Education Commons^™

Public School Teachers' Gender, Years Of Teaching Experience, Knowledge, And Perceptions As Predictors Of Their Implementation Of Brain-Based Learning Practices In K-12 Classrooms, Emmanuel Oduro-Bediako

Dissertations

Problem

With the introduction of a national curriculum, content standards, and federally mandated assessment; involuntarily teachers have adopted test-based teaching approaches in the classroom. Concurrently, researchers are celebrating brain-based learning because of breakthroughs in neuroscience and cognitive psychology and are promoting it as a watershed teaching opportunity. This has created a gap between research and practice, meaning that teachers’ ability to implement brain-based learning has been affected negatively.

Method

In a correlational design, a non-experimental quantitative study was conducted to examine a sample (N = 422) of teachers from K-12 schools within the United States public school system. The study …

Tootling With A Randomized Independent Group Contingency In A High School Setting, John Dylan Ken Lum

Dissertations

Tootling is a procedure where students report their classmates’ positive and prosocial behavior. The present study examined the effects of tootling on students’ disruptive and academically engaged behavior in three general education high school classrooms. An A-B-A-B withdrawal design was used to assess the effects of the intervention. Students wrote tootles anonymously on paper slips and placed them into a marked container. Unlike previous tootling studies, a randomized independent group contingency procedure was used to reward the students to reduce the number of steps required to implement the intervention. At the end of the class period, teachers randomly drew three …

Mystery Motivator Calendar: An Interdependent Group Contingency, Variable Ratio, Classroom Intervention, Eva Aleksandra Kowalewicz

Dissertations

Classroom behavior management problems are often seen as one of the primary barriers to achieving an educational environment conducive for academic and social-emotional growth of students. The literature indicates there is a need for evidence-based, easy-to-implement classroom behavioral interventions that align with the positive behavioral support philosophy. This study examined the effectiveness of the Mystery Motivator Calendar, an interdependent group contingency, variable-ratio, classwide intervention as a tool for reducing disruptive classroom behavior in eight diverse, general-education elementary school classrooms across seven different schools. The study employed a single-case, ABAB (baseline, intervention, withdrawal, reinstatement and follow-up), changing criterion design. The effectiveness …