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Using Daily Behavior Report Cards during Extended School Year Services for Young Students with Intellectual and Developmental Disabilities
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Taylor, Jonte' C.; Hill, Doris – Education and Treatment of Children, 2017
Daily Behavior Report Cards (DBRCs) have shown to be a successful intervention for improving classroom behavior for students considered to display challenging behaviors. DBRCs have been used for students with emotional/ behavioral disorder in an effort to improve academic and social outcomes. Few studies have examined the use of DBRCs for students…
Descriptors: Intellectual Disability, Developmental Disabilities, Report Cards, Student Behavior
The Effect of Training and Consultation Condition on Teachers' Self-Reported Likelihood of Adoption of a Daily Report Card
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Holdaway, Alex S.; Owens, Julie Sarno – Journal of Educational Psychology, 2015
Using a within-subjects design and validated vignettes, this study examined the relative effects of four training and consultation conditions (i.e., consultation with key opinion leaders, consultation with observation and performance feedback, consultation with motivational interviewing, and professional development-as-usual) on teachers' (N =…
Descriptors: Report Cards, Adoption (Ideas), Teachers, Consultation Programs
Do Grades Shape Students' School Engagement? The Psychological Consequences of Report Card Grades at the Beginning of Secondary School
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Poorthuis, Astrid M. G.; Juvonen, Jaana; Thomaes, Sander; Denissen, Jaap J. A.; de Castro, Bram Orobio; van Aken, Marcel A. G. – Journal of Educational Psychology, 2015
Receiving report card grades is psychologically salient to most students and can elicit a range of affective reactions. A 3-wave longitudinal study examined how grades shape students' (N = 375; M age at Wave 1 = 12.6 years) school engagement through the affective reactions they elicit. Emotional and behavioral engagement were measured at the start…
Descriptors: Grades (Scholastic), Learner Engagement, Report Cards, Longitudinal Studies
The Effect of Daily Progress Reports on Parental Academic Support: Paper versus Electronic Communication
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Schneider, Jonathan D. – ProQuest LLC, 2016
In this age of data based decision making and accountability, parent involvement and data collection are paramount. This study represents a significant contribution to educational research by extending the understanding of home-school communication media with specific regard to daily progress reports. The purpose of this study was to compare…
Descriptors: Educational Research, Family School Relationship, Middle School Students, Parent Child Relationship
Impact of Full-Day Head Start Prekindergarten Class Model on Student Academic Performance, Cognitive Skills, and Learning Behaviors by the End of Grade 2. Evaluation Brief
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Zhao, Huafang; Modarresi, Shahpar – Montgomery County Public Schools, 2013
This brief describes the impact of the Montgomery County (Maryland) Public Schools (MCPS) 2007-2008 full-day Head Start prekindergarten (pre-K) class model on student academic performance, cognitive skills, and learning behaviors by the end of Grade 2. This is the fourth impact study of the MCPS full-day Head Start pre-K class model. The following…
Descriptors: Preschool Education, School Schedules, Models, Academic Achievement
Quality After-School Programming and Its Relationship to Achievement-Related Behaviors and Academic Performance
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Grassi, Annemarie M. – ProQuest LLC, 2012
The purpose of this study is to understand the relationship between quality social support networks developed through high quality afterschool programming and achievement amongst middle school and high school aged youth. This study seeks to develop a deeper understanding of how quality after-school programs influence a youth's developmental…
Descriptors: After School Programs, Correlation, Academic Achievement, Social Networks