A Grounded Theory of Behavior Management Strategy Selection, Implementation, and Perceived Effectiveness Reported by First-Year Elementary Teachers

2010 ◽  
Vol 110 (4) ◽  
pp. 567-584 ◽  
Author(s):  
Julie B. Smart ◽  
L. Brent Igo
Keyword(s):  
Grounded Theory ◽  
Elementary Teachers ◽  
Behavior Management ◽  
Management Strategy ◽  
First Year ◽  
Strategy Selection ◽  
Perceived Effectiveness

scholarly journals Formatively assessing prospective teachers’ skills in leading mathematics discussions

2021 ◽  
Author(s):  
Meghan Shaughnessy ◽  
Nicole M. Garcia ◽  
Michaela Krug O’Neill ◽  
Sarah Kate Selling ◽  
Amber T. Willis ◽  
...  
Keyword(s):  
Elementary Teachers ◽  
Formative Assessment ◽  
Conceptual Understanding ◽  
Prospective Teachers ◽  
First Year ◽  
Teacher Education Programs ◽  
First Year Teachers ◽  
Education Programs ◽  
Prospective Elementary Teachers ◽  
Making Sense

AbstractMathematics discussions are important for helping students to develop conceptual understanding and to learn disciplinary norms and practices. In recent years, there has been increased attention to teaching prospective teachers to lead discussions with students. This paper examines the possibilities of designing a formative assessment that gathers information about prospective elementary teachers’ skills with leading problem-based mathematics discussions and makes sense of such information. A decomposition of the practice of leading discussions was developed and used to design the assessment. Nine first-year teachers who graduated from a range of different teacher education programs participated in the study. The findings reveal that our formative assessment works to gather information about teachers’ capabilities with leading discussions and that the associated tools support making sense of the information gathered. This suggests that such tools could be useful to support the formative assessment of the developing capabilities of prospective teachers.

scholarly journals Qualitative Analysis of Student Perceptions: “Some Advisors Care. Some Don't.”

2017 ◽  
Vol 37 (2) ◽  
pp. 44-54
Author(s):  
Ruth V. Walker ◽  
Alexandra I. Zelin ◽  
Carolyn Behrman ◽  
Rachel Strnad
Keyword(s):  
Student Perceptions ◽  
Academic Advising ◽  
State Institution ◽  
Transition To College ◽  
Guidance Counselors ◽  
First Year ◽  
Perceived Effectiveness ◽  
First Year Students ◽  
Individual Interviews ◽  
School Guidance

University-based academic advising at a large, Great Lakes state institution was designed to support first-year students' transition to college. We conducted individual interviews and facilitated story circles with 162 students to determine their perceived effectiveness of advising. Analyses revealed four overarching themes: student difficulty making the distinction between roles of high school guidance counselors and postsecondary academic advisors, advisor communication, student desire for a relationship, and advisor accessibility. On the basis of data gathered, we developed a model for understanding the formation and maintenance of student advising perceptions.

Using Response Interruption and Redirection to Reduce Vocal Stereotypy

2016 ◽  
Vol 53 (3) ◽  
pp. 171-176
Author(s):  
Patricia H. Sheehey ◽  
Jenny C. Wells
Keyword(s):  
Autism Spectrum Disorder ◽  
Behavior Management ◽  
Management Strategy ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Evidence Based ◽  
Vocal Stereotypy ◽  
Response Interruption And Redirection ◽  
Step Procedure ◽  
Response Interruption

Response interruption and redirection, commonly referred to as RIR, is an evidence-based intervention that has been demonstrated to quickly reduce moderate to high levels of vocal stereotypy in children with autism spectrum disorder. The RIR intervention is a simple, three-step procedure that can be embedded in classroom instruction with minimal planning. This column describes the procedure and provides a troubleshooting guide to aid practitioners in effectively implementing the RIR behavior management strategy.

scholarly journals Subjective Outcome Evaluation of the Project P.A.T.H.S.: Findings Based on the Perspective of the Program Implementers (Secondary 1 Program)

2010 ◽  
Vol 10 ◽  
pp. 201-210 ◽  
Author(s):  
Sandra K.M. Tsang ◽  
Eadaoin K.P. Hui ◽  
Daniel T.L. Shek ◽  
Bella C.M. Law
Keyword(s):  
Outcome Evaluation ◽  
First Year ◽  
Reliability Test ◽  
Perceived Effectiveness ◽  
Subjective Outcome ◽  
Implementation Phase ◽  
School Year ◽  
Tier 1 ◽  
Second Year ◽  
Program Reliability

The aim of the current study was to replicate the subjective outcome evaluation based on program implementers in the first year (2006/07 school year) of the Full Implementation Phase (Secondary 1 level) of the Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programmes). After the completion of the Tier 1 program in the 2007/08 school year, 1324 implementers from 213 schools completed a Subjective Outcome Evaluation Form for instructors in order to assess their views of the program, themselves, and the perceived effectiveness of the program. Reliability test indicated the questionnaire was internally consistent. The results showed that, similar to the first year of implementation, high proportions of the respondents had positive perceptions of the program and their own performance. Regarding the perceived effectiveness of the program, roughly 90% of the respondents thought the program was helpful. A statistically significant increase in positive responses was also found in some items of perceived effectiveness in the second year of implementation. Possible factors contributing to such changes, including accumulation of experience and skill enhancement of the implementers, as well as stronger support from the schools, are discussed.

scholarly journals Goals and Distractions: Explanations of Early Attrition from Traditional University Freshmen

2015 ◽  
Author(s):  
John Rausch ◽  
Matthew Hamilton
Keyword(s):  
High School ◽  
At Risk ◽  
Grounded Theory ◽  
Interview Data ◽  
Educational Goals ◽  
First Year ◽  
Theory Method ◽  
Act Scores ◽  
Grounded Theory Study ◽  
Grounded Theory Method

This grounded theory study was designed to investigate the factors that influenced 20 "traditional" university freshmen to withdraw prior to the end of their first year at two Midwestern universities. A two-hour audio- taped interview was conducted with each of the participants, and the grounded theory method was utilized to analyze the interview data. Eighteen of the twenty participants had strong high school GPAs and ACT scores, and would not have been identified as being at-risk for attrition. The grounded theory that emerged from the participants' data indicated that an absence of clear educational goals, as well as individual and institutional distractions, interacted to contribute to the participants' withdrawal from their universities.

Sign in / Sign up

Export Citation Format

Share Document