Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 3 of 3
Full-Text Articles in Education
Teachers' Effective Behavior Support Survey Scores And Student Behavior Referrals, Sadie Deramus Harris
Teachers' Effective Behavior Support Survey Scores And Student Behavior Referrals, Sadie Deramus Harris
Walden Dissertations and Doctoral Studies
Urban middle school teachers have experienced the severe challenges of discipline problems, which have contributed to writing more principal's office discipline referrals. The effective behavior support (EBS) program has been found to promote positive behavior in the classroom and change students negative behavior into positive behavior. Guided by the Problem-Behavior Theory (PBT), the purpose of this quantitative nonexperimental study was to examine the relationship between the teachers' effective behavior support and office discipline referrals of urban middle school students. Years of teaching experience was the mediating variable. The researcher used archival data collected from teachers who used the effective behavior …
Validating Bloom's Revised Taxonomy As A Rubric For Assessing Middle School Students' Levels Of Thinking, Siri Torrence Deforest Reynolds
Validating Bloom's Revised Taxonomy As A Rubric For Assessing Middle School Students' Levels Of Thinking, Siri Torrence Deforest Reynolds
Walden Dissertations and Doctoral Studies
Educators in a rural charter middle school in the United States were challenged with the reliable assessment of student thinking skills even though the development of higher order thinking was an espoused goal for the school. The purpose of this study was to validate a new rubric based on Bloom’s Revised Taxonomy (BRT) to reliably assess student levels of thinking as reflected in the students’ written work. A quantitative, nonexperimental design was used. The focus of the research questions was on the BRT rubric’s reliability and validity. Interrater reliability was assessed using Krippendorff’s alpha. Validity was explored by assessing the …
Technology With Differentiated Instruction For Advanced Middle School Students' Reading Achievement, Clarissa Haymon
Technology With Differentiated Instruction For Advanced Middle School Students' Reading Achievement, Clarissa Haymon
Walden Dissertations and Doctoral Studies
Educators offer rich learning experiences to all students, including advanced learners. A school district experienced a decrease in improvement percentiles on annual state reading achievement tests for advanced middle school students between 2012 and 2015. Guided by the theory of differentiated instruction, this quantitative study evaluated the effectiveness of Achieve 3000, a technology-enhanced program for differentiating reading instruction in a middle school that has a large percentage of advanced learners. The program was fully implemented for advanced 6th through 8th grade students beginning in the 2017-18 school year. Using a causal-comparative design, the archived reading scores of 120 advanced 6th …