Positive Reinforcement Case Study Shantel Rider ECE201: Intro to Early Childhood Behavior Management Instructor: Maya Raimondi September 30, 2013 Positive Reinforcement Case Study In case with Doug the 2nd grader in Mr. McGrady’s class the strategy I would use to address Doug’s behavior problems is criterion specific rewards. “Criterion-specific rewards can be used as part of a proactive intervention for managing classroom behavior. Students may earn criterion-specific rewards such as activities, privileges, and tangible incentives after the occurrence of an identified target behavior(s) at a set level of performance.”( Curran 2003) A reinforcement system supports students in making connections between a behavior and its consequences (Alberto & Troutman, 2003). Effective, criterion-specific rewards are delivered immediately; contingent; desirable and appealing to students; planned; and realistically attainable (Martella, Nelson, & Marchand-Martella, 2003). Rewards should be simple to implement, easy to record, inexpensive, and nondisruptive (Levin & Nolan, 2000; Smith & Rivera, 1993).
The study found that the counsellor judged pupils largely on their social class; this therefore put them at a disadvantage as middle-class students were placed on higher level courses. The self-fulfilling prophecy is another internal factor that can be linked to social class differences in achievement. A self-fulfilling prophecy is a prediction that comes true simply by virtue of it being made. Some sociologists argue that labelling can effect pupil’s achievement by creating a self-fulfilling prophecy. This can be seen in a study of a primary school by Rosenthal and Jacobson.
The Leap test research design is developed with strategies of scientifically-based research that addresses strengths and weaknesses of targeted students. Seven strategies are used to develop the design of the standardized test, According to Louisiana Department of Education (2012), Data-Driven Decision Making is described as,” collecting, analyzing, and using numerous types of data effectively are important components of Accountability and School Improvement.” Curriculum alignment is a testing tool used to ensure accurate content that is aligned with curriculum instruction, age appropriate learning, and knowledge based instruction. The Professional development model
Wiley, A., Siperstein, G., Forness, S., & Brigham, F. (2010). School Context and the Problem Behavior and Social Skills of Students with Emotional Disturbance. Journal of Child & Family Studies, 19(4), 451-461. doi: 10.1007/s10826-009-9316-4. This article studies the different social and behavioral characteristics of students with Emotional Disturbance in the public schools and how it may impact special education effectiveness. I was interested in this article so I could further my knowledge of the social and behavioral characteristic of students with emotional disturbance because I wish to work with emotional disturbance children once I complete my Masters of Education.
The first pillar deals with stronger accountability for results. The State and local school districts are required to inform parents via report cards about their schools progress in closing any achievement gaps. If no progress is made they are required to provide supplemental services, such as free tutoring or after school assistance. If no progress is made after five years, the school must make dramatic changes in the way it is run. The second pillar is more freedom for states and communities.
Swail’s model asserts that the student experience is the result of an interaction of cognitive, social, and institutional factors. Whereas the cognitive and social factors impact students’ abilities to persist and succeed in education, the ability of various educational institutions and agencies to understand these factors and make appropriate reflections about their practice and service is also critical to students’ potential success. The sample for this study was drawn from the National Educational Longitudinal Study of 1998 (NELS:88) and only Whites and Hispanics in the cohort groups from 1988 base year through 2000 fourth follow-up survey are selected. The stratified sample strategy followed an original sample of 8th graders in 1988 to 2000; 12 years after expected high school graduation. This analysis is based on those 8th grade students who become postsecondary attendees between 1992 and
Experimental Research In Culturally Based Education: An Assessment Of Feasibility Celes D. Mickle Liberty University Introduction Author Dr. Kim O. Yap, implements an experimental method research. The purpose of this research was to improve the educational achievement and academic progress of American Indian and Alaska Native students. The study was to also examine the effects of Native Hawaiian children in grades one through three to improve their reading comprehension. The researchers of this article also wanted to review the literature on theories and the role of the Native language and culture in education to see
The case study below outlines what context is and how it affects learning, and how this along with policy and theory affects the construction of identity for teachers. In the third part of this case study I will look at context and identity along with theory to see what type of teacher I would like to be and why. Each school in its own way is unique, even if it appears similar to other in its area. No two schools find themselves in the same context; having the same pupils; same ethos; the same staff and achieving the same results. It is no different for the school chosen for this case study.
Attention first came to the issue of teacher expectations in 1966, when Robert Rosenthal and Lenore Jacobson published the results of a powerful study later known as Pygmalion Effect. Rosenthal and Jacobson’s research, conducted at an elementary school, required teachers to administer to each student the Test of General Ability (TOGA), which is designed to measure a student’s IQ. After the students completed the test, some were chosen at random. To be labeled as academic bloomers, and their names were then given to their teachers. At the end of the academic year, when the students were re-tested, those students thought by teachers to be academic bloomers showed a more significant increase in TOGA scores that students not thought to be academic bloomers.
Researchers at Vanderbilt University, in collaboration with classroom teachers around the Nashville area, modified CWPT into a program that involves more strategic reading behaviors (Fuchs, Fuchs, & Kazdan, 1999; Fuchs et al., 2000). Like CWPT, PALS requires teachers to reorganize their classes into student pairs. In order to form these pairs, teachers first administer a quick assessment to obtain a baseline score for each student. Once a teacher has determined