Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 3 of 3
Full-Text Articles in Education
Program Evaluation Of The Strong Start Curriculum As A Selected Intervention For Early Elementary Students, Katherine A. Meyer
Program Evaluation Of The Strong Start Curriculum As A Selected Intervention For Early Elementary Students, Katherine A. Meyer
Doctoral Dissertations
Consistent with the need for implementation research and prevention programming for students in schools, the current study evaluated the implementation and outcomes of Strong Start, a social-emotional learning program, as a supplemental intervention for students in kindergarten through second grade at risk for developing emotional and behavioral problems. This intervention took place during the first year of a county-wide restructuring of mental health supports and was part of a multi-tiered system of supports provided in schools. A mixed method program evaluation was conducted to examine four areas of interest. First, the contextual factors related to program adoption were examined; …
Self-Regulated Learning Intervention: Teaching Metacognition To Enhance School Performance And Motivation Of Middle School Students, Taylor K. Godfrey
Self-Regulated Learning Intervention: Teaching Metacognition To Enhance School Performance And Motivation Of Middle School Students, Taylor K. Godfrey
Senior Theses and Projects
Self-regulated learning is comprised of motivation, cognition, and metacognition. This study aimed to improve eighth grade social studies students’ self-regulated learning and academic performance through the implementation of an intervention in the social studies curriculum. The intervention centered on exposing students to the different dimensions of metacognition (i.e., comprehending and being able to control one’s own cognitive processes) based on research findings that showed a link between metacognition and academic performance (Dignath & Büttner, 2008; Kistner et al., 2010). The intervention was designed to foster the students’ knowledge and use of metacognitive strategies through group work and cognitive discussions based …
Predictors Of School Administrator Responses In Bullying Situations: Implications For Bullying Prevention Programs, Aguib Diop
Wayne State University Dissertations
The purpose of this study was to investigate school administrators' responses to bullying situations and explore variables that predict their responses. Elementary, middle and high school administrators (n = 126) from school districts throughout Michigan participated in the study. Data were collected during the 2013-2014 school year.
Differences between beliefs about the causes of victimization were found in that school administrators were less likely to endorse normative beliefs about the causes of victimization than assertive or avoidant beliefs. School administrators were more likely to endorse assertive beliefs for girls than for boys. Empathy towards victims, perceived seriousness of the bullying …