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Impact of the Implementations of the Nine Modules of Love & Logic on Classroom Management
by
Ziegler, Carl L
in
Academic Achievement
/ Beginning Teachers
/ Behavior Problems
/ Control Groups
/ Educational administration
/ Educational Environment
/ Educational leadership
/ Educational Needs
/ Individualized Instruction
/ Learner Engagement
/ Learning Processes
/ Preservice Teachers
/ Student Behavior
/ Teaching Methods
/ Zero Tolerance Policy
2019
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Impact of the Implementations of the Nine Modules of Love & Logic on Classroom Management
by
Ziegler, Carl L
in
Academic Achievement
/ Beginning Teachers
/ Behavior Problems
/ Control Groups
/ Educational administration
/ Educational Environment
/ Educational leadership
/ Educational Needs
/ Individualized Instruction
/ Learner Engagement
/ Learning Processes
/ Preservice Teachers
/ Student Behavior
/ Teaching Methods
/ Zero Tolerance Policy
2019
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Do you wish to request the book?
Impact of the Implementations of the Nine Modules of Love & Logic on Classroom Management
by
Ziegler, Carl L
in
Academic Achievement
/ Beginning Teachers
/ Behavior Problems
/ Control Groups
/ Educational administration
/ Educational Environment
/ Educational leadership
/ Educational Needs
/ Individualized Instruction
/ Learner Engagement
/ Learning Processes
/ Preservice Teachers
/ Student Behavior
/ Teaching Methods
/ Zero Tolerance Policy
2019
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Impact of the Implementations of the Nine Modules of Love & Logic on Classroom Management
Dissertation
Impact of the Implementations of the Nine Modules of Love & Logic on Classroom Management
2019
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Overview
Classroom management and school-wide discipline is a struggle for teachers and administrators across our nation. This quasi-experimental cohort study sought to examine the impact the implementation of the Nine Modules and Love and Logic had on office referrals and students’ academic achievement. The study also looked at teachers’ perception of the program. The sample population consisted of approximately 1100 students, 65 teachers, and administrators in a Title I school in southeast Tennessee. Statistical significance was found between the control and treatment groups for both behavior infractions and math proficiency levels, but not for ELA scores or proficiency levels. Conclusions reflect the Nine Modules were effective in reducing office referrals and had a positive impact on teachers’ perception of the program.
Publisher
ProQuest Dissertations & Theses
Subject
ISBN
108834965X, 9781088349656
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