Education Commons^™

To Praise And Ignore Classroom Behaviors, Or To Praise And Punish Classroom Behaviors: That Is The Question, Luther M. Kindall

Doctoral Dissertations

The present study involved an experimental analysis of behavior in which the relative efficacy of two behavioral management strategies and their functional relationship to three dependent behaviors (appropriate, time-off-task, and disruptive) were examined. One strategy involved verbally praising appropriate behaviors while concomitantly ignoring disruptive behaviors. The other strategy involved verbally praising appropriate behaviors while concomitantly softly reprimanding disruptive behaviors. The study also incorporated two adjunct investigations. These involved examining the rates of acceleration and deceleration of appropriate and disruptive behaviors during treatment and reversal phases, and examining the teacher's reactions to the two strategies.

Systematic Human Relations Training And Resident Assistant Effectiveness, William Foster Hayes Jr.

Masters Theses

Systematic human relations training has been shown to be an effective method for training both by lay and professional counselors. However, its usefulness for resident assistants in a residence hall setting has been sparsely documented.

The purpose of this study is twofold: (1) to reaffirm existing evidence that a systematic human relations training program can make a group of resident assistants more effective helper and (2) to determine whether this change in effectiveness can be detected in the immediate environment for the resident assistant, that being his res residents and supervisor. In order to establish the first objective, resident assistants …

A Comprehensive Evaluation Of The Status Of The School Health Education Program In Bedford County, Tennessee, Michael Henry Hamrick

Doctoral Dissertations

The primary purpose of this study was to comprehensively evaluate the school health program of Bedford County, Tennessee. The program was studied from four perspectives: (1) school health instructional practices as determined by personal interviews with school principals; (2) the status of students' health knowledge, attitudes, and behavior as revealed by responses to standardized health behavior inventories (H, B. I.’s); (3) students ' health interests which were based on in formal class interviews and open-ended questionnaires; and (4) community perceptions of local health problems and the schools' contribution to the alleviation of these problems as indicated by responses to mailed …