Browsing by Subject "Classroom Management"
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Item The effects of African American and European American males' behavior styles on preservice teachers' ratings of acceptability, achievement, and aggression.(2010-12) Cichy, Bryan ErvinAfrican American students are overrepresented in the category of Emotional Disturbance under the Individuals with Disabilities Education Act across the United States. This study examined how preservice teachers rated African American and European American students on three ratings scales across four culturally mediated behaviors: (a) movement style, (b) self advocacy style, (c) greeting style, and (d) volume of voice. The three dependent variables were an author-created acceptability index and the achievement and aggression scales from the Adjective Checklist (Gough & Heilbrun, 1983). Subjects included 211 preservice teachers enrolled in graduate level education courses. Preservice teachers were divided into groups and shown 4 of 16 videos depicting African American and European American students engaging in typical school behaviors in culturally mediated manners. Factorial analysis of variance was used to analyze the data. Preservice teachers rated European American behavior styles as more favorable than African American styles in 8 of 12 effects studied and African American behavior styles as more favorable in 2 of 12. Fewer significant effects were found strictly on the basis of the race of the students with 3 of 12 effects showing students of African American race as more favorable and 1 of 12 effects showing students of European American race as more favorable.Item Supporting Fidelity of Implementation of Class-Wide Behavioral Interventions(2020-06) Klaft, JennaThese studies were part of a research line to examine what methods and techniques were most successful at supporting teachers’ fidelity of implementation of evidence based classroom management procedures as well as assessing different dimensions of fidelity and how they affect student outcomes. The first study was a systematic literature review of methods and techniques most commonly used to support teachers’ fidelity of implementation and answer questions regarding fidelity criterion researchers are using, characteristics of the supports, whether and how quality of implementation is being measured, and if student outcomes are being reported. The second study was an examination of the use of self-monitoring paired with automated performance graphing to improve the fidelity of a class-wide behavior management strategy, the Good Behavior Game. If fidelity was not brought up to criterion levels with the self-monitoring procedures, teachers were given their choice of follow-up strategy in order to bring fidelity up to criterion levels. Additionally, the use of a Likert scale and substeps were used to measure quality of implementation in order to compare the two methods of measurement.