Open Access. Powered by Scholars. Published by Universities.®
- Keyword
-
- Basic facts (1)
- Compassion Fatigue (1)
- Crisis (1)
- Crisis Intervention (1)
- Critical Incident Stress Management (1)
-
- Elementary school (1)
- Fact fluency (1)
- Learning trials (1)
- Multiplication facts (1)
- Primary school (1)
- Regression discontinuity (1)
- Residence Directors (1)
- Self-regulated strategy development (1)
- Sentence construction (1)
- Social-Emotional Development (1)
- Tiered instructional framework (1)
- Universal screening (1)
- Writing instruction (1)
Articles 1 - 4 of 4
Full-Text Articles in Education
Social-Emotional Development Assessment: Scale Development For Kindergarten Through Second Grade Youth Universal Screening, James F.M. Brenchley
Social-Emotional Development Assessment: Scale Development For Kindergarten Through Second Grade Youth Universal Screening, James F.M. Brenchley
Doctoral Dissertations
The goal of this project was to address a significant gap in the research literature with regard to available screening tools that allow young children to self-identify needs related to their social-emotional development. A review of current evidence-based social-emotional tools led to the identification of seven domains most frequently utilized: self-regulation, emotional regulation, social skills, self-concept, school connectedness, social responsibility, and optimism/positivity. To accomplish this endeavor, two studies were conducted to develop a screening measure that demonstrated adequate psychometric properties, but also minimized cost related to time for implementation. The first study was a review of 105 pilot scale items …
Targeting Difficult Multiplication Problems: Increasing Multiplication Fact Fluency Through A Learning Trials Intervention, Kelly Mccullough Thompson
Targeting Difficult Multiplication Problems: Increasing Multiplication Fact Fluency Through A Learning Trials Intervention, Kelly Mccullough Thompson
Doctoral Dissertations
The acquisition of basic math facts is a necessity for elementary school students as it fosters skill development as math concepts increase in difficulty. Specifically, by the end of the fifth grade, students are expected to have mastered all basic one-digit by one-digit multiplication problems. Many students, however, do not become fluent with multiplication facts, particularly the most difficult basic facts (i.e., digits 6-9). The current study was designed to determine if a computer-based learning trials program could enhance automaticity with difficult multiplication facts. Further, we investigated whether the computer program targeting difficult facts could enhance fluency across all basic …
Examining The Effectiveness Of A Sentence Construction Intervention Combined With Self-Regulation Instruction Using A Regression Discontinuity Design, William Furey
Doctoral Dissertations
The Language and Writing strands of the Common Core State Standards place a heavy emphasis on sentence-level conventions including syntax/grammar and mechanics. Interventions targeting these foundational skills are necessary to support struggling writers as poorly developed sentence construction skills inhibit more complex writing tasks. This study examined the effects of a supplemental intervention on the writing skills of fourth grade students identified as struggling writers. The intervention used explicit instruction and the Self-Regulated Strategy Development (SRSD) framework to teach students a sentence construction strategy along with self-regulation procedures. A regression discontinuity design was used to test whether students included in …
Residence Directors As Residential Crisis Workers: Exploring The Role Of Campus-Based Critical Incident Stress Management In The Mitigation Of Compassion Fatigue, Noga Flory
Doctoral Dissertations
Residence Directors, as a result of repeated exposure to their students' trauma, are prone to developing compassion fatigue. Research on the use of college-based Critical Incident Stress Management (CISM) has been shown to foster collaboration, consultation, and increased stress debriefing among staff who respond to critical incidents on campus. CISM can teach Residence Directors means of recognizing work-related triggers, contribute to the normalization of stress reactions, and improve healthy coping and self-care strategies. CISM can also potentially help reduce or diminish the incidence of compassion fatigue and burnout, thereby improving Residence Directors' overall professional and personal quality of life and …