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Articles 1 - 4 of 4
Full-Text Articles in Elementary Education and Teaching
Using Variable Interval Reinforcement Schedules To Support Students In The Classroom: An Introduction With Illustrative Examples, David Hulac, Nicholas Benson, Matthew C. Nesmith, Sarah Wollersheim Shervey
Using Variable Interval Reinforcement Schedules To Support Students In The Classroom: An Introduction With Illustrative Examples, David Hulac, Nicholas Benson, Matthew C. Nesmith, Sarah Wollersheim Shervey
Journal of Educational Research and Practice
When behaviors are reinforced with a variable interval reinforcement schedule, reinforcement is available only after an unknown period of time. These types of reinforcement schedules are most useful for reinforcing slow and steady responding and for differentially reinforcing behaviors that are incompatible with some problematic behaviors. This review helps define variable interval reinforcement schedules, uses the example of a strategy to manage thumb-sucking behavior to illustrate the implementation of these schedules, and describes potential applications in school and clinical settings.
Teachers' Perceptions Of Differentiated Instruction In Elementary Reading, Olwen Suzette Stewart
Teachers' Perceptions Of Differentiated Instruction In Elementary Reading, Olwen Suzette Stewart
Walden Dissertations and Doctoral Studies
Many teachers in a low socioeconomic school district in Florida struggle with differentiating instruction for the large at-risk population; however, one school has been identified as a high functioning school. The purpose of this qualitative case study was to investigate how classroom teachers at the high functioning school are differentiating instruction and how their reading coaches are supporting the teachers in designing instructional interventions. Guided by the concepts of Vygotsky's zone of proximal development and Tomlinson's differentiated instruction, this study examined the connection between these 2 concepts and explored approaches to the creation of an instructional model to support at-risk …
Afterschool Program Effects On English Learners' Reading And Teachers' Reading Curriculum Perceptions, Helen Marie Mayfield
Afterschool Program Effects On English Learners' Reading And Teachers' Reading Curriculum Perceptions, Helen Marie Mayfield
Walden Dissertations and Doctoral Studies
This project study addressed the problem of 3rd grade English language learners (ELLs) not passing the state mandated reading test at the same rate as other students between 2009 and 2013 in Georgia. The purpose of the study was to examine the effects of an elementary school's afterschool program (ASP) on ELLs' reading achievements and to investigate 3rd grade afterschool teachers' perceptions of the reading curriculum using a mixed methods explanatory sequential design. Schema theory, the framework used to guide this study, indicated prior knowledge and experiences are necessary to comprehend new ideas or concepts. Prior knowledge and experiences can …
Teachers' Perceptions Of English Language Learners And Reading Instruction, P. Pualani Jackson
Teachers' Perceptions Of English Language Learners And Reading Instruction, P. Pualani Jackson
Walden Dissertations and Doctoral Studies
The growing population of English language learners (ELLs) in an urban school district in the southwest United States has maintained low achievement scores in the K-5 grades. Students who do not attain reading proficiency at least by the end of 3rd grade are at risk of continued academic failure through high school. Research shows that teachers' knowledge and preparedness to teach reading has an influence on student performance. The purpose of this qualitative study was to explore the readiness of mainstream classroom teachers to teach reading to ELLs. Guided by the sociocultural frameworks of Bruner and Vygotsky, this study explored …