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"Student Behavior"
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When nothing else works : what early childhood professionals can do to reduce challenging behaviors
\"With many strategies and techniques on managing and eliminating challenging behaviors in the classroom, When Nothing Else Works teaches educators how to respond appropriately\"-- Provided by publisher.
Book
Interpersonal Relationships, Motivation, Engagement, and Achievement: Yields for Theory, Current Issues, and Educational Practice
In this review, we scope the role of interpersonal relationships in students' academic motivation, engagement, and achievement. We argue that achievement motivation theory, current issues, and educational practice can be conceptualized in relational terms. Influential theorizing, including attribution theory, expectancy-value theory, goal theory, self-determination theory, self-efficacy theory, and self-worth motivation theory, is reviewed in the context of the role of significant others in young people's academic lives. Implications for educational practice are examined in the light of these theoretical perspectives and their component constructs and mechanisms. A trilevel framework is proposed as an integrative and relationally based response to enhance students' motivation, engagement, and achievement. This framework encompasses student-level action (universal programs and intervention, targeted programs for at-risk populations, extracurricular activity, cooperative learning, and mentoring), teacher- and classroom-level action (connective instruction, professional development, teacher retention, teacher training, and classroom composition), and school-level action (school as community and effective leadership).
Journal Article
Positive discipline tools for teachers : effective classroom management for social, emotional, and academic success
\"The Positive Discipline method has proved to be an invaluable resource for teachers who want to foster creative problem-solving within their students, giving them the behavioral skills they need to understand and process what they learn. In Positive Discipline Tools for Teachers, you will learn how to successfully incorporate respectful, solution-oriented approaches to ensure a cooperative and productive classroom. Using tools like \"Connection Before Correction,\" \"Four Problem-Solving Steps,\" and \"Focusing on Solutions,\" teachers will be able to focus on student-centered learning, rather than wasting time trying to control their students' behavior. Each tool is specifically tailored for the modern classroom, with examples and positive solutions to each and every roadblock that stands in the way of cooperative learning. Complete with the most up-to-date research on classroom management and the effectiveness of the Positive Discipline method, this comprehensive guide also includes helpful teacher stories and testimonials from around the world. You will learn how to: - Model kind and firm leadership in the classroom - Keep your students involved and intrinsically motivated - Improve students' self-regulation -And more!\"-- Provided by publisher.
Book
Understanding a Vicious Cycle: The Relationship Between Student Discipline and Student Academic Outcomes
While numerous studies have demonstrated a correlation between exclusionary discipline and negative student outcomes, this relationship is likely confounded by other factors related to the underlying misbehavior or risk of disciplinary referral. Using 10 years of student-level demographic, achievement, and disciplinary data from all K-12 public schools in Arkansas, we find that exclusionary consequences are related to worse academic outcomes (e.g., test scores and grade retention) than less exclusionary consequences, controlling for type of behavioral infraction. However, despite controlling for a robust set of covariates, sensitivity checks demonstrate that the estimated relationships between consequences and academic outcomes may still be driven by selection bias into consequence type. Implications for policy and practice are discussed.
Journal Article
Teacher-Child Relationship and Behavior Problem Trajectories in Elementary School
The present study examined associations between the quality of teacher-child relationships and behavior problems among elementary school students using data from the NICHD Study of Early Child Care and Youth Development, a study of 1,364 children from birth through adolescence. There were two main findings. First, high-quality teacher-child relationships predicted low levels of externalizing behaviors. Second, high-quality relationships acted as protective factors, helping to prevent children with high levels of internalizing behaviors in early childhood from developing trajectories of long-term internalizing behavior problems. Teacher-child relationships may be proximal phenomena that can be targeted in interventions to help prevent behavior problems in middle childhood.
Journal Article
Addressing multicultural needs in school guidance and counseling
\"This book examines counseling approaches and interventions to deal effectively with psychosocial issues facing students and their families\"-- Provided by publisher.
Book
Real-Time Attention Monitoring System for Classroom: A Deep Learning Approach for Student’s Behavior Recognition
Effective classroom instruction requires monitoring student participation and interaction during class, identifying cues to simulate their attention. The ability of teachers to analyze and evaluate students’ classroom behavior is becoming a crucial criterion for quality teaching. Artificial intelligence (AI)-based behavior recognition techniques can help evaluate students’ attention and engagement during classroom sessions. With rapid digitalization, the global education system is adapting and exploring emerging technological innovations, such as AI, the Internet of Things, and big data analytics, to improve education systems. In educational institutions, modern classroom systems are supplemented with the latest technologies to make them more interactive, student centered, and customized. However, it is difficult for instructors to assess students’ interest and attention levels even with these technologies. This study harnesses modern technology to introduce an intelligent real-time vision-based classroom to monitor students’ emotions, attendance, and attention levels even when they have face masks on. We used a machine learning approach to train students’ behavior recognition models, including identifying facial expressions, to identify students’ attention/non-attention in a classroom. The attention/no-attention dataset is collected based on nine categories. The dataset is given the YOLOv5 pre-trained weights for training. For validation, the performance of various versions of the YOLOv5 model (v5m, v5n, v5l, v5s, and v5x) are compared based on different evaluation measures (precision, recall, mAP, and F1 score). Our results show that all models show promising performance with 76% average accuracy. Applying the developed model can enable instructors to visualize students’ behavior and emotional states at different levels, allowing them to appropriately manage teaching sessions by considering student-centered learning scenarios. Overall, the proposed model will enhance instructors’ performance and students at an academic level.
Journal Article
There's a boy in the girls' bathroom
An unmanageable, but lovable, eleven-year-old misfit learns to believe in himself when he gets to know the new school counselor, who is a sort of misfit too.
Book
The Achievement Gap and the Discipline Gap: Two Sides of the Same Coin?
The gap in achievement across racial and ethnic groups has been a focus of education research for decades, but the disproportionate suspension and expulsion of Black, Latino, and American Indian students has received less attention. This article synthesizes research on racial and ethnic patterns in school sanctions and considers how disproportionate discipline might contribute to lagging achievement among students of color. It further examines the evidence for student, school, and community contributors to the racial and ethnic patterns in school sanctions, and it offers promising directions for gap-reducing discipline policies and practices.
Journal Article