Improvements In Student Behavior Research Articles

Al-Islam and Kemuhammadiyahan Competency Exam Model at Universitas Muhammadiyah Parepare

The most significant criterion for the success of the Al-Islam Kemuhammadiyahan course at Universitas Muhammadiyah Parepare is improvements in student behavior, attitudes, and mentality. The AIK test model created is not just for exams, but also as a motivator for pupils to replicate exemplary behavior in society. The purpose of this research is to look into the rise in student worship experience using the Al-Islam and Kemuhammadiyahan Competency Tests. This is a qualitative study, and the method employed is a phenomenological approach. This study took about 2 (two) months to complete, and it included observations, interviews, and written tests. According to the findings of this study, the AIK exam model at Universitas Muhammadiyah Parepare involves three levels of exams that students must pass: taharah, practical worship, and Muhammadiyah. If a participant is disqualified, he or she must attend guidance in the AIK Lab with a designated lecturer/instructor. This cycle is repeated until the student is declared to have passed all three phases of the exam and is awarded a graduation certificate

Pembinaan Karakter Bagi Anak-Anak Putus Sekolah Pada Program Kesetaraan Pendidikan di Kota Padang

This study seeks to elucidate the pivotal role played by community learning activity centers in fostering character development through educational activities. Employing a descriptive qualitative approach, this research employed purposive sampling to select informants. Data was gathered through interviews, observations, and documentation, with data validity established through source triangulation. Subsequently, data underwent analysis involving reduction, presentation, and conclusion drawing. The findings of this investigation reveal that PKBM Farilla Ilmi utilizes various coaching strategies (Package A, B, and C) to guide students, including setting an example, instilling habits, offering constructive feedback, and employing a relational approach. These strategies are primarily motivated by students' spiritual needs, with observed outcomes including notable improvements in student behavior. Specifically, students exhibit enhanced discipline in meeting task deadlines and punctuality. Moreover, they display increased politeness when interacting with adults, demonstrate respect for both parents and peers, and exhibit greater honesty.

Identifying and Explaining Gender Peer Effects in Elementary Schools

The aim of this paper is to investigate the casual relationship and the mechanisms behind school gender composition and scholastic achievement. We use four cohorts of 5th grade student’s assessment of Math and Portuguese in Brazilian elementary public schools and apply an identification strategy relying on school level gender peer effects and school fixed effects to control for self-selection of students across schools. We identify a positive relationship between scholastic achievement and the proportion of female students. This effect is underlined by improvements in student behavior, as indicated by teachers’ assessment of student’s academic potential, self-esteem, interest, discipline, absenteeism, and perception about syllabus coverage and school violence. Hence, this research draws attention to gender as an important factor in the allocation of students and teachers within schools. The consideration of our findings in the formulation and execution of policies can result in effective low-cost measures aimed at increasing achievement.

The Impact of Education and Implementation Tools on Pre-Service Teachers' Attitudes About Classroom-Based Mindfulness.

A growing body of research suggests that incorporating classroom-based mindfulness interventions in elementary schools can lead to improvements in student behavior, self-regulation, and measures of mental health and wellness. This quality improvement project explored the impact of an educational intervention on pre-service teachers' perceptions, attitudes, and intentions to implement mindfulness interventions in their classrooms. A brief educational intervention and website resource were provided to multidisciplinary teaching credential students. Participants completed a pre- and post-intervention survey to evaluate their intentions to implement mindfulness practices, as well as their perceptions about the acceptability, reasonableness, and effectiveness of incorporating mindfulness interventions in the classroom. Significant differences in pre- to post-intervention survey scores indicate that exposure to mindfulness concepts, practices, and resources may increase the willingness of pre-service teachers to adopt these practices in their classrooms.

Pendekatan Pembinaan Karakter Siswa Melalui Program Diniyah MIN 1 Banda Aceh

The Diniyah program is one of the programs initiated by the Banda Aceh City government to assist schools in internalizing the value of Islamic education to students. Through this program, it is hoped that there will be improvements in student behavior or character in the future. The research objective was to see how the implementation, approaches, opportunities, and challenges of character building for students at MIN 1 Banda Aceh. This study used a qualitative approach with the research subjects of the head, teachers, and students of MIN 1 Banda Aceh. Data collection was carried out by means of observation, interviews, and documentation. The results showed that the stages of the Diniyah program implementation were carried out through a) Al-Qur'ān reading and writing program, b) Increasing memorization and muraja'ah, c) Increasing daily prayer memorization programs, d) Increasing understanding of the contents of the book, e) Increasing the understanding student worship, f) increasing student moral development, which is carried out in the classroom and outside the classroom. The approaches taken include a) awareness approach, b) habituation, c) modeling. There is an opportunity for students to have the maximum time to complete the character-building program properly and schools can improve the quality of the school for the better. The challenges include lack of family support, environment, student readiness, lack of facilities, and several other internal school conditions.

Effects of a Behavior Management Strategy, CW-FIT, on High School Student and Teacher Behavior

AbstractChallenging classroom behavior can interfere with learning. Fortunately known, positive, and proactive approaches to behavior management can improve student responding. Class-Wide Function-related Intervention Teams (CW-FIT) have led to improvement in student behavior across elementary and middle school contexts. However, little is known of the impact of the intervention on high school student behavior. This study evaluated CW-FIT’s utility in improving high school student and high school teacher behavior in a co-taught learning environment. A single-subject withdrawal design was used to evaluate improvements in on-task behavior for 14 high school students in one co-taught classroom. The impact on praise and reprimand statements of two high school teachers was also assessed. The findings showed improvement to student and teacher behavior and sustainability of the intervention. Further, teachers and students expressed satisfaction with the intervention and teachers maintained high levels of implementation fidelity. Limitations of the evaluation and areas for future research are presented.

Development of Socio-Emotional and Creative Skills in Primary Education: Teachers' Perceptions About the Gulbenkian XXI School Learning Communities Project

In recent decades, several authors have warned of the need to equip students with skills that include critical thinking, creativity, and emotional management. Emotions can facilitate or impede children’s academic engagement, commitment, and ultimate school success since relationships and emotional processes affect how and what we learn. Teachers are the main emotional leaders of their students, and the foundation for promoting emotional balance within their groups is their ability to recognize, understand, and manage their emotions. The SEL approach defends that, as with academic skills, the development of social and emotional skills must be accomplished through explicit instruction. In the academic year 2014/2015, three schools in the Portuguese region of the Alentejo began an innovative four-year project to promote change in learning. The main goal was to improve learning by promoting the acquisition of basic knowledge within the formal curriculum and to stimulate the development of analytical and practical reasoning skills, resilience and responsibility, as well as technological, emotional, social and creative skills. To this end, the research team created two programs to be developed in primary school, the Emotional Literacy Program (ELP) and the Creative Thinking Development Program (Flow) as well as a training program for teachers, Mediators for Well- Being Program. This article details a study analyzing the perceptions of primary school teachers who participated in the project. Data were collected by interviews and teachers’ reflections were analyzed. Content analysis was chosen as the analytical technique as it is appropriate for treating qualitative data. The results show very positive impacts on the professional and personal development of teachers. Teachers reported improvements in student behavior, in the relationships between them and in the classroom environment. They further emphasized the need for teachers to receive more training in emotional education in their academic and in service education.

Examining the Generalization of a Combined Independent and Interdependent Group Contingency for Students With Emotional and Behavioral Disorders

Using an ABAB withdrawal design, the study evaluated the direct and generalized effects of a combined independent and interdependent group contingency on the engagement and disruptive behavior of two groups of students enrolled in an alternative school serving students with emotional and behavioral disorders. Class 1 included seven middle school students and Class 2 included eight high school students. For both classes, systematic direct observation behavior data were collected both in the targeted class period and a second class period identified by teachers as also having high rates of inappropriate behavior. Following baseline, the group contingency was introduced in the targeted period only and then withdrawn before being re-introduced. Visual analysis indicates that implementation of the group contingency led to improvements in classroom behavior in the targeted class period for both groups of students. Also, improvements in student behavior were observed in secondary settings that shared common environmental variables that may have promoted generalization. Discussion focuses on implications for practice and future research examining methods for promoting generalization of behavior change.

Effects of Daily and Reduced Frequency Implementation of the Good Behavior Game in Kindergarten Classrooms.

An effective group contingency, the Good Behavior Game (GBG), has been implemented successfully with a wide range of age groups. However, improvements in student behavior are often not observed when the GBG is abruptly terminated, and research has yet to evaluate the effects of the GBG when the frequency of implementation is reduced. The purpose of the current study was to evaluate the effect of the GBG, implemented daily initially then on a less frequent schedule. The study utilized a multiple baseline design across three kindergarten classrooms to evaluate the effectiveness and maintenance of the GBG at reducing classwide and target student disruptive behavior (DB) and increasing classwide and target student academic engagement. Reduced Frequency data were collected while withholding implementation of the GBG. The results indicate that the GBG was highly effective in improving classwide behavior, which was maintained throughout the final Reduced Frequency phase in which the GBG was reduced in frequency, and moderately effective in improving target student behavior during both phases.

Effective Low-Intensity Strategies to Enhance School Success: What Every Educator Needs to Know—A Closing Commentary

Researchers have identified low-intensity classroom management strategies that, when implemented consistently, lead to significant improvements in student behavior. The strategies detailed in this special issue—behavior-specific praise, high-probability request sequence, precorrection, active supervision, instructional choice, and instructional feedback—can easily be embedded within academic instruction and result in decreased student disruptive behavior and increased academic engagement.

Teacher Job Stress and Satisfaction in Urban Schools: Disentangling Individual-, Classroom-, and Organizational-Level Influences

Schools remain among the most frequent providers of children’s mental health services, particularly in low-income urban settings. Several decades of research have focused on training teachers to implement evidence-based interventions for minimizing disruptive behavior. Studies consistently demonstrate robust improvements in student behavior and learning; however, the impact on teachers’ work-related stress or satisfaction is not well understood. Six urban, high-poverty elementary schools were randomly assigned to a school mental health services model (Links to Learning; L2L) for referred, disruptive students or to services and professional development as usual (SAU). Teachers (n = 71, K-4 general education teachers) in L2L schools participated in professional development and consultation in two universal and two targeted interventions to reduce disruptive behaviors and promote learning. Teachers (n = 65) in SAU schools participated in professional development as usual. Multiple regression models examined teacher reports of individual-level self-efficacy, classroom-level student functioning, and school-level organizational health as predictors of stress and satisfaction. Findings revealed no significant difference between conditions on teacher work-related stress or satisfaction. Organizational health was the strongest predictor of stress and satisfaction. Training on and implementation of evidence-based classroom interventions did not appear to significantly impact teachers’ work-related stress or satisfaction. Instead, findings point to organizational climate and teacher connectedness as potential levers for change, supporting prior work on teacher stress and satisfaction in schools. The significance of targeting organizational factors may be particularly significant in urban school districts.

Effects of an interdependent group contingency on the transition behavior of middle school students with emotional and behavioral disorders.

An ABAB design was used to evaluate the effectiveness of an interdependent group contingency with randomized components to improve the transition behavior of middle school students identified with emotional and behavioral disorders (EBDs) served in an alternative educational setting. The intervention was implemented by one teacher with three classes of students, and the dependent variable was the percentage of students ready to begin class at the appropriate time. Data revealed significant improvements in student behavior, providing support for implementation of group contingencies for students with EBDs in alternative educational settings and an example of feasible procedures and data collection methods. (PsycINFO Database Record

Returns to Teacher Experience: Student Achievement and Motivation in Middle School

We use rich longitudinally matched administrative data on students and teachers in North Carolina to examine the patterns of differential effectiveness by teachers’ years of experience. The paper contributes to the literature by focusing on middle school teachers and by extending the analysis to student outcomes beyond test scores. Once we control statistically for the quality of individual teachers using teacher fixed effects, we find large returns to experience for middle school teachers in the form both of higher test scores and improvements in student behavior, with the clearest behavioral effects emerging for reductions in student absenteeism. Moreover these returns extend well beyond the first few years of teaching. The paper contributes to policy debates by documenting that teachers can and do continue to learn on the job.

Measuring the Process and Outcomes of Team Problem Solving

Although there is a strong legislative base and perceived efficacy for multidisciplinary team decision making, limited evidence supports its effectiveness or consistency of implementation in practice. In recent research, we used the Decision Observation, Recording, and Analysis (DORA) tool to document activities and adult behaviors during positive behavior support team meetings. In this study, we revised the DORA to provide evidence of the extent to which the solutions that teams developed were implemented with fidelity and associated with improvements in student behavior. Using trained observers, we documented decision making at 18 meetings in 10 schools where team members discussed a total of 44 problems. We found that scores on the Decision Observation, Recording, and Analysis–II (DORA-II) were acceptable indicators for documenting problem solving during team meetings and that they provided technically adequate information on the extent to which teams were assessing whether they had implemented a solution and whether the solution made a difference for students. We believe the revised assessment tool has value in studying team-based problem solving, and we discuss our findings as a base for a well-reasoned research agenda for moving the process forward as evidence-based practice.

Effects of Coaching on Teachers’ Use of Function-Based Interventions for Students With Severe Disabilities

This study used a delayed multiple-baseline across-participants design to analyze the effects of coaching on special education teachers’ implementation of function-based interventions with students with severe disabilities. This study also examined the extent to which teachers could generalize function-based interventions to different situations. In addition, this study examined the effects of function-based interventions on students’ problem and replacement behaviors. After an initial training on functional behavior assessment and implementation of function-based interventions, the experimenter coached each teacher. Results indicated a functional relationship between coaching and an increase in teacher fidelity scores. Teachers generalized the strategies to other situations with the target students. Although some improvement in student behavior was noted upon teachers’ use of function-based interventions without coaching, this improvement was not consistent for all students and across the replacement behaviors. A functional relationship was found between accurate implementation of the function-based interventions and an increase in the students’ primary replacement behaviors.

Teacher classroom management practices: effects on disruptive or aggressive student behavior

This Campbell systematic review examines the effect of multi‐component teacher classroom management programmes on disruptive or aggressive student behaviour and which management components are most effective.The review summarises findings from 12 studies conducted in public school general education classrooms in the United States and Netherlands. Participants included students from Kindergarten through 12th grade.Executive summary/AbstractDisruptive behavior in schools has been a source of concern for school systems for several years. Indeed, the single most common request for assistance from teachers is related to behavior and classroom management (Rose & Gallup, 2005). Classrooms with frequent disruptive behaviors have less academic engaged time, and the students in disruptive classrooms tend to have lower grades and do poorer on standardized tests (Shinn, Ramsey, Walker, Stieber, & O'Neill, 1987). Furthermore, attempts to control disruptive behaviors cost considerable teacher time at the expense of academic instruction.Effective classroom management focuses on preventive rather than reactive procedures and establishes a positive classroom environment in which the teacher focuses on students who behave appropriately (Lewis & Sugai, 1999). Rules and routines are powerful preventative components to classroom organization and management plans because they establish the behavioral context of the classroom by specifying what is expected, what will be reinforced, and what will be retaught if inappropriate behavior occurs (Colvin, Kame'enui, & Sugai, 1993). This prevents problem behavior by giving students specific, appropriate behaviors to engage in. Monitoring student behavior allows the teacher to acknowledge students who are engaging in appropriate behavior and prevent misbehavior from escalating (Colvin et al., 1993).Research on classroom management has typically focused on the identification of individual practices that have some level of evidence to support their adoption within classrooms. These practices are then combined under the assumption that, if individual practices are effective, combining these practices into a package will be equally, if not more, effective. Textbooks are written and policies and guidelines are disseminated to school personnel based on these assumptions. Without research that examines classroom management as an efficient package of effective practices, a significant gap in our current knowledge base still exists. Understanding the components that make up the most effective and efficient classroom management system as well as identifying the effects teachers and administrators can expect from implementing effective classroom management strategies represent some of these gaps. A meta‐analysis of classroom management which identifies more and less effective approaches to universal, whole‐class, classroom management as a set of practices is needed to provide the field with clear research‐based standards.This review examines the effects of teachers' universal classroom management practices in reducing disruptive, aggressive, and inappropriate behaviors. The specific research questions addressed are: Do teacher's universal classroom management practices reduce problem behavior in classrooms with students in kindergarten through 12th grade? What components make up the most effective and efficient classroom management programs? Do differences in effectiveness exist between grade levels? Do differences in classroom management components exist between grade levels? Does treatment fidelity affect the outcomes observed? These questions were addressed through a systematic review of the classroom management literature and a meta‐analysis of the effects of classroom management on disruptive or aggressive student behavior.Twelve studies of universal classroom management programs were included in the review. The classroom‐level mean effect size for the 12 programs was positive and statistically significant (d=.80 with an ICC=.05; d=.71 with an ICC=.10; p<.05). Note that cluster adjustments were required due to differences in reporting measures between classroom level outcomes and individual student level outcomes. The resulting effect sizes index classroom‐level differences and cannot be compared to the typical student‐level effect sizes commonly reported in the literature. Due to a lack of power to detect heterogeneity and lack of information reported in the studies reviewed, only the first research question could be addressed.Teacher's classroom management practices have a significant, positive effect on decreasing problem behavior in the classroom. Students in the treatment classrooms in all 12 studies located for the review showed less disruptive, inappropriate, and aggressive behavior in the classroom compared to untreated students in the control classrooms. The overall mean classroom effect size of either .80 or .71 indicates a positive effect that significantly impacts the classroom environment. To put our classroom‐level mean effect sizes into a comparable format with the more typical effect sizes, we back‐transformed our mean effect sizes using the original adjustment formulas (Hedges, 2007). Thus, the classroom‐level mean effect sizes of .80 and .71 are roughly comparable to student level effect sizes of .18 and .22 for ICC=.05 and ICC=.10, respectively. Teachers who use effective classroom management can expect to experience improvements in student behavior and improvements that establish the context for effective instructional practices to occur.

Realigning Student and Teacher Perceptions of School Rules: A Behavior Management Strategy for Students with Challenging Behaviors

This article describes a data-informed intervention to close the gap between student and teacher perceptions of school rules and improve student behavior. The student and teacher agreement realignment strategy was pilot tested over 36 weeks with 10 middle school students receiving services for special education in the eligibility category of emotional disturbance. Students and teachers used similar assessment tools to record student compliance with five classroom behavior norms or rules. Student and teacher reports of student behavior were compared in weekly student-led conferences. Data were used by students, teachers, and the school social worker to evaluate students' progress, identify goals, and develop individualized interventions for improving behavior. In the current study, single-subject data on the 10 students were analyzed for clinical and visual significance and statistical significance using the proportion-frequency procedure and the two standard deviations statistical test. Significant improvement in student behavior was revealed. Furthermore, nine out of 10 students demonstrated a significant reduction in teacher-generated office disciplinary referrals.

Utilizing Positive Behavior Supports in High School Settings to Improve School Completion Rates for Students with High Incidence Conditions

The integration of primary, secondary, and tertiary interventions through positive behavior supports (PBS) can provide benefit for students, staff, and families (Bohanon et al., 2006; Turnbull et al., 2002). However, there is limited application of PBS to high schools settings (Sugai, Flannery, & Bohanon, 2004). However, preliminary data is promising (Bohanon et al., 2006) and this article describes the benefits of providing PBS in high school settings for all students, including those with high-incidence disabilities. The authors focus on school-wide supports associated with creating an environment that improves the general school expectations and positive interactions between students and teachers. Specifically, this article will focus on how implementation of PBS may be related to improvement in student behavior, school climate, and subsequently improved rates of school completion. A successful completion of school enhances the likelihood that students will have improved post-secondary outcomes.