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Author: Winifred Nicole Whitlock
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Author: Winifred Nicole Whitlock
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Author: Judith L. Meece
Publisher: Routledge
ISBN: 1135283869
Category : Education
Languages : en
Pages : 1293
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Book Description
Children spend more time in school than in any social institution outside the home. And schools probably exert more influence on children’s development and life chances than any environment beyond the home and neighbourhood. The purpose of this book is to document some important ways schools influence children’s development and to describe various models and methods for studying schooling effects. Key features include: Comprehensive Coverage – this is the first book to provide a comprehensive review of what is known about schools as a context for human development. Topical coverage ranges from theoretical foundations to investigative methodologies and from classroom-level influences such as teacher-student relations to broader influences such as school organization and educational policies. Cross-Disciplinary – this volume brings together the divergent perspectives, methods and findings of scholars from a variety of disciplines, among them educational psychology, developmental psychology, school psychology, social psychology, psychiatry, sociology, and educational policy. Chapter Structure – to ensure continuity, chapter authors describe 1) how schooling influences are conceptualized 2) identify their theoretical and methodological approaches 3) discuss the strengths and weaknesses of existing research and 4) highlight implications for future research, practice, and policy. Methodologies – chapters included in the text feature various methodologies including longitudinal studies, hierarchical linear models, experimental and quasi-experimental designs, and mixed methods.
Author: Hope C. Luster
Publisher:
ISBN:
Category : Classroom management
Languages : en
Pages : 242
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Author: Allison K. Zoromski
Publisher:
ISBN:
Category : Behavior disorders in adolescence
Languages : en
Pages :
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Author: John Christopher Williams
Publisher:
ISBN:
Category : Classroom management
Languages : en
Pages : 140
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Author: Maria F. Cleary
Publisher:
ISBN:
Category : Behavioral assessment of children
Languages : en
Pages : 177
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Author: Dawn M. Hart
Publisher:
ISBN:
Category :
Languages : en
Pages : 145
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Challenging classroom behaviors are increasing in frequency and intensity causing teachers to leave the profession. Teachers report that they are not adequately prepared to effectively manage classrooms. This qualitative study investigated teachers' perceptions of students with challenging behaviors by examining their knowledge, beliefs, attitudes, and practices to determine why behaviors persist and identify specific professional development needs. Participants consisted of 76 K-12 educators from one urban and two rural school districts in PA. Respondents answered 70 survey questions on Microsoft Forms that were submitted anonymously. Nine respondents participated in individual interviews. Sixty-nine percent of respondents have several students per year exhibiting challenging behaviors. While most teachers recognize that relationships can improve behaviors, they do not know how to develop or maintain positive relationships. Most respondents perceived negative interactions as effective strategies and do not realize they are perpetuating negative behaviors. With 67% of respondents agreeing to the statement, "Dealing with this student drains my energy" and 71% not believing SW-PBIS is effective, negative attitudes are a concern. Eighty percent of respondents reported their undergraduate coursework did not prepare them to manage classroom behaviors and 45% have thought about leaving the profession. Results indicate a need for pre-service and in-service training on the impact of trauma on childhood development which affects classroom behavior. Additional training should include the importance of teachers' perceptions of students and how that impacts their interactions and subsequent relationships. Furthermore, teachers need training on how to develop and maintain positive relationships with students.
Author: Jenna K. Kuenster
Publisher:
ISBN:
Category : Classroom management
Languages : en
Pages : 79
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The purpose of the following research was to identify students' perceptions of the effectiveness of the MASTER Teacher Model behavior management strategies in addressing and reducing the frequency of three common behavior problems at the middle school level. The growing number of discipline referrals related to students talking out of turn during class, being disrespectful toward others, and cheating on academic work prompted this research study. Student perceptions must be considered and understood when discussing behavior management approaches and programs implemented with adolescents in the school setting. The results of the study show that eighth grade students at River Valley Middle School, on average, perceive most of the MASTER Teacher Model strategies to be effective tools for addressing and reducing problem behaviors at this level. While some strategies are viewed to be less effective, specific management strategies, including teacher proximity and the teacher meeting with the student and his/her parents or guardians to discuss problem behaviors, are perceived by students to be quite effective. The results indicate that middle school teachers should incorporate these strategies as primary classroom management tools and the remaining strategies as secondary approaches in their daily teaching practices.
Author: Tiffany J. Baskin-Downs
Publisher:
ISBN:
Category : Middle school teachers
Languages : en
Pages : 259
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The use of a multi-tiered system of supports framework has been of growing interest in addressing issues related to disruptive behaviors and school suspensions. The purpose of this mixed-methods sequential, explanatory study was to examine middle school teachers’ perceptions (behavioral expectations defined, behavioral expectations taught, and an ongoing system for rewarding behavioral expectations) of their efforts toward implementing Schoolwide Positive Behavioral Interventions and Supports with fidelity in two middle schools within an urban school district located in Georgia. Data analyses included descriptive statistics, homogeneity of variance Levene’s test, t-tests, factorial analysis, a one-way analysis of variance, post-hoc tests, frequencies and percentages of suspension, and coding to discover themes from focus group responses. Findings were that teacher participants who were SWPBIS members were assumed were assumed to be more knowledgeable and to know more about policy knew more about policy and procedures than non-SWPBIS members. The results indicated that there was statistically significant difference in years of full-time teaching experience between 6 – 10 years and 11 to 15 years and between 11 to 15 years and more than 20 years. In-school and out-of-school suspensions in M. N. Middle School were less than those in C. M. Middle School to a statistically significant degree, and students received fewer suspensions. Focus group findings showed that the majority of participants held high expectations for student behavior. A review of the results implied that schools with increased disruptive behaviors and suspensions may be motivated to adopt a discipline program. The implications for positive social change are dependent on middle school teachers effectively using SWPBIS with fidelity to improve students’ behavior.
Author: Kristine Marie Harper
Publisher:
ISBN:
Category : Bullying in schools
Languages : en
Pages : 138
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Book Description
Each day students throughout the world are exposed to bullying in many different ways and on many different occasions. Bullying has received such a great amount of attention through the media, that it leaves parents and community members with the belief that bullying has become a bigger problem today than it ever has before (Austin, Reynolds, & Barnes, 2012; Carrera, DePalma, & Lameiras, 2011; Packman, Lepkowski, Overton, & Smaby, 2005; Rigby & Smith, 2011). Nearly every state in the nation has passed laws regarding bullying and increasing the responsibility of schools and districts to implement programs to prevent and/or address bullying on their campuses (U.S. Department of Education, 2011). Many schools and districts have not only developed policies to place them in compliance with the passed legislation, but they have begun to implement programs, such as School-Wide Positive Behavior Interventions and Supports (SWPBIS), as a method to help improve the overall school environment (Pugh & Chitiyo, 2012; Reinke, Herman, & Stormont, 2012; Simonsen & Sugai, 2013). While it has shown to help improve the overall school climate, researchers suggest that this may also be utilized to reduce the presence of bullying in schools (Good, McIntosh, & Gietz, 2011; Packman et al., 2005; Pugh & Chitiyo, 2012). This study examined the perceptions of middle school teachers concerning the use of SWPBIS in their schools, along with their perceptions of its effectiveness at reducing the presence of negative student behaviors, such as bullying. Research was conducted using quantitative data to determine teacher perceptions of the questions being presented in this study. While the outcomes to nearly all of the research questions reported very little significance, these results showed that teachers' perceived that SWPBIS is effective at reducing the presence of negative student behaviors within the school when it has been implemented with fidelity. --Page ii.
