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dc.contributor.authorWesley, Abigail
dc.date.accessioned2013-08-16T13:37:04Z
dc.date.accessioned2020-06-22T14:29:11Z
dc.date.available2013-08-16T13:37:04Z
dc.date.available2020-06-22T14:29:11Z
dc.date.issued16/08/2013
dc.identifier.urihttp://hdl.handle.net/20.500.12648/323
dc.description.abstractA considerable amount of evidence suggests that disruptive classroom behavior interferes with the teaching and learning process. In the current situation, a novice teacher was challenged by high rates of disruptive behavior during her 9th grade self-contained English Language Arts (ELA) class. In response she examined the effects of three jars, an intervention package consisting sting of group contingencies with randomized components, on three specific disruptive behaviors (i.e., talk outs, out of seat, and noncompliance). Results indicated that the three jars intervention produced immediate and noticeable decreases in her students’ disruptive behaviors. In fact, overall disruption dropped by approximately 67% when the intervention was in effect. additional analyzes suggested that the intervention had the most noticeable impact on student talk outs. In addition, consumer satisfaction data indicated that students found three jars to be socially acceptable for the most part, although some questions were raised about its fairness and impact on peer relationships. Implications for research and practice are discussed.en_US
dc.language.isoen_USen_US
dc.subjectBehavior disorders in children -- Case studies.en_US
dc.subjectDiscipline of children.en_US
dc.subjectEducation -- Study and teaching.en_US
dc.subjectClassroom management.en_US
dc.titleThe effects of Three Jars on the disruptive behavior of a secondary English Language Arts (ELA) class.en_US
dc.typeThesisen_US
refterms.dateFOA2020-06-22T14:29:11Z
dc.description.institutionSUNY at Fredonia


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