Author: Sarah K. Davis-LuriePublisher:
ISBN:
Category :
Languages : en
Pages : 81
Book Description
Teacher Perceptions of Need in the Student Discipline Processes: a Comparison of Behavior Intervention Models
Author: Sarah K. Davis-LurieA Comparison of School Wide Behavior Management System and Teacher Perception of Student Behavior Vs. No School Wide Behavior Management System and Teacher Perception of Student Behavior
Author: Eva D. RaderPublisher:
ISBN:
Category : Behavior modification
Languages : en
Pages : 56
Book Description
Ethnic Matching
Author: Donald Easton-BrooksPublisher: Rowman & Littlefield
ISBN: 1475839677
Category : Education
Languages : en
Pages : 155
Book Description
Ethnic Matching: Academic Success of Students of Color is an in-depth exploration on the impact of ethnic matching in education, the paring of students of color with teachers of the same race. Research shows that this method has a positive and long-term impact on the academic experience of students of color. This book explores what makes this phenomenon relevant in today’s classrooms. Through interviewing quality teachers of color, this book sheds a light on the impact these teachers make on the academic experience of students of color. This approach is meant to provide all teachers valuable insight into techniques for engaging with diverse learners. Also, from these conversations, the book shows how the intentionality of culturally responsive practice can enhance the academic experience of students of color. Topics such as the challenges of recruiting and retaining quality teachers of color, as well as the valuable work being done on the local, state, and national level to promote diversifying the field of education as a way to provide equitable education for all students is also explored in this book.
Preventing Problem Behaviors
Author: Bob AlgozzinePublisher: Simon and Schuster
ISBN: 1632209799
Category : Education
Languages : en
Pages : 430
Book Description
In today's increasingly diverse PreK–12 classrooms, problem behaviors can often interrupt instructional time and disrupt learning. Designed for 21st-century school leaders, administrators, behavior specialists, and classroom teachers, this research-based guide offers specific strategies and plans for preventing problem behavior at both the classroom and school level. Based on the premise that early response to problems can lead to better outcomes for students, the book's content is framed around four essential areas: foundations, intervention, collaboration, and evaluation. Within these areas, this accessible guide features: -The latest information on the science and practice of prevention -Reasons why conflict resolution, peer mediation, and bully-proofing are essential to prevention -Effective practices for teaching social skills to young children -Proven techniques for implementing schoolwide positive behavior support -Tools for using individual behavior plans to prevent problems -Ideas for home-school and community partnerships and culturally responsible teaching -Critical strategies for monitoring student progress and evaluating prevention practices -New, updated chapters, including information on preschool behavior support and RTI This valuable resource provides all the tools and strategies school leaders and teachers need to keep children focused on learning.
Closing the School Discipline Gap
Author: Daniel J. LosenPublisher: Teachers College Press
ISBN: 0807773492
Category : Education
Languages : en
Pages : 286
Book Description
Educators remove over 3.45 million students from school annually for disciplinary reasons, despite strong evidence that school suspension policies are harmful to students. The research presented in this volume demonstrates that disciplinary policies and practices that schools control directly exacerbate today's profound inequities in educational opportunity and outcomes. Part I explores how suspensions flow along the lines of race, gender, and disability status. Part II examines potential remedies that show great promise, including a district-wide approach in Cleveland, Ohio, aimed at social and emotional learning strategies. Closing the School Discipline Gap is a call for action that focuses on an area in which public schools can and should make powerful improvements, in a relatively short period of time. Contributors include Robert Balfanz, Jamilia Blake, Dewey Cornell, Jeremy D. Finn, Thalia González, Anne Gregory, Daniel J. Losen, David M. Osher, Russell J. Skiba, Ivory A. Toldson “Closing the School Discipline Gap can make an enormous difference in reducing disciplinary exclusions across the country. This book not only exposes unsound practices and their disparate impact on the historically disadvantaged, but provides educators, policymakers, and community advocates with an array of remedies that are proven effective or hold great promise. Educators, communities, and students alike can benefit from the promising interventions and well-grounded recommendations.” —Linda Darling-Hammond, Charles E. Ducommun Professor of Education, Stanford University “For over four decades school discipline policies and practices in too many places have pushed children out of school, especially children of color. Closing the School Discipline Gap shows that adults have the power—and responsibility—to change school climates to better meet the needs of children. This volume is a call to action for policymakers, educators, parents, and students.” —Marian Wright Edelman, president, Children’s Defense Fund
Attribution and Intervention
Author: Kenneth Oren ButlerPublisher:
ISBN:
Category : School discipline
Languages : en
Pages : 294
Book Description
Resources in Education
Author: Teacher Perceptions of Implementing Functional Behavioral Assessments and Behavior Intervention Plans for Secondary Students with Emotional and Behavioral Disorder
Author: Kristi-Lee ArringtonPublisher:
ISBN:
Category : Classroom management
Languages : en
Pages : 278
Book Description
Response to Intervention
Author: Sherri Amanda WallacePublisher:
ISBN:
Category : Education Administration
Languages : en
Pages : 274
Book Description
Educational legislators nationwide are advocating for the correlation of student achievement with teacher evaluation. Districts have adopted Response to Intervention as a way to prescribe, implement, and progress monitor interventions to enhance academics and decrease negative behaviors. What happens when teachers are not comfortable with incorporating new mandated processes? Professional development and readiness play an important role of self-efficacy. In this explanatory sequential study, the focus was to determine if there was a relationship between teacher perceived self-efficacy when prescribing, implementing, and progress monitoring academic and behavioral interventions while incorporating Response to Intervention (RtI) in a Pennsylvania urban public elementary school. The cross-sectional based Perception of RtI Skills Survey and open-ended individual interviews were used to examine the following research questions: Is there are relationship between teacher self-efficacy and prescribing and implementing academic and behavioral interventions while implementing Response to Intervention (RtI)? Is there a correlation between teacher's year of experience in education and their current position, teacher education, and perceived self-efficacy when using the RtI model? What teacher knowledge and tools are needed for successful incorporation of RtI? Seventeen general and special education teachers completed both phases of the study. Four major themes emerged from the study: understanding the teacher's role in prescribing and implementing behavioral interventions, managing Response to Intervention academic and behavior interventions in the general and special education classroom with fidelity, and understanding how to identify and use academic and behavior resources, and using technology to progress monitor. The study's results concluded teachers are not secure in using diagnostic tools and interventions for behavior. The consistent review of monitoring tools could help to ensure teachers understand how to progress monitor and input data in the Online Teacher Accountability System. There are four recommendations for promoting positive teacher self-perceived efficacy when using RtI. The data supports a critical need for understanding the multifaceted tiers for academic and behavior interventions, the identification of universal screenings and interventions at all tiers for each grade level, support in progress monitoring when using technology, and ongoing program evaluation to refine professional development to target school-based needs. Keywords: Response to Intervention, teacher perceived self-efficacy, academic interventions, behavioral interventions
Exploring the Impact of the Check-in/check-out (CICO) Behavior Intervention on Teacher-student Relationships and Teacher Perception of Students with Challenging Behaviors
Author: Jenna DelayPublisher:
ISBN:
Category :
Languages : en
Pages : 0
Book Description
This qualitative case study evaluates the impact of the Tier 2 behavior intervention known as Check-In/Check-Out (CICO) on student-teacher relationships and their perceptions of each other, especially in the case of students experiencing behavioral challenges, such as anti-social behavior in the classroom, that typically results in removing the student from the learning environment. The theoretical frameworks guiding the study are educational equity theory, transactional theory, and self-efficacy theory. The research design focused on four student and teacher participant pairings in grades 6, 7, and 8 attending a rural middle school in the Midwest of the United States. The student participants were recommended for participation by the grade-level teacher teams based on data in the areas of attendance, discipline, grades, hallway passes, and behavior screeners. The pairings completed a relationship survey and experienced an interview with the researcher prior to, during, and at the end of the CICO intervention. The following research questions were explored: (1) What is the effect of positive relationships between student and teacher, specifically at the middle school level, and in what ways does this relationship impact the goal of educational equity for all students regarding access to the curriculum?; (2) In what ways, if any, does the use of the CICO intervention impact teachers' perceptions of students with behavioral challenges?; and (3) How does the use of the CICO intervention impact students' perceptions of the teachers who implement this intervention? The findings suggest that the CICO intervention has potential to allow for the structured, purposeful growth of positive student-teacher relationships that produce students who are better prepared for their educational futures.