Does SWPBIS Increase Teachers’ Collective Efficacy? Evidence From a Quasi-experiment

Teachers’ collective efficacy is predictive of students’ success. School-Wide Positive Behavior Interventions and Supports implementation requires the whole team to set itself common goals regarding behavior management. The main purpose of this study was to investigate the medium-term effects of a SWPBIS intervention on teachers’ collective efficacy. Nine schools and 139 teachers and staff members (n intervention = 74, n control = 65) took part in the study. The study shows that SWPBIS implementation has a positive effect on teachers’ collective efficacy both for primary and secondary schools at post-test 1 (ES = +0.80) and 2 (ES = +0.71). Differences are observed at baseline and at posttests according to the educational level. The link between subscales of a school climate instrument and teachers’ collective efficacy is also investigated. The “structure for learning” subscale explains the greatest variance in collective efficacy.

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Development and Initial Evaluation of the Measure of Active Supervision and Interaction

Assessment for Effective Intervention ◽

10.1177/1534508417737516 ◽

2017 ◽

Vol 43 (4) ◽

pp. 212-226 ◽

Cited By ~ 3

Author(s):

Melissa A. Collier-Meek ◽

Austin H. Johnson ◽

Anne F. Farrell

Keyword(s):

Behavior Management ◽

Management Practices ◽

Management Strategies ◽

Reliability And Validity ◽

Behavior Interventions ◽

Out Of School Time ◽

Positive Behavior Interventions ◽

School Time ◽

Tier 1 ◽

Staff Behavior

Implementation of research-based, Tier 1 behavior management strategies can be monitored to provide data-driven feedback and in support of integrity. The Measure of Active Supervision and Interaction (MASI) was developed to measure four behavior management practices (i.e., Praise, Correction, References to Behavior Expectations, Active Supervision) using systematic direct observation. This study was designed to address research questions related to reliability and validity by applying the MASI to evaluate staff behavior in seven out-of-school time programs. Findings indicate that two raters can complete the MASI with high agreement. Ratings are attributable largely to desirable sources of variance, and content validators positively rate the measure. Results are nonsignificantly correlated with established implementation measures for Positive Behavior Interventions and Supports.

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The Impact of B Corp Certification on Growth

Sustainability ◽

10.3390/su13137191 ◽

2021 ◽

Vol 13 (13) ◽

pp. 7191

Author(s):

Valerie Paelman ◽

Philippe Van Cauwenberge ◽

Heidi Vander Bauwhede

Keyword(s):

Regression Analysis ◽

Propensity Score ◽

Panel Regression ◽

Medium Term ◽

Difference In Differences ◽

Dual Purpose ◽

Full Effect ◽

The Impact ◽

Positive Effect ◽

Over Time

We empirically test whether B Corp certification affects the short- and medium-term growth rates of sustainable enterprises. These businesses are growing in popularity and prevalence but, due to their hybrid nature, often suffer from external credibility issues and competing internal logics. Because of the rigorous and time-involving audit procedure, B Corp certification potentially sends a credible signal about the sustainable nature of the enterprise to its stakeholders. In addition, the B Corp label could help to straighten out internal tensions and align the company towards its dual purpose. Hence, B Corp certification could contribute to company success. We observe 129 firms that were certified between 2013 and 2018 over a period between six years prior and five years post-certification. Using propensity score matching, we identify 129 non-certified matching companies. On this sample, we conduct a difference-in-differences panel regression analysis to investigate the effect of certification. Our dataset allows us to study how the effects of B Corp certification evolve over time, which was previously untested. Our study documents a positive effect of B Corp certification on turnover growth and also that this effect increases with the time since certification, implying that certification requires some time for its full effect to become apparent.

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Use of surveys to evaluate an integrated oral cholera vaccine campaign in response to a cholera outbreak in Hoima district, Uganda

BMJ Open ◽

10.1136/bmjopen-2020-038464 ◽

2020 ◽

Vol 10 (12) ◽

pp. e038464

Author(s):

Godfrey Bwire ◽

Mellisa Roskosky ◽

Anne Ballard ◽

W Abdullah Brooks ◽

Alfred Okello ◽

...

Keyword(s):

Staff Training ◽

Vaccine Coverage ◽

Vaccination Campaign ◽

Cholera Vaccine ◽

Cholera Outbreak ◽

Staff Members ◽

Skill Gaps ◽

Post Test ◽

Oral Cholera Vaccine ◽

Coverage Rates

ObjectivesTo evaluate the quality and coverage of the campaign to distribute oral cholera vaccine (OCV) during a cholera outbreak in Hoima, Uganda to guide future campaigns of cholera vaccine.DesignSurvey of communities targeted for vaccination to determine vaccine coverage rates and perceptions of the vaccination campaign, and a separate survey of vaccine staff who carried out the campaign.SettingHoima district, Uganda.ParticipantsRepresentative clusters of households residing in the communities targeted for vaccination and staff members who conducted the vaccine campaign.ResultsAmong 209 households (1274 individuals) included in the coverage survey, 1193 (94%; 95% CI 92% to 95%) reported receiving at least one OCV dose and 998 (78%; 95% CI 76% to 81%) reported receiving two doses. Among vaccinated individuals, minor complaints were reported by 71 persons (5.6%). Individuals with ‘some’ education (primary school or above) were more knowledgeable regarding the required OCV doses compared with non-educated (p=0.03). Factors negatively associated with campaign implementation included community sensitisation time, staff payment and problems with field transport. Although the campaign was carried out quickly, the outbreak was over before the campaign started. Most staff involved in the campaign (93%) were knowledgeable about cholera control; however, 29% did not clearly understand how to detect and manage adverse events following immunisation.ConclusionThe campaign achieved high OCV coverage, but the surveys provided insights for improvement. To achieve high vaccine coverage, more effort is needed for community sensitisation, and additional resources for staff transportation and timely payment for campaign staff is required. Pretest and post-test assessment of staff training can identify and address knowledge and skill gaps.

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Are Breaks Better? A Comparison of Breaks Are Better to Check-In Check-Out

Behavioral Disorders ◽

10.1177/01987429211001816 ◽

2021 ◽

pp. 019874292110018

Author(s):

Caitlyn E. Majeika ◽

Joseph H. Wehby ◽

Eleanor M. Hancock

Keyword(s):

Elementary Students ◽

Problem Behavior ◽

Positive Behavior ◽

Tier 2 ◽

Behavior Interventions ◽

Positive Behavior Interventions ◽

Tier 2 Interventions ◽

Wide Range ◽

Teachers And Students ◽

Support Students

Identification and validation of effective Tier 2 interventions that address a wide range of student-level factors is critical to the sustainability of positive behavior interventions and supports (PBIS). Within the context of check-in check-out (CICO), function of behavior affects outcomes for many students, especially for those who engage in problem behavior to escape from tasks. Therefore, more research is needed to understand if and how we can support students with escape-maintained behavior. Breaks are Better (BrB) is a modified version of CICO that includes a system for taking breaks. The current research on BrB is limited but promising. The purpose of this study was to compare the effectiveness of CICO to BrB. Using a multitreatment design, we compared the effects of each intervention by measuring problem behavior and academic engagement across five elementary students who engaged in problem behavior to escape from tasks. Overall results were mixed and ranged from strong effects of BrB to no differential effects. However, despite the results, teachers and students consistently rated BrB as being a more preferable intervention. We conclude with limitations and implications for practice.

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Utilizing Positive Behavioral Interventions and Supports to Reinforce Therapeutic Practices in the Schools

Perspectives on School-Based Issues ◽

10.1044/sbi16.1.4 ◽

2015 ◽

Vol 16 (1) ◽

pp. 4-10 ◽

Cited By ~ 3

Author(s):

Lyndsey Zurawski

Keyword(s):

Students With Disabilities ◽

Behavioral Interventions ◽

Classroom Setting ◽

Behavior Interventions ◽

Behavioral Strategies ◽

Speech Language Pathologists ◽

Positive Behavior Interventions ◽

Positive Behavioral Interventions ◽

Therapeutic Services ◽

Support Students

Speech-language pathologists (SLPs) are faced with providing therapeutic services to students with a variety of disorders. Students with disorders such as speech and language impairments, autism, and intellectual disabilities can demonstrate behaviors within the classroom setting. Speech-language pathologists are a part of a collaborative team responsible for providing supports or interventions. Often, SLPs are unaware of behavioral strategies/interventions that correlate to school-wide expectations. This article provides examples of positive behavior interventions and supports (PBIS) that can be utilized to support students with disabilities in and out of the classroom.

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GeoGebra and students’ learning achievement in trigonometric functions graphs representations and interpretations

Cypriot Journal of Educational Sciences ◽

10.18844/cjes.v16i2.5685 ◽

2021 ◽

Vol 16 (2) ◽

pp. 827-846

Author(s):

Nthabiseng Mosese ◽

Ugorji I. Ogbonnaya

Keyword(s):

Control Group ◽

Trigonometric Functions ◽

Significant Difference ◽

Post Test ◽

Quasi Experimental ◽

Equivalent Control ◽

The Mean ◽

Dynamic Mathematics ◽

Students Success ◽

Experimental Group

Making connections between the representations of trigonometric functions and an interpretation of graphs of the functions are major challenges to many students. This study explores the effectiveness of the GeoGebra on grade 12 students’ success in making connections between the representations of trigonometric functions and the interpretation of graphs. A non-equivalent control-group pre-test post-test quasi-experimental design was used. The sample of the study consisted of sixty-one grade 12 students from two schools. The results showed that there was a statistically significant difference between the mean achievements of the experimental group and the control group on making connections between representations of trigonometric functions, and on analyses and interpretations of representations of trigonometric functions, in favour of the experimental group. This study extends the findings of previous studies on the effectiveness of dynamic mathematics software on students’ learning of representations and interpretation of graphs of trigonometric functions. Keywords: GeoGebra, functions graphs, Trigonometric functions

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Appraisal of Awareness and Attitude of School Teachers towards Emergency Management of Dental Trauma and Tooth Avulsion Replantation

Journal of Evolution of Medical and Dental Sciences ◽

10.14260/jemds/2020/647 ◽

2020 ◽

Vol 9 (40) ◽

pp. 2951-2954

Author(s):

Shivani Kharpate ◽

Nilesh Rathi ◽

Pooja Vilas Gomase ◽

Sudhindra Baliga ◽

Nilima Thosar

Keyword(s):

Emergency Management ◽

Alveolar Bone ◽

Dental Trauma ◽

School Teachers ◽

Staff Members ◽

Tooth Avulsion ◽

Anterior Teeth ◽

Test Study ◽

Post Test ◽

Knowledge And Attitude

BACKGROUND Health education is an essential aspect for prevention of oral health problems in school children. Dental trauma can result in damaging the tooth, periodontal ligaments, and sometimes even alveolar bone and gingiva. These traumatic injuries to the anterior teeth in young children are tragic but are an ignored problem. They can result in aesthetic and functional problem with possible impact on child’s quality of life as anterior teeth are essential for phonetics, mastication, integrity of supporting tissue and also mental and psychological wellbeing of children. This dental emergency can be best handled by the school teachers and the staff members when it happens in a school. So, the study was conducted to assess the knowledge and attitude of the school teachers regarding the emergency management of dental trauma and sensitize them on the subject. METHODS This is a pre- and post-test study performed using self - designed questionnaire provided to the school-teachers of Wardha district. RESULTS Knowledge of 98 % teachers increased after the activity whereas knowledge of 2 % of school teachers was the same as earlier. CONCLUSIONS Sensitization of the school teachers improved their awareness and attitude to manage the dental trauma and avulsion injury of teeth in school. KEY WORDS Tooth Avulsion, Emergency Dental Traumatic Care, School Teachers

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The Effect of Memory Strategy Training on Vocabulary Learning by EFL Female Students of the College of Languages and Translation: An Experimental Study

10.31235/osf.io/5vhrq ◽

2018 ◽

Author(s):

Arab World English Journal ◽

Ghadah Fahad Alzaidi

Keyword(s):

Traditional Instruction ◽

Strategy Training ◽

Control Group ◽

King Saud University ◽

New Words ◽

Before And After ◽

Post Test ◽

Students Attitudes ◽

Positive Effect ◽

Experimental Group

The purpose of this study was to investigate the effectiveness of memory strategies (MSs)in improving students' ability to recall and spell newly learned vocabulary items. The researcheronly considered three types of MSs: grouping, placing new words in to a context and structuredreviewing. In addition, the study used a questionnaire that explored students' attitudes towardsMSs in general, and towards the specific MSs that they have been trained to use, as well as therelationship between MSs and motivation and between MSs and anxiety. intact groups (63 students in total) were selected from level three of the College of Languages and Translation (COLT) at King Saud University (KSU), Kingdom of Saudi Arabia. The two groups were assigned to the experimental group (36 students) and the control group(27students). The control group received traditional instruction that depended on the textbook without any MS training, whereas the experimental group received a combination of traditional instruction and MS training. A pre- and post-test were administered to both groups before and after the experiment to examine students' ability to recall the meaning of vocabulary items and their ability to spell them correctly. The experiment lasted for fourteen weeks through which the participants received seven MS training sessions. The study found out that MS training was effective in improving students' ability to recall the meaning of vocabulary items when needed and their ability to spell them correctly. Moreover, the results showed that the subjects of the experimental group showed positive attitude towards MSs and most of them agreed on the positive effect that MSs had on raising their motivation and reducing their anxiety while learning vocabulary.

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PENGARUH METODE PRAKTIKUM BERBANTUAN FLASH TERHADAP HASIL BELAJAR SISWA PADA MATERI HIDROKARBON DI KELAS XI IPA SMA MUHAMMADIYAH PONTIANAK

AR-RAZI Jurnal Ilmiah ◽

10.29406/arz.v4i2.684 ◽

2016 ◽

Vol 4 (2) ◽

Author(s):

Salmauwati Salmauwati ◽

Muhamad Agus Wibowo ◽

Dedeh Kurniasih

Keyword(s):

Learning Outcomes ◽

Practical Method ◽

Control Group ◽

Control Groups ◽

Lecture Method ◽

Post Test ◽

Quasi Experimental ◽

Teaching Learning ◽

And Control ◽

Positive Effect

ABSTRACTThis study was initiated by the students’ low learning outcomes on Chemistry subject and the teachers’ preference in using lecture method in teaching learning process.This study aimed at 1) finding out the differences of students’ learning outcomes between the use of flash media-assisted practical method and lecture method on hydrocarbon class at grade XI MIA of SMA Muhammadiyah I Pontianak. Using quasi experimental design and Control Group Posttes Design, this study employed the students of grade XI MIA 2 as the samples of experiment group, andthe students of grade XI MIA 2 as the samples of control group. The data collection techniques used were measurement and observation. While the instruments employed were observation sheet and essay. TheU-Mann Whitneytest revealed that the post test score of 0,0140< 0,05 Ho was rejected, while the Ha one was accepted. It means that there was correlation of students’ learning outcomes between the experiment and the control groups. In addition, the effect size result was 1,086 > 0,8 and considered high which indicated the positive effect of flash media-assisted practical method in enhancing students’ learning achievement.Keywords: flash, learning outcomes, hydrocarbon, practical method

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INFLUENCE OF MOTIVATION TO RESULT OF COGNITIVE LEARNING IN INTERGRATED NATURAL SCIENCES MODEL TEAM GAMES TOURNAMENT (TGT) ASSITANCE BY YUGIOH CARD

Pedagogi Jurnal Ilmu Pendidikan ◽

10.24036/fip.100.v18i2.426.000-000 ◽

2019 ◽

Vol 18 (2) ◽

pp. 20

Author(s):

Reda Harwinanda

Keyword(s):

Science Learning ◽

Cognitive Learning ◽

Natural Sciences ◽

Learning Motivation ◽

Test Results ◽

Simple Linear Regression ◽

Team Games ◽

Post Test ◽

Positive Effect

The purpose of this study was to examine the effect of motivation on the result cognitive learning of the model TGT assisted YuGiOh Card. The population in this study were students of class VII semester 1 with the number of 16 students at MTs Baitul Amin Bali. The type of research design used was pre-experimental design with a one-shot case study. The study used 2 (two) variables examined in this study, namely motivation and result cognitive learning. The method used in data collection in this research is questionnaire (questionnaire), documentation and test. The collected data were analyzed using simple linear regression. Based on the motivation data obtained using themodel TGT assisted by the YuGiOh card in this study, it shows that students who are in the very good motivation category are 62.5% and good categories are 37.5%. Data on students' resultcognitive learning from post-test results can be categorized very well by 6%, both by 31%, enough by 44% and less by 19%. The influence of motivation on result cognitive learning using the model TGT assisted YuGiOh card is 27.2% while the remaining 72.8% is influenced by learning readiness, social support and learning facilities. The results showed that learning motivation had a positive effect on result cognitive learning in science learning using the model TGT assisted by YuGiOh card.

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