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Articles 1 - 5 of 5
Full-Text Articles in School Psychology
Collective Autonomy Restriction: A Theoretical Model And Empirical Investigations, Adrian Rivera-Rodriguez
Collective Autonomy Restriction: A Theoretical Model And Empirical Investigations, Adrian Rivera-Rodriguez
Doctoral Dissertations
Collective autonomy refers to a group’s freedom to define and practice their own cultural and social identity without interference from other groups. According to the “threat and defense” hypothesis of collective autonomy restriction, group members are motivated to defend their collective autonomy from outside restriction. However, the psychological processes that influence advantaged vs. disadvantaged group members perceptions of collective autonomy, as well as the specific strategies they use to protect collective autonomy, have yet to be articulated. This dissertation presents three manuscripts that examine the social conditions and psychological processes that shape advantaged and disadvantaged group members’ perceptions of collective …
For The Love Of Teaching: Pre-Service Teachers’ Experience Of Moral Education, Anne Marie Foley Ruiz
For The Love Of Teaching: Pre-Service Teachers’ Experience Of Moral Education, Anne Marie Foley Ruiz
Doctoral Dissertations
Moral aspects of teaching arise each and every day, yet we lack information about how prepared teachers feel about this critical aspect of teaching. This multi-case study explores perceptions of five pre-service teachers in an elementary teacher education program in Western Massachusetts. A series of interviews explore their histories prior to the program and their experiences in the program as related to the pre-service teachers’ orientations to the moral work of teaching. Research questions address the awareness and self-efficacy of student teachers in implementing the moral aspects of teaching. Using Thematic Analysis (Braun & Clark, 2006), this study explores beliefs …
Increasing Teacher-Student Relationships And Classroom Engagement: The Effects Of Modifying Existing Tier Two Intervention On Adolescent Students And Their Teachers, Julia Doherty
Doctoral Dissertations
The purpose of this study is to examine the effect of a Tier II behavior intervention, Check-in/Check-out (CiCo), on student engagement, and if a modification to the intervention that includes teacher use of microaffirmations improves the teacher-student relationship (T-SR) and thus, increases student engagement in class. It utilized multiple baseline design, and the study sample consisted of three fifth grade students from an urban school district in Southeastern Virginia. All three students were paired with one of their teachers to serve as the mentor for the intervention. Student engagement was measured directly using the Behavioral Observation System for Students (BOSS; …
Implementing The Color Wheel System To Improve Individual Student Behavior And Reduce Repeated Teacher Directions, Jade Bennett
Implementing The Color Wheel System To Improve Individual Student Behavior And Reduce Repeated Teacher Directions, Jade Bennett
Doctoral Dissertations
Researchers have demonstrated the Color Wheel System (CWS) to be a resource-efficient and effective classroom management system within various contexts; however, there is limited research examining the impact of the CWS on teacher behavior (i.e., reducing repeated teacher directions) and individual student in-seat behavior. Using a withdrawal (ABAB) design, the purpose of this study was to evaluate the effectiveness of the CWS in decreasing repeated teacher directions and increasing student in-seat behavior. Momentary time sampling was used to record individual student in-seat behavior. Frequency recording over a 20-min time interval was used to record repeated teacher directions and frequencies were …
An Electronic Validation Of The Test Of Memory Malingering (Tomm), Bonnie M. Smith
An Electronic Validation Of The Test Of Memory Malingering (Tomm), Bonnie M. Smith
Doctoral Dissertations
Within the context of a counterbalanced design, 46 students from a large state university in the southeast were administered the Test of Memory Malingering (TOMM) and the electronic version of the Test of Memory Malingering (TOMM-E). The TOMM was developed by Dr. Tom Tombaugh in 1996 and was originally designed to be administered in a paper and pencil format. The objective of this study was to establish equivalence between the computer-administered TOMM-E and the traditional paper-based TOMM. Each assessment consists of two trials and simple random assignment was used to determine which assessment format was administered to participants first. Time …