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Full-Text Articles in Education
Behavior Outcomes Of Kindergarten Through Third-Grade Students Following An Exclusionary Consequence Or An In-School Alternative Consequence For Violent Or Aggressive Behavior At School, Amy E. Williams
Student Work
The purpose of this study was to compare the behavior outcomes of kindergarten (n = 20), first-grade (n = 20), second-grade (n = 20), and third-grade (n = 20) students in a large urban Midwestern school district returning to school after receiving out-of-school suspensions for violent and/or aggressive behaviors with the behavior outcomes of same school district kindergarten (n = 20), first-grade (n = 20), second-grade (n = 20), and third-grade (n = 20) students receiving non-exclusionary, in-school disciplinary alternatives for matched levels of violent and/or aggressive behaviors. The results of this study support the notion that school administrators and …
Effects Of Embedded And Direct Language Strategies On Prekindergarten Students' Cognitive And Social Emotional Development, Matthew L. Dominy
Effects Of Embedded And Direct Language Strategies On Prekindergarten Students' Cognitive And Social Emotional Development, Matthew L. Dominy
Student Work
The purpose of this study is to measure the effect of a standard of care embedded language strategies program utilized in combination with direct language strategy instruction on the measured expressive language, cognitive development, social emotional development, and language development of prekindergarten students attending three neighborhood Title I schools.
The Effect Of Varying Levels Of Reading Delimitations On The Ability Of Students With Disruptive Behavior Disorders Admitted To A Residential Treatment Center To Demonstrate Language-Based Pro-Social Behavior Replacement Skills, Tanya D. Wright.
Student Work
Group 1 students (n = 18) with Disruptive Behavior Disorders and co-occurring reading delimitations with measured reading comprehension scores greater than one standard deviation below the mean, pretest beginning compared to posttest ending 12-week behavioral treatment Core Behavior Occurrence measures were all observed in the direction of lower posttest mean scores and student core behavior improvement with eight of the 11 Core Behavior Occurrence measures (73%) found to be significantly different. Group 2 students ( n = 22) with Disruptive Behavior Disorders and co-occurring reading delimitations with measured reading comprehension scores equal to but not more than one standard deviation …
The Effect Of Varying Levels Of Reading Delimitations On The Ability Of Students With Disruptive Behavior Disorders Admitted To A Residential Treatment Center To Demonstrate Language-Based Pro-Social Behavior Replacement Skills, Tanya D. Wright
Student Work
Group 1 students (n = 18) with Disruptive Behavior Disorders and co-occurring reading delimitations with measured reading comprehension scores greater than one standard deviation below the mean, pretest beginning compared to posttest ending 12-week behavioral treatment Core Behavior Occurrence measures were all observed in the direction of lower posttest mean scores and student core behavior improvement with eight of the 11 Core Behavior Occurrence measures (73%) found to be significantly different. Group 2 students ( n = 22) with Disruptive Behavior Disorders and co-occurring reading delimitations with measured reading comprehension scores equal to but not more than one standard …
The Impact Of Iq On Symptom Reduction In A Midwestern Residential Group Home Setting Using The Family Home Program, Robert G. Gehringer Jr.
The Impact Of Iq On Symptom Reduction In A Midwestern Residential Group Home Setting Using The Family Home Program, Robert G. Gehringer Jr.
Student Work
The purpose of this research project was to determine the impact of intelligence (IQ) measured by the Wechsler Intelligence Scale for Children - Third Edition (WISC-III) on symptom reduction as measured by the Child Behavior Checklist (CBCL) in a residential group home setting using the Family Home Program. IQ Verbal, Performance, and Full Scale scores were gathered from 539 youth who also had an admission as well as a departure CBCL assessment. The IQ scores ranged from 60 to 141. Four IQ groups were formed for each IQ scale, greater than 115, 101--115, 85--100, and less than 85. Data were …
Job Satisfaction And Organizational Commitment Among Faculty At Taiwan's Higher Education Institutions, Yu-Ching Huang
Job Satisfaction And Organizational Commitment Among Faculty At Taiwan's Higher Education Institutions, Yu-Ching Huang
Student Work
The purpose of the study was to determine faculty members' level of job satisfaction and organizational commitment and to determine the relationship between job satisfaction and organizational commitment. Two types of satisfaction were surveyed: intrinsic and extrinsic factors. Three types of commitment were surveyed: affective, normative, and continuance commitment. This study was delimited to faculty members at five institutes of technology in the Mid-Taiwan area.