Impact of CW-FIT on Student and Teacher Behavior in a Middle School

2020 ◽  
Vol 22 (4) ◽  
pp. 195-206
Author(s):  
Renee Speight ◽  
Peggy Whitby ◽  
Suzanne Kucharczyk
Keyword(s):  
Middle School ◽  
Behavior Management ◽  
Student Behavior ◽  
Functional Relation ◽  
Teacher Behavior ◽  
School Students ◽  
Adolescent Students ◽  
Behavior Specific Praise ◽  
Classroom Level ◽  
Specific Praise

Positive behavior interventions and supports (PBIS) improve student behavior. Yet, teachers may not receive adequate training to implement PBIS at the classroom level. This study evaluated class-wide function-related intervention teams (CW-FIT) as a classroom-level behavior management system to determine whether the behavior of middle school students would improve with teacher implementation of CW-FIT. A multiple-baseline across conditions design was used to evaluate changes in on-task behavior of adolescent students in sixth and seventh grade from a socioeconomically and ethnically diverse middle school. In addition, the effects on teacher behavior-specific praise statements and teacher reprimands were assessed. Consistent with previous evaluations of CW-FIT, findings indicated a functional relation between the intervention and increases in on-task student behavior. In addition, the findings also showed improvements to teacher behavior with increases in behavior-specific praise statements; however, no effect was observed with teacher reprimands. Social validity measures indicated students and teachers found the intervention favorable. Implications, limitations, and areas for future inquiry are discussed.

Middle School Teachers’ Perceptions of and Use of Classroom Management Strategies and Associations With Student Behavior

2020 ◽  
pp. 106342662095762
Author(s):  
Allison Zoromski ◽  
Steven W. Evans ◽  
Julie Sarno Owens ◽  
Alex Holdaway ◽  
Angela S. Royo Romero
Keyword(s):  
Middle School ◽  
Classroom Management ◽  
Disruptive Behavior ◽  
Behavior Management ◽  
Student Behavior ◽  
Classroom Behavior ◽  
Group Instruction ◽  
School Students ◽  
Disruptive Student Behavior ◽  
Task Behaviors

Disruptive student behavior in middle school is associated with negative outcomes including poor grades, low achievement scores, dropout, lost teaching time, teacher burnout, and societal expenditures. Classroom Behavior Management (CBM) strategies are effective at reducing disruptive behavior, decreasing teacher stress, and increasing achievement with elementary students, but less is known regarding these strategies for middle school students. The purpose of the current study was to assess (a) the rates of disruptive and on-task student behaviors in middle school classrooms, overall and by academic context including individual seatwork, group/partner work, small group instruction, and whole group instruction; (b) the rates of observed (appropriate and inappropriate commands, labeled and unlabeled praise, opportunities to respond; appropriate response to rule violations) and self-reported (appropriate commands, reprimands for inappropriate behavior, strategic ignoring, if/then contingencies, and send to principal’s office) CBM strategies; and (c) relationships between observed teacher strategy use and rates of disruptive and on-task behaviors. The results indicated that there was wide variability in teachers’ use of CBM strategies, their perceptions of the effectiveness of CBM strategies, and the frequency of disruptive student behavior. In addition, overall, teachers demonstrated low rates of appropriate responses to disruptive behavior. Notably, appropriate responses to disruptive behavior had the strongest association with total rates of disruptive and on-task behaviors. The implications of these findings for teacher training are discussed.

Teacher Praise and Reprimand: Examining the Generalizability and Dependability of Observational Estimates

2021 ◽  
pp. 019874292110120
Author(s):  
Margaret T. Floress ◽  
Amy M. Briesch ◽  
Lyndsay N. Jenkins ◽  
Kaylee A. Hampton
Keyword(s):  
General Education ◽  
High School Teachers ◽  
Generalizability Theory ◽  
Teacher Behavior ◽  
School Teachers ◽  
Future Directions ◽  
Teacher Praise ◽  
Behavior Specific Praise ◽  
General Education Classrooms ◽  
Specific Praise

This study examined the generalizability and dependability of observational estimates of middle and high school teachers’ use of praise and reprimand. Frequency of behavior-specific praise, general praise, and total reprimand were collected across 67, 20-min observations that took place during class-wide instruction in general education classrooms. Generalizability theory was used to determine the number of observations needed to obtain dependable estimates of teacher behavior. Behavior-specific praise rates were consistently low. General praise rates were slightly higher and reprimand rates were notably higher and slightly more variable. Total reprimands had the strongest generalizability results and general praise had the weakest. Behavior-specific praise reached an acceptable level of dependability after 15 min, whereas general praise required a 35-min observation, and reprimand only required 5 min. Implications and future directions are discussed.

scholarly journals Peran Guru Pendidikan Agama Islam Dalam Mengantisipasi Dampak Penggunaan Media Sosial Bagi Siswa Sekolah Menengah Pertama

2018 ◽  
Vol 1 (2) ◽  
pp. 105-120
Author(s):  
Ismail Ismail
Keyword(s):  
Middle School ◽  
Social Media ◽  
High School Students ◽  
Junior High School ◽  
Student Behavior ◽  
Primary Data ◽  
School Students ◽  
The North ◽  
Teachers And Students ◽  
Teachers And Parents

This study aims to describe the existence of social media on student behavior and the inhibiting factors of PAI teachers in various social media at North Belopa State Middle School. This research is qualitative research that uses pedagogical, psychological, sociological, and theological normative approaches. Data sources are primary data sourced from principals, PAI teachers, and students through interviews, while data in the form of existing documents with research. The results of the study show that in the role of the teacher in using social media in junior high school students in the sub-district as follows: 1. Dutch Middle School students use social media as a place to show the outside world. Everyone is competing to display and make branding about the World World. There is nothing that can be done for others and  2. As for the PAI teacher's inhibitors in various social media at the North Belopa State Middle School, they are not working with teachers and parents in using social media. Community environment (association) association of students outside the school is also very large on the behavior and behavior of students in everyday life. Ineffective regulations made by schools.

Promoting Equity in Teachers’ Use of Behavior-Specific Praise With Self-Monitoring and Performance Feedback

2020 ◽  
pp. 109830072095193
Author(s):  
Ashley Elizabeth Knochel ◽  
Kwang-Sun Cho Blair ◽  
Donald Kincaid ◽  
Anna Randazzo
Keyword(s):  
Teacher Training ◽  
Performance Feedback ◽  
Classroom Behavior ◽  
Teacher Behavior ◽  
Racial Groups ◽  
Self Monitoring ◽  
Behavior Specific Praise ◽  
The Impact ◽  
Written Performance ◽  
Specific Praise

This study examined the impact of teacher training interventions on establishing equity in teacher implementation of a common positive behavior classroom support strategy, behavior-specific praise (BSP), in four elementary classrooms. Teacher self-monitoring and written performance feedback were used to support teachers in improving classroom practices by establishing proportionate praise and discipline practices across racially diverse students. A multiple-baseline across participants design was used to evaluate the impact of self-monitoring and written performance feedback with and without equity-focused procedures on teacher delivery of BSP and reprimands and their perception of student classroom behavior. Results indicated that the typical self-monitoring and written performance feedback were effective in increasing the participating teachers’ overall rates of delivering BSP and reducing reprimands; however, substantial disparities in praise delivery were observed among student racial groups across teachers. Additional feedback regarding equity was necessary for reducing disparities in teacher behavior. The results also indicated that teacher perception of student classroom behavior improved, as a result of the teacher training intervention.

Effects of a Class-Wide Positive Peer Reporting Intervention on Middle School Student Behavior

2019 ◽  
Vol 45 (4) ◽  
pp. 224-237
Author(s):  
Ruth K. Chaffee ◽  
Amy M. Briesch ◽  
Robert J. Volpe ◽  
Austin H. Johnson ◽  
Laura Dudley
Keyword(s):  
Middle School ◽  
Behavioral Interventions ◽  
Student Behavior ◽  
Maintenance Phase ◽  
Middle School Student ◽  
Future Research ◽  
Group Contingency ◽  
Peer Reporting ◽  
School Students ◽  
Positive Peer Reporting

Class-wide behavioral interventions are a feasible and effective method to support the behavior of all students. In six peer-reviewed studies, Tootling, a class-wide intervention that combines positive peer reporting with an interdependent group contingency, has increased positive peer reports and academically engaged behavior (AEB), and decreased disruptive behavior (DB). However, no prior studies have been conducted with middle school students, and none have employed strategies to promote enduring behavior change. A withdrawal design with maintenance phase, implemented across two middle school classrooms, found moderate effects (nonoverlap of all pairs [NAP] = 0.74, Tau-U = −0.48) of Tootling on decreasing DB and moderate to large effects (NAP = 0.76, Tau-U = 0.68) on increasing AEB, although internal threats to validity prevented the demonstration of a clear functional relationship across both classrooms. Results from the maintenance phase, in which the group contingency reward was removed, suggest promising strategies to support durable behavioral change. Limitations of the present study, directions for future research, social validity, and implications for practice are discussed.

The Effects of a Multicomponent Self-Monitoring Intervention on the Rates of Pre-Service Teacher Behavior-Specific Praise in a Masked Single-Case Experimental Design

2020 ◽  
Vol 22 (4) ◽  
pp. 207-219
Author(s):  
Mary Rose Sallese ◽  
Kimberly J. Vannest
Keyword(s):  
Classroom Management ◽  
General Education ◽  
Visual Analysis ◽  
Management Practice ◽  
Teacher Behavior ◽  
Student Outcome ◽  
Self Monitoring ◽  
Behavior Specific Praise ◽  
Pre Service Teacher ◽  
Specific Praise

The effects of self-monitoring (SM) on teacher behavior are well documented, but previous research does not attempt to control for reactivity as a threat to internal validity. This study examined the effects of a multicomponent SM intervention on the use of a classroom management practice with participant masking to address this absence in the literature. Participating teachers selected between two practices (behavior-specific praise and opportunities to respond). A multiple baseline design across four pre-service teacher interns occurred in general education classroom settings. Participant masking to the purpose of the study precluded exposure to SM, performance feedback, and goal setting. Analyses included an independent visual analysis by three masked raters, an independent quality review for What Works Clearinghouse standards, a nonparametric statistical analysis based on data characteristics, and correspondence reporting between visual and statistical analyses. Overall results indicated an increase in the rate of classroom management practice use by the participants and good social validity across the three constructs. Student outcome data for on-task behavior were inconclusive. Limitations and implications for research and practice are discussed.

Using Video-Based Instruction via Augmented Reality to Teach Mathematics to Middle School Students With Learning Disabilities

2020 ◽  
Vol 53 (4) ◽  
pp. 277-291 ◽  
Author(s):  
Ryan O. Kellems ◽  
Carrie Eichelberger ◽  
Giulia Cacciatore ◽  
Mikaela Jensen ◽  
Brynn Frazier ◽  
...  
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Augmented Reality ◽  
Functional Relation ◽  
Rate Of Change ◽  
School Students ◽  
Mathematics Intervention ◽  
Problem Solving Skills ◽  
Based Instruction ◽  
The Individual

The purpose of this study was to examine the effectiveness of video-based mathematics instruction for seven middle school students with specific learning disability (SLD), using an augmented reality-based training package. The dependent variable was the percentage of steps students performed correctly to solve each type of mathematics problem. The independent variable was the augmented reality video-based intervention, which used video to model the individual steps for solving four types of multistep mathematics problems: (a) addition and subtraction of integers, (b) multiplication and division of integers, (c) using ratio reasoning to convert measurement units, and (d) using multiplication and division to calculate rate of change. Results indicated a functional relation between the video-based mathematics intervention and the percentage of steps completed correctly for each type of problem. All seven participants showed significant gains immediately after receiving the intervention and maintained improved problem-solving skills in at least three out of the four problem categories.

scholarly journals Imagen corporal y práctica de actividades físico-deportivas en estudiantes de nivel secundaria

2019 ◽  
Vol 20 (1) ◽  
pp. 252-260
Author(s):  
Oswaldo Ceballos ◽  
Rosa Elena Medina Rodríguez ◽  
José Luis Juvera Portilla ◽  
Patricia Peche Alejandro ◽  
Luis Fernando Aguirre López ◽  
...  
Keyword(s):  
Middle School ◽  
Body Image ◽  
Body Shape ◽  
The Body ◽  
Average Weight ◽  
Response Scale ◽  
School Students ◽  
Adolescent Students ◽  
Sport Activities ◽  
Las Mujeres

El objetivo del estudio es valorar la imagen corporal, la práctica de actividades físico-deportivas y la percepción de la salud en escolares adolescentes de educación secundaria. Se presenta un diseño de estudio de tipo no experimental, descriptivo, comparativo y correlacional. La población objeto de estudio es una muestra de 416 estudiantes de educación secundaria de la ciudad de San Nicolás de los Garza, N. L. México seleccionados mediante un muestreo aleatorio y estratificado por género y grado escolar, con una edad entre 12 y 15 años (13,14 ± 0,87), de los cuales 216 son hombres y 200 mujeres, con un peso promedio de 53,63 ± 10,33 kg, una estatura de 1,59 ± 8,44 m y un IMC de 21 ± 3,03. Se utilizó el cuestionario Body Shape Questionnaire (BSQ-8A), con 8 ítems y una escala de respuesta de 1 a 6 (donde 1 es nunca y 6 siempre), agrupados en puntos de corte sobre la procupación de la imagen corporal: < 19 ninguna, 19-25 leve, 26-33 moderada, > 33 marcada. El instrumento cuenta con buenas propiedades psicométricas. Para el análisis de los datos se utilizó el programa estadístico SPSS v24 y LISREL. En general los estudiantes adolescentes mexicanos tienen una preocupación importante de su imagen corporal, especialmente en las mujeres y los que perciben una mala salud, y esta no es determinante de la práctica de actividades físico-deportivas. The aim of the study is to value body image, the practice of physical-sport activities, and the perception of the health in school age adolescents in middle school. A non-experimental, descriptive, comparative and correlational study design is presented. The subject population of the study is a sample of 416 middle school students from the city San Nicolas de los Garza, N. L. Mexico selected by random sampling and stratified by gender and grade level, with an age between 12 and 15 years (13,14 ± 0,87), of which 216 are male and 200 are female; with an average weight of 53,63 ± 10,33 kg, a height of 1,59 ± 8,44 m and a BMI of 21 ± 3,03. The questionnaire Body Shape Questionnaire (BSQ-8A) was used, with 8 items and a response scale of 1 to 6 (where 1 is never and 6 is always), grouped in cut off points based on the concern of the body image: < 19 never, 19-25 slight, 26-33 moderate, >33 marked. The instrument has good psychometric properties. The statistical program SPSS v24 and LISREL were used for the analysis of the data. In general, Mexican adolescent students have an important concern for their body image, especially in women and those who perceive poor health, people who have a higher practice of physical-sports activities show a positive attitude towards their own body. O objetivo do estudo é avaliar a imagem corporal, a prática de atividades físico-desportivas e a percepção de saúde em alunos adolescentes do ensino médio. Apresenta-se um desenho de estudo não experimental, descritivo, comparativo e correlacional. A população alvo é uma amostra de 416 estudantes do ensino médio da cidade de San Nicolás de los Garza, N. L. México, selecionado por amostragem aleatória e estratificado por gênero e série escolar, com idade entre 12 e 15 anos (13,14 ± 0,87), dos quais 216 são homens e 200 mulheres, com peso médio de 53,63 ± 10,33 kg, altura de 1,59 ± 8,44 m e IMC de 21 ± 3,03. Foi utilizado o Body Shape Questionnaire (BSQ-8A), com 8 itens e uma escala de resposta de 1 a 6 (onde 1 nunca é e 6 sempre), agrupados em pontos de corte na preocupação com a imagem corporal: < 19 nenhum, 19-25 leve, 26-33 moderado, > 33 marcado. O instrumento tem boas propriedades psicométricas. O programa estatístico SPSS v24 e LISREL foram utilizados para a análise dos dados. Em geral, os estudantes adolescentes mexicanos têm uma preocupação importante com a sua imagem corporal, especialmente nas mulheres e naqueles que percebem a falta de saúde, e isso não é determinante para a prática de atividades físico-desportivas.

A hospital/school science fair mentoring program for middle school students.

1997 ◽  
Vol 273 (6) ◽  
pp. S47
Author(s):  
B Torres ◽  
R F Harris ◽  
D Lockwood ◽  
J Johnson ◽  
R Mirabal ◽  
...  
Keyword(s):  
Middle School ◽  
Science Education ◽  
Massachusetts General Hospital ◽  
Learning Experience ◽  
School Science ◽  
Mentoring Program ◽  
Science Fair ◽  
School Students ◽  
Adolescent Students ◽  
Innovative Learning

The Massachusetts General Hospital (MGH) and the James P. Timilty Middle School established a partnership to enhance science education, promote faculty development, and improve the health status and academic performance of all Timilty students. This article describes one of the Partnership's Science Connection programs, the Science Fair Mentoring Program, designed to enhance middle school science education, inform urban early adolescents about professions in the health field, inspire them to pursue postsecondary study in the health sciences, and prepare them for rigorous academic work in high school. In this program, hospital-based clinical and research staff mentor young adolescent students. The authors describe the planning, implementation, and evaluation of the Science Fair Mentoring Program as an innovative learning experience.

scholarly journals Physical Education Attitude of Adolescent Students in the Philippines: Importance of Curriculum and Teacher Sex and Behaviors

2021 ◽  
Vol 12 ◽  
Author(s):  
Angelita B. Cruz ◽  
Minsung Kim ◽  
Hyun-Duck Kim
Keyword(s):  
Middle School ◽  
Physical Education ◽  
Middle School Students ◽  
Attitude Scale ◽  
The Philippines ◽  
Female Students ◽  
Department Head ◽  
Male Students ◽  
School Students ◽  
Adolescent Students

The present study examined the attitudes of Filipino middle school students toward physical education (PE) and the associations between PE attitude and various personal and external correlates of PE. In total, 659 middle school students, aged between 12 and 19 years (M = 14.55; SD = 1.14), participated in the study. The Physical Education Attitude Scale (PEAS) was used to measure affective, cognitive, and motivational/behavioral attitudes of adolescent students toward PE. Results showed that middle school students had moderate general attitudes toward PE. Female students had more favorable attitudes toward PE when their teacher was male than female. When the teacher was female, male students were more satisfied with the PE curriculum than female students. When the teacher was male, female students were more comfortable with the PE curriculum than male students. Finally, students' PE attitude did not decrease as they got older, regardless of student sex. The findings provide a different perspective for the field and underscore the importance of not only the PE curriculum but also the student–teacher relationship. To prevent the decline in students' positive attitude and encourage positive behaviors toward PE and activities, teachers should be very considerate about their interactions with students of the same sex; school administrators (e.g., principal and PE department head), meanwhile, should focus at providing PE teachers with special training courses to enhance both their teaching and communication capabilities.

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