behavior and to sociometric status. Among boys, hedonistic moral reasoning was associated with the lack of social compete…
How Can We Improve School Discipline
School discipline addresses schoolwide, classroom, and individual student needs through broad prevention, targeted intervention, and development of self-discipline. Schools often respond to disruptive students with exclusionary and punitive approaches that have limited value. This article surveys three approaches to improving school discipline practices and student behavior: ecological approaches to classroom management; schoolwide positive behav…
Delaware School Climate Survey—Student
Differences in classroom removals and use of praise and rewards in American, Chinese, and Japanese schools
The Delaware Social-Emotional Competency Scale (DSECS-S)
Rewards, praise, and punitive consequences
School-wide practices associated with school climate in elementary, middle, and high schools
Perceptions of Bullying Victimization
Trajectories of Students’ School Climate Dimensions throughout Middle School Transition
A Multilevel Analysis of the Importance of School Climate for the Trajectories of Students’ Self-concept and Self-esteem Throughout the Middle School Transition
Identifying the helpfulness of school climate
Prior research demonstrates the importance of school climate in shaping student behavior but tells us less about which aspects of school climate matter. In this paper we consider how distinct elements of school climate relate to skipping school and cheating on tests. Using survey and administrative data from several statewide Delaware sources, we perform a series of random‐intercept logistic regression models. We find that students in schools per…
Psychology (15 works) · Developmental psychology (12 works) · Social Psychology (11 works) · Mathematics education (10 works) · Social Psychology (9 works) · Bullying, Victimization, and Aggression (6 works) · Early Childhood Education and Development (6 works) · Education Discipline and Inequality (5 works) · Political science (5 works) · School climate (5 works)