Literaturnachweis - Detailanzeige
Autor/inn/en | Hollingshead, Aleksandra; Kroeger, Stephen D.; Altus, Jillian; Trytten, Joyce Brubaker |
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Titel | A Case Study of Positive Behavior Supports-Based Interventions in a Seventh-Grade Urban Classroom |
Quelle | In: Preventing School Failure, 60 (2016) 4, S.1-8 (8 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1045-988X |
DOI | 10.1080/1045988X.2015.1124832 |
Schlagwörter | Urban Schools; High Schools; Secondary School Teachers; Social Studies; Positive Behavior Supports; Time on Task; Case Studies; Poverty; High School Students; Behavior Change; Culturally Relevant Education; Grade 7; African American Students; At Risk Students; Observation; Program Effectiveness; Qualitative Research; Statistical Analysis Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; High school; Oberschule; Gemeinschaftskunde; Zeitaufwand; Case study; Fallstudie; Case Study; Armut; High schools; Student; Students; Schüler; Schülerin; Studentin; School year 07; 7. Schuljahr; Schuljahr 07; African Americans; Afroamerikaner; Beobachtung; Qualitative Forschung; Statistische Analyse |
Abstract | Struggling with frequent off-task behavior, a teacher in a midwestern inner-city high school requested assistance in her social studies classroom. A study was designed to investigate if a combination of positive behavior supports-based interventions such as behavior-specific praise and reduced teacher reprimands might improve on-task behavior. A classroom-wide, explanatory embedded case study was carried out over three months in a high-poverty urban 7-12 high school. The intervention resulted in increased on-task behavior classwide. Implications for culturally responsive practices for students in an urban classroom setting are discussed. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |