ABSTRACT
In Part I of this book it was suggested, on the basis of substantial evidence from research enquiries, that much behaviour at school seems to be independent of home influences. In other words, children’s behaviour at school appears to be strongly affected by ‘within school’ factors. In the broadest context these factors are concerned with what schools offer their pupils and how they offer it. While there is little doubt that aspects of school policy and organization, school ethos and the content/delivery of the curriculum make significant contributions to these offerings, we should not underestimate the impact of teachers’ behaviour—particularly their classroom management skills—upon pupil behaviour.
