Education Commons^™

Building Bridges: An Improvement Science Approach To Fostering Cross-Group Connections And Friendships Among Elementary School Students, Cody Russelburg

Masters Theses & Specialist Projects

The persistent issue of limited cross-group connections and friendships among diverse elementary school students is addressed, specifically in a district with five elementary schools that converge into a single middle and high school. The tendency for students to maintain selfsegregated social circles from their zoned elementary schools into middle and high school highlights the need for an intervention designed to foster cross-group connections. Utilizing the Improvement Science framework, this research incorporates two intervention cycles to refine and enhance outcomes related to cross-group connections. Fifth-grade students from two distinct elementary schools had intentional and direct intergroup contact utilizing an adapted version …

How Culture Impacts Relational Aggression In Elementary School-Age Children, Janice Marie Erlewine

Masters Theses & Specialist Projects

The purpose of this study was to analyze whether cultural differences existed in forms of aggression and prosocial behaviors among 8 to 10 year old students in Ireland (N=145) and Puerto Rico (N=56) and if the prevalence of these forms of aggression differed between genders. Classroom teachers using the Children’s Social Behavior Scale – Teacher Form (Crick, 1996) rated all students in their classes on relational aggression, physical aggression, and prosocial behaviors. Three 2 (culture) by 2 (gender) analyses of variance were performed on each of the following dependent variables: relational aggression, physical aggression, and prosocial behavior.

Teachers reported greater …

Examining Teachers' Knowledge And Perceptions Of Response To Intervention, Ashley Elizabeth Moore Swigart

Masters Theses & Specialist Projects

Response to Intervention (RTI) is a multi-step approach to providing interventions to students within general and special education. This study investigated the relationship between elementary, middle, and high school teachers’ perceptions of RTI and (a) whether they taught general versus special education, (b) grade level taught, (c) knowledge level of RTI, and (d) presence in a school implementing RTI and participation in the process. Understanding teachers’ perceptions is of particular importance to school psychologists and can be used to ensure that teachers participate fully in the RTI process. Participants were given a questionnaire to complete that assessed their perceptions and …