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1.
This study examined the relationships between implementation of a school‐wide approach to behavior, School‐wide Positive Behavior Support (SWPBS), and teacher self‐efficacy. Twenty‐two teachers from schools implementing SWPBS and 40 teachers from schools not implementing SWPBS completed a questionnaire measuring aspects of self‐efficacy. Differences in ratings of self‐efficacy were examined using multilevel modeling. Results showed that teachers at SWPBS schools reported significantly higher perceptions of teacher self‐efficacy when controlling for school‐level effects. Results are discussed in terms of implications for future research and practice. © 2011 Wiley Periodicals, Inc. 相似文献
2.
Albert W. Wienen Inge Reijnders Marleen H. van Aggelen Elske H. Bos Laura Batstra Peter de Jonge 《Psychology in the schools》2019,56(2):232-241
School‐wide positive behavior support (SWPBS) is a systemic approach for implementing a proactive schoolwide discipline and for improving students’ academic and behavioral outcomes by targeting the school’s organizational and social culture. With a multilevel approach, the present study evaluates the relative effectiveness of SWPBS on teachers’ perceptions of the student behavior (N = 3,295) across schools, teachers, and children using a multilevel approach. We assessed teacher perception of student problem behavior five times during a 3‐year implementation of SWPBS in 23 Dutch schools. Multilevel analyses not only revealed a small increase in perceived prosocial behavior and a small decrease in problems with peers, but also different effects across children, teachers, and schools. Effects were stronger for girls and for students with higher severity of perceived problems at baseline. At teachers’ level, higher mean baseline severity of perceived problems was associated with the reduced impact of SWPBS on perceived emotional problems and problems with peers. At the school level, effects were stronger for regular schools as compared with special needs schools. 相似文献
3.
Benjamin G. Solomon Suzanne A. Klein John M. Hintze James M. Cressey Sarah L. Peller 《Psychology in the schools》2012,49(2):105-121
Positive Behavior Support (PBS) for behavioral problems was included in the 1997 Individuals With Disabilities Education Act reauthorization, reflecting the increased implementation and strengthening empirical evidence for PBS in schools. Whereas PBS can be used reactively, its flexibility has led to a popular comprehensive school‐wide model used for prevention. School‐Wide Positive Behavioral Support (SWPBS) has been used across a variety of school environments and various demographics and has been evaluated using a variety of different outcome measures. The authors conducted a meta‐analysis of SWPBS research spanning 16 years and 20 articles. Specifically, single‐case studies were evaluated using a regression‐based procedure. Results show promising early trends in the data across dependent variables with a need for further research in specific areas. © 2011 Wiley Periodicals, Inc. 相似文献
4.
This study examined the influence of high school teachers’ perceptions and individual difference characteristics on teachers’ use of motivating strategies in their classrooms. Participants were 75 teachers in 19 rural, public high schools. A mixed method approach was used. Quantitative measures included demographics, individual differences, perceptions, and motivating strategies, analyzed as correlations and regressions. Qualitative measures included generative self-report of motivating a student, and semi-structured interviews, which were open coded and then axial coded to identify themes and issues. Peer-related environment stood out among teacher perceptions predicting student motivation. Teacher support and efficacy predicted motivating strategies, but teacher perceptions of student goals and causes of lack of motivation did not. Teachers admit that they lack knowledge and efficacy for motivating students. Findings can inform teacher education, professional development, and administrative support for teaching effectiveness. 相似文献
5.
Catherine M. Scott 《Journal of School Choice》2017,11(1):168-190
More than 6,000 charter schools exist in the United States, and of these 120 are Montessori charter schools. When studying charter school practices, researchers often examine issues such as performance accountability measures and effectiveness of charter school curricula. In doing so, the outcomes often overlook the challenges for teachers as they attempt to blend the demands of being a charter school with performance accountability and charter school philosophies, such as the Montessori philosophy. In this longitudinal case study, I examined the ways in which teachers in a charter Montessori school used professional development to help balance the demands for standardized testing performance and Montessori goals. The findings illustrate that significant challenges exist for teachers blending multiple educational goals but that professional development can aid teachers in filling in gaps in their existing curricula. This study encourages (1) researchers to question the ways in teachers can be supported through professional development to meet accountability measures and (2) stakeholders to consider how accountability measures focused solely on student performance can have detrimental effects on charter school curricula implementation and teacher retention. 相似文献
6.
中等职业学校实施学分制中的问题与对策探讨 总被引：1，自引：0，他引：1
中等职业学校的出路在于实施学分制,本文在职业学校实施学分制的必然性和必要性的基础上,围绕学分制内涵的特征论述了中等职业学校在实施学分制的过程中出现的问题,并提出解决问题的对策。 相似文献
7.
The article describes the main outcomes of the intervention programme “Positive behaviour, interactions and learning environment in school” (PALS). PALS is an adapted Norwegian version of the School‐Wide Positive Behaviour Support model, developed in the United States with school‐wide interventions aiming at the prevention of behaviour problems and the promotion of social competence through a supportive learning environment. The effectiveness was evaluated with a quasi‐experimental design in four elementary schools, two years after implementation. An equal number of comparison schools were included in the study. Informants were students (n = 735) in third to seventh grade and teachers working at least 50% (n = 82). The immediate reductions in teacher‐observed problem behaviour ranged from moderate to large, while the results based on student ratings of social competence and classroom climate were less encouraging. Differential effects were found and implementation quality was together with teacher collective efficacy significantly related to better outcomes. The programme and results are discussed in relation to prior research, limitations of study design, and future implementation and research. 相似文献
8.
Thomas Perry 《School Effectiveness & School Improvement》2017,28(1):22-38
Value-added (VA) measures are currently the predominant approach used to compare the effectiveness of schools. Recent educational effectiveness research, however, has developed alternative approaches including the regression discontinuity (RD) design, which also allows estimation of absolute school effects. Initial research suggests RD is a viable approach to measuring school effectiveness. The present study builds on this pioneering work by using RD and VA designs to estimate school effects at system and school level, comparing estimates from several measurement designs. The study uses a large English dataset (N = 148,135) spanning 342 schools, 10 local authorities, 6 consecutive school year groups (UK Years 3–9) across 3 years. RD is found to be a suitable approach for system-level absolute school effect estimates. Cross-sectional and longitudinal measures are found to lead to markedly different estimates when comparing individual schools. The results also reinforce the need to treat measures based on a single cohort with extreme caution. 相似文献
9.
Previous case‐study research has explored the efficacy of motivational interviewing (MI) as a therapeutic approach for supporting young people in schools. This article considers how MI may additionally be used as an assessment and consultation tool for ascertaining the needs of disaffected young people and identifying appropriate support strategies. Here, the approach is used with three pupils aged 13–15 years, using visual stimuli to involve them explicitly in the process of MI. Findings indicate that in general MI was felt by the young people to be helpful in allowing them to think about issues relating to their behaviour. The article also indicates that MI may be useful both as an initial assessment tool and in providing supporting adults with practical ideas for assisting disaffected young people in making positive changes to their behaviour. The authors acknowledge limitations in terms of the usefulness of this approach for pupils who may be less ready for change, have difficulty in identifying aspirational goals or have language and communication difficulties. Further larger scale research is recommended, including other vulnerable groups, such as excluded pupils or school refusers. 相似文献
10.
This study assessed aspects of construct validity of the School‐wide Universal Behavior Sustainability Index–School Teams (SUBSIST), a measure evaluating critical features of the school context related to sustainability of school‐wide interventions. Participants at 217 schools implementing School‐wide Positive Behavior Support (SWPBS) were administered the measure. A two‐step cluster analysis was performed to classify schools based on responses to the 39 SUBSIST items. A two‐cluster solution was obtained, with schools in one cluster (n = 139) obtaining significantly higher scores on SUBSIST items than schools in the other cluster (n = 78). The most critical item that contributed to cluster formation was the use of data for decision making. Results also showed that higher sustainability scores were associated with increased frequency of school team meetings, presentation of data to school staff, access to an external coach/consultant, and greater number of years implementing SWPBS. These results are discussed with regard to implications for sustaining school‐wide interventions. 相似文献
11.
Outcome-oriented evaluation of school effectiveness is often based on student test scores in certain critical examinations. This study provides another method of evaluation—value-added—which is based on student achievement progress. This paper introduces the method of estimating the value-added score of schools in multi-level models. Based on longitudinal student achievement data, two measures of school effectiveness in one local education authority in China are compared. It is found that the between-school difference in both test-score and value-added is large comparable with that of Western countries. The results of the two measures of school effectiveness are highly different. The value-added measures lack consistency across different subject areas within schools while the test score measures are highly correlated between subjects. Teachers show their preference for value-added measures over test-score measures of education quality. It is suggested that value-added measures of school effectiveness should be used as a complement to rather than a substitute for test-score measures. The shortcomings of value-added approach are also discussed. 相似文献
12.
The present paper discusses a study of the ecosystemic approach to changing chronic problem behaviour in schools undertaken with a group of 33 primary and two secondary teachers. The impact of the ecosystemic techniques and the main theoretical issues are discussed. Three case examples are presented and conclusions are drawn on the potential of this new approach. 相似文献
13.
Research has shown that teacher consultation groups increase teachers’ behaviour management skills through discussion and collaborative problem-solving. Unlike the United Kingdom, at the time of this research consultation groups were not widely used in Irish schools. This research introduced Farouk’s process consultation approach in three Irish mainstream primary schools and evaluated the consultation groups over one academic year. The schools were selected based on their level of referrals to the educational psychologist (EP) for pupils presenting with behavioural difficulties. The study utilised a mixed methods design comprising mainly qualitative and some quantitative analysis. The data were obtained from participant and researcher reflections, interviews and questionnaires. Thematic analysis was used to derive themes from the data. The results suggest that the groups provided the teachers with an organised time for discussion, information-sharing and learning, which enhanced their behaviour management skills through the sharing of strategies and their implementation through teamwork. However, due to the poor return of teacher questionnaires it is not possible to derive any definite conclusions. 相似文献
14.
Since the early 1990s, life skills education has benefitted substantially from international agency advocacy and support, linked to its implementation in several countries as a key component of the education sector response to sexual health and HIV. The concept of life skills was first promoted by the World Health Organization through its programme on mental health as a means of promoting psychosocial competence. Since then, it has been extended to address a wider range of issues. Life skills-based HIV and sex education has proved to be a durable concept in education sector policy discourse on HIV and AIDS, despite a growing literature on the shortcomings in terms of its effectiveness in implementation in schools and delivering intended learning outcomes. Using a literature review, this paper aims to re-examine the adequacy of the life skills-based HIV education approach including empirical evidence for its effectiveness in educating about and preventing HIV infection among young people. Findings suggest that bureaucratic acceptance and advocacy for life skills-based HIV education has outstripped the theoretical adequacy and empirical evidence base for its effectiveness. Its current position among core indicators for the education sector response to HIV can be considered indicative of frozen thinking or inter-agency group-think. 相似文献
15.
Teachers make a difference in student academic growth. Students from low-income, minority communities attend schools with
less resources and less qualified teachers than students in wealthier communities. The Race to the Top (RTTT) policy by the
U.S. Department of Education has attempted to address the achievement gap based on SES and the disparity in the quality of
teachers between communities. The policy stipulates that teacher effectiveness be determined, in significant part, by student
growth measures and supplemented with multiple observation-based assessments. The emphasis placed on student outcomes to indicate
teacher effects has served to link teacher evaluations with teacher effectiveness. This review article examines the reported
benefits and critical responses to the use of a prominent student growth measure, the Education Value-Added Assessment System
(EVAAS), in terms of its implementation as an evaluation tool of teacher effectiveness in low-income, minority schools. Models
of observational teacher evaluations, taking into consideration common attributes of effective teachers in low-income schools,
are presented as supplemental measures to provide more in-depth information to interpret value-added analyses and to minimize
possible misinterpretation of student growth data or the misclassification of teachers’ effectiveness for teachers in low-income
schools. Information obtained from a combination of evaluation measures can be used to identify both effective and ineffective
teachers, to target areas in need of improvement to increase teacher effectiveness, and to make decisions concerning the equitable
distribution of effective teachers, especially for students who are most in need. 相似文献
16.
David Armstrong 《International Journal of Inclusive Education》2018,22(9):997-1013
Behaviour management is an influential educational cliché in Australia, Canada, England, New Zealand and US. In practice, efforts to control student conduct in schools frequently utilise a manage-and-discipline model: a misinformed but deeply rooted set of interconnected notions about how to ensure an orderly and productive classroom. Students with disabilities affecting their behavioural development or who have mental health (MH) difficulties frequently face disadvantage, suspension or exclusion as a result of the application of this model in practice. Accommodating the behavioural needs of this population and at the same time, enabling their inclusion therefore represents a significant wicked problem for education in Australia, Canada, England, New Zealand and US. Evidence-based initiatives designed to address this dilemma in the US since the late 1990s, using PBS (Positive Behaviour Support) and also SWPBS (School-Wide Positive Behaviour Support), are outlined but the conclusion is reached that these efforts do not appear to have been successful. Recommendations are made for progress in tackling this wicked problem and include: wholehearted rejection of the manage-and-discipline model by practitioners; targeted support for teachers experiencing (or at risk of experiencing) occupational burnout; and the introduction of tangible educational policy incentives intended to encourage schools to include students who might otherwise face suspension or exclusion on behavioural grounds. Finally, this article advocates radical change in attitudes by teachers towards student conduct in schools and argues that educational practice should align with insights about human behaviour arising from research in developmental psychology. 相似文献
17.
Brian Stipp 《Emotional and Behavioural Difficulties》2019,24(2):204-218
A teacher training course entitled Classroom and Individual Emotional and Behavioral Supports (CIEBS) includes four modules: School-wide Positive Behaviour Supports (SWPBS), Trust-based Relational Intervention (TBRI), Non- violent Crisis Intervention (NCI), and practicum experience. The present article describes the rationale for selecting each of these modules, the activities included in each module, and a mixed-methods evaluation of the course’s influence on its participants. Group-wide quantitative measures showed growth in the efficacy for classroom management and preparedness for dealing with students’ stress among the treatment group, with little observable change among control participants. Through pre-/post-course vignette responses, individual interviews, and focus group interviews, participants reported that the course helped them to become better prepared and more confident in their SEL abilities. The participants pointed to the neuroscience of complex trauma, as taught through the TBRI module, and active learning provided through NCI module as critical reasons for the course’s effectiveness. 相似文献
18.
张刚 《兰州石化职业技术学院学报》2006,6(4):36-39
儿童双语教育已经成为我国中小学教育教学的重要内容,从儿童双语教育的相关理论研究入手,分析了当前实施儿童双语教育所面临的几个问题,最后提出了成功实施儿童双语教育的几种有效措施. 相似文献
19.
David Mc Keon 《欧洲特需教育杂志》2017,32(2):221-237
Emotional and behavioural difficulties (EBD) in mainstream schools in Ireland attract much attention and significant resources, yet little research has been conducted in the Irish context about how this concept is understood by practitioners, what influences that understanding nor how that influences provision in schools. This paper is based on the findings of a study which investigated these issues among principals, special education teachers and guidance counsellors in mainstream post-primary schools, employing questionnaires (n = 36) and semi-structured interviews (n = 10). Several themes are presented regarding how EBD is conceptualised and responded to. The findings of the study suggest definitions of EBD appear to focus mostly on intrapersonal characteristics of students and suggest a resignation in the attitude of practitioners. The effectiveness of behaviour policies is ambiguous due to an imperative to produce written policies in many areas, traditional views of the homogeneity of the school population and a tendency to rely on SEN policy to address EBD issues. Responses to EBD vary considerably. Responsibility for most aspects of the school experience of students presenting with EBD appears to rest predominantly with special education teachers, even where there is access to guidance counsellors. Gender impacts on several of these issues, particularly in the type of language used in schools when discussing EBD. 相似文献
20.
Roisin P. Corcoran 《International Journal of Science and Mathematics Education》2018,16(6):1169-1185
The purpose of this study was to investigate the effectiveness of the ORIGO Stepping Stones program in a large suburban school district in the Midwestern U.S.. The sample included 11 elementary schools that implemented the program during the 2013–2016 school years. Findings are presented from teacher surveys, classroom observations, and analysis of standardized student mathematics achievement scores on the Northwest Evaluation Association Measurement of Academic Progress (NWEA MAP). Using multilevel models, the program did not demonstrate a detectably larger effect on mathematics achievement than the comparison. Classroom observations and views of teachers that support program implementation were explored. In terms of fidelity of implementation, findings suggested that the program was delivered differently from how it was intended. With respect to researchers and policymakers, the approach used to evaluating mathematics program effectiveness is informative and could be used as part of larger accountability systems. 相似文献