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Teacher's Knowledge And Attitudes Regarding Grade Retention As An Intervention, Timothy G. Snodgrass

Masters Theses

Despite the research demonstrating that grade retention is ineffective for improving students' academic and social-emotional functioning, this practice continues to be used prevalently in schools. This correlational study investigated teachers' knowledge and attitudes regarding grade retention. Additionally, this study attempted to understand teachers' past retention practices based on attitudes, subjective norms, and perceived behavioral control as specified by the Theory of Planned Behavior. Participants included 129 teachers. Results showed that teachers had limited knowledge of research and positive attitudes toward retention. Retention practices for the last three years were predicted by the Theory of Planned Behavior, but these variables accounted …

Relational Aggression: The Relationship Between Parents' Perceptions And Adolescents' Perceptions And Actions Involving Relational Aggression, Mallory Foster

Masters Theses

Relational aggression, best defined as behavior that is meant to harm or significantly damage another's friendships, has been shown to peak in adolescence. Additionally, the parent-adolescent relationship has been shown to be related to relational aggression in adolescents' relationships in several ways. The purpose of this study was to examine adolescent relational aggression and how such behaviors are related to the parent-adolescent relationship. Specifically, this study assessed whether parent perceptions of relational aggression were similar to adolescent perceptions of the same behaviors. Moreover, the study examined whether there was a relationship between parent perceptions of relational aggression and whether or …

The Caterpillar Game: A Classroom-Wide Behavior Intervention, Angela L. Boyle

Masters Theses

The Caterpillar Game, which was developed specifically for this study, is a classroom-wide behavior management system that uses reinforcement principles. The purpose of the study was to examine the effectiveness of the Caterpillar Game on first grade students' disruptive behavior. A concurrent multiple-baseline across settings was used to evaluate this intervention. Changes in disruptive behavior and teacher praise were evaluated through live classroom observations. Results suggest that the Caterpillar Game decreased student disruptive classroom behavior and increased teacher praise. Teacher satisfaction for the Caterpillar Game was also positive.

Assege HaileMariam

Validity And Diagnostic Utility Of The Learning Behaviors Scale, Cassandra N. Ledvina

Masters Theses

Psychological assessment is a critical component in educational decision making and planning; therefore it is important to investigate the validity and diagnostic utility of the tools that we use. The current study examined the construct validity and diagnostic utility of the Learning Behaviors Scale (LBS; McDermott, Green, Francis, & Stott, 1999). Two hundred and seventy-three third grade students were rated by their classroom teacher using the LBS. LBS data were analyzed along with TerraNova achievement scores and In View Cognitive Skills Index. Overall, statistically significant distinct group differences were found for the LBS between the Gifted and Typical groups, as …