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Social and Behavioral Sciences Commons™
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Full-Text Articles in Social and Behavioral Sciences
Public Versus Private Praise: A Direct Behavioral Comparison In Secondary Classrooms, John Travis Blaze
Public Versus Private Praise: A Direct Behavioral Comparison In Secondary Classrooms, John Travis Blaze
Dissertations
The purpose of the present study was to compare the effects of teacher public and private praise on students’ appropriately engaged behavior (AEB) and disruptive behaviors (DB). Overall, four general education classrooms in southern Mississippi employed a multiple-baseline design across two pairs to assess the effects of public and private praise. Each classroom’s mean percentage of observed intervals of AEB and DB across public and private praise intervention phases was assessed and compared. Overall, visual analysis of the graphs, multilevel modeling, effect sizes, and odds ratios showed that both public and private praise were more effective than no treatment at …
Tripping With Stephen Gaskin: An Exploration Of A Hippy Adult Educator, Gabriel Patrick Morley
Tripping With Stephen Gaskin: An Exploration Of A Hippy Adult Educator, Gabriel Patrick Morley
Dissertations
For the last 40 years, Stephen Gaskin has been an adult educator on the fringe, working with tens of thousands of adults in the counterculture movement in pursuit of social change regarding marijuana legalization, women’s rights, environmental justice issues and beyond. Gaskin has written 11 books about his experiences teaching and learning with adults outside the mainstream, yet, he is virtually unknown in the field of adult education. He lists his religion as hippy; he is a member of the Counterculture Hall of Fame (inducted 2004), a convicted felon, a United States Marine, a Korean War combat veteran, and a …
Home-School Collaboration: Concurrent Home And School Reading Interventions Within A Response To Intervention System, Qi Zhou
Dissertations
The current study investigated the effectiveness of reading interventions in the form of home-school collaboration on increasing oral reading fluency in elementary students exhibiting reading fluency deficits. Specifically, student participants were receiving Tier II reading interventions at their school. Additionally, parents were trained to implement an individualized intervention identified by brief experimental analysis with each student at home. Home-school notes were used to facilitate support and communication between the home and school. Results demonstrated that three of four students’ oral reading fluency improved. Furthermore, parents rated the interventions as acceptable. Parent treatment integrity was found to be adequate.