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Direct linkHiba M. Cheema – ProQuest LLC, 2023
The purpose of this study is to evaluate the efficacy of two virtual prerecorded trainings. Training 1 is a three-hour training titled "Basics of Classroom Behavior Management." Training 2 is a 10-hour training titled "Behavior Reduction." Evidence of implementation was confirmed by direct observations of teacher and student…
Descriptors: Behavior Modification, Faculty Development, Classroom Techniques, Teacher Behavior
Peer reviewedAhmadi, Asghar; Noetel, Michael; Parker, Philip; Ryan, Richard M.; Ntoumanis, Nikos; Reeve, Johnmarshall; Beauchamp, Mark; Dicke, Theresa; Yeung, Alexander; Ahmadi, Malek; Bartholomew, Kimberley; Chiu, Thomas K. F.; Curran, Thomas; Erturan, Gokce; Flunger, Barbara; Frederick, Christina; Froiland, John Mark; González-Cutre, David; Haerens, Leen; Jeno, Lucas Matias; Koka, Andre; Krijgsman, Christa; Langdon, Jody; White, Rhiannon Lee; Litalien, David; Lubans, David; Mahoney, John; Nalipay, Ma. Jenina N.; Patall, Erika; Perlman, Dana; Quested, Eleanor; Schneider, Sascha; Standage, Martyn; Stroet, Kim; Tessier, Damien; Thogersen-Ntoumani, Cecilie; Tilga, Henri; Vasconcellos, Diego; Lonsdale, Chris – Journal of Educational Psychology, 2023
Teachers' behavior is a key factor that influences students' motivation. Many theoretical models have tried to explain this influence, with one of the most thoroughly researched being self-determination theory (SDT). We used a Delphi method to create a classification of teacher behaviors consistent with SDT. This is useful because SDT-based…
Descriptors: Classification, Teacher Motivation, Teacher Behavior, Self Determination
Margaret T. Floress; Lyndsay N. Jenkins; Sara Caldwell; Kaylee Hampton – Contemporary School Psychology, 2024
This exploratory study extends the literature on teachers' stress and self-efficacy in relation to behavior management. Sixty-six middle and high school teachers' use of praise and reprimand during a 20-min observation, in the general education setting, were examined. Following the observation, teachers completed stress and self-efficacy scales,…
Descriptors: Stress Management, Stress Variables, Self Efficacy, Student Behavior
Wahman, Charis L.; Anderson, Eric J. – Psychology in the Schools, 2021
This study examined the effectiveness of a precorrection intervention on teacher and student behavior. Children and teachers were recruited from an early childhood center in a Midwestern city to participate in this study focused on explicitly teaching behavioral expectations. Using a multiple probe design across three children, the impact of…
Descriptors: Error Correction, Expectation, Young Children, Behavior Modification
Allison N. White-Cascarilla – ProQuest LLC, 2023
The purpose of this dissertation was to use delay discounting to understand how teachers of students who engage in challenging behavior discount delays in behavioral treatment outcomes. Delay discounting is relevant to teacher decision-making because the length of time required to reduce challenging behavior through effective behavior…
Descriptors: Delay of Gratification, Rewards, Teacher Behavior, Decision Making
Elena Rose Couldrey – ProQuest LLC, 2024
Despite the existence of various special education laws and mandates aimed at protecting the rights of students with learning disabilities (LD), these students tend to be removed from the classroom setting at disproportionate rates and durations when compared to students without disabilities. The purpose of this interpretive phenomenology was to…
Descriptors: Students with Disabilities, Learning Disabilities, Discipline, General Education
Stacey L. Brockman – Journal of Research on Educational Effectiveness, 2024
This paper presents results from an experimental evaluation of an intervention designed to enhance virtual student support. During the 2019-2020 school year, randomly selected mentors in a school-based mentoring program received monthly reminders with tips for communicating with youth via text, email, and phone. Unexpectedly, the results showed…
Descriptors: Mentors, Computer Mediated Communication, Teacher Student Relationship, Intervention
Pevitr S. Bansal; Jocelyn I. Meza; Sara Chung; Laura N. Henry; Melissa R. Dvorsky; Lauren M. Haack; Elizabeth B. Owens; Linda J. Pfiffner – School Mental Health, 2025
The daily report card (DRC) is a commonly used behavioral intervention in which teachers rate child performance on target goals and parents provide home rewards based on the child's performance. The current study investigated associations between child externalizing problems, empathy, and specific components of the DRC: (1) types of DRC goals that…
Descriptors: Behavior Modification, Reports, Behavior Problems, Student Behavior
Jones, Rebecca; Kreppner, Jana; Marsh, Fiona; Hartwell, Brettany – Emotional & Behavioural Difficulties, 2023
Traditional in-school approaches focus on using consequences for managing pupil behaviour. Within published literature, concerns have been raised about the effectiveness and negative impact of punitive approaches. This systematic synthesis explores the perspectives of children and young people (CYP) in secondary schools on in-school punitive…
Descriptors: Student Behavior, Behavior Modification, Punishment, Secondary Schools
Speight, Renee; Kucharczyk, Suzanne; Whitby, Peggy – Journal of Behavioral Education, 2022
Challenging classroom behavior can interfere with learning. Fortunately known, positive, and proactive approaches to behavior management can improve student responding. Class-Wide Function-related Intervention Teams (CW-FIT) have led to improvement in student behavior across elementary and middle school contexts. However, little is known of the…
Descriptors: Program Effectiveness, Behavior Modification, Student Behavior, Teacher Behavior
Download full textMumpuniarti, Mumpuniarti; Prabawati, Wening; Hermanto, Hermanto; Sukinah, Sukinah; Sarwendah, Ade Putri; Suparno, Suparno – Journal of Education and Learning (EduLearn), 2023
Teachers' interventions against the behaviors of students with intellectual disability (ID) are urgent for their instructional strategies in the classroom. There were 42 teachers of children with ID given a questionnaire via Google Forms. The questions posed concerned the antecedents of the behavior problems in students with ID, the forms of the…
Descriptors: Student Behavior, Students with Disabilities, Intellectual Disability, Behavior Problems
Stacy N. McGuire; Yan Xia; Hedda Meadan – Behavioral Disorders, 2024
Students with mental health needs, behavioral support needs, and/or emotional disturbance can engage in internalizing behaviors, externalizing behaviors, or both. Preservice and induction phase elementary general education teachers are reported to have limited education in providing evidence-based behavior management strategies, especially for…
Descriptors: Self Efficacy, Knowledge Level, Behavior Modification, Student Behavior
Casey B. Chauvin; Joseph H. Wehby; Lee Kern – Journal of Positive Behavior Interventions, 2024
Within the context of a multi-tiered framework for behavior support, intervention intensification is warranted when a Tier II intervention fails to adequately address a targeted behavior. A traditional approach to intensification is to shift from standardized supports at Tier II to individualized and more resource-intensive supports at Tier III.…
Descriptors: Behavior Modification, Multi Tiered Systems of Support, Intervention, Positive Reinforcement
Wang, Hui; Hall, Nathan C.; Chiu, Ming Ming; Goetz, Thomas; Gogol, Katarzyna – Educational Measurement: Issues and Practice, 2020
This study tests whether teachers' emotional labor in classroom settings is optimally conceptualized according to the type of emotional labor strategy involved (genuinely expressing, hiding, and faking emotions), the specific type of emotion being performed in class (e.g., enjoyment vs. pride vs. anxiety), or both strategy type and emotion type.…
Descriptors: Emotional Response, Teacher Attitudes, Positive Attitudes, Negative Attitudes
Doré R. LaForett; Ximena Franco-Jenkins; Adam Winsler; M. Taylor Eron; Kaitlyn Mumma; My V. H. Nguyen – NABE Journal of Research and Practice, 2023
This study examined teachers' adherence to the language of instruction in dual language education (DLE) programs among teachers in 19 kindergarten through 3rd grade Spanish-English two-way DLE immersion classrooms (n = 5, 90/10 model; n = 14, 50/50 model). Teachers were observed toward the beginning and end of the school year to determine…
Descriptors: Language of Instruction, Elementary School Teachers, Kindergarten, Grade 1
