Education Commons^™

A Mixed Method Study Of Teachers' Perception Of Positive Reinforcement For Behavior Management, Maricela B. Aceves Ed.D., Debra L. Cote Ph.D., Sue Singh Ph.D., Ayako Shweikle Ph.D., Shannon L. Sparks Ph.D.

Journal of Critical Issues in Educational Practice

Abstract

Positive reinforcement is a behavior management technique supported by empirical evidence, known to enhance student performance and their outcomes (Alberto et al., 2022; Fabiano & Pelham, 2003; Scheuermann, 2022). However, many teachers encounter difficulties in effectively implementing this tool in their everyday classroom teaching practices. This mixed methods study aimed to contribute to existing literature focusing on instructional behavior of credentialed teachers. The findings revealed that teachers who received training in PBIS (Positive Behavioral Interventions and Supports) observed the following: (1) the overall benefits of rewarding appropriate student behavior with activities, (2) the significance of having adequate resources and …

Secondary Mathematics Teacher Beliefs: Heterogeneous Or Homogenous Tracking And Ability Grouping, Andrew Hughes

Journal of Critical Issues in Educational Practice

This study focused on secondary school mathematics teachers’ beliefs about tracking (ability grouping across classes) and ability grouping within classes and their perceived effects on student achievement, student affects and behaviors, and instruction. Case study methodology was employed, and semi-structured interviews conducted with a purposive sample of six teachers from two schools in a city within the southeastern United States. Three teachers worked in a school that predominantly tracks their students while the other three teachers worked in a school that mixes their students by ability across classes. Data from this study are consistent with social inequities reported in tracking …

Responding To Interactive Troubles – Implications For School Culture, Gro E. Lund, John M. Winslade

Journal of Critical Issues in Educational Practice

Responding to interactive troubles in schools can create processes of exclusion and marginalization. Certain basic assumptions can become knitted into school culture in ways that give rise to specific exclusionary practices. However, it does not have to be this way. Inclusionary ways of responding to interactive troubles can also be produced, given a school culture that nurtures relational ways of engagement. This article presents such relational practices and argues thoroughly for their use.