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Increasing Teacher Capacity for Assessing Student Behavior

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Increasing Teacher Capacity for Assessing Student Behavior

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Students with persistent challenging behavior are present in nearly every classroom. Teachers need the knowledge and skills to understand student behavior and intervene effectively. This article presents a framework to guide teachers in understanding student behavior and feasible tools for collecting data about the function of student behavior. Practical schoolwide strategies are provided for collecting and utilizing information about function of behavior to inform function-based supports for students prior to formal functional behavior assessment.

Journal Information

Beyond Behavior (BB) addresses compelling issues related to individuals with behavioral challenges. Regular features include practitioner-friendly articles, which discuss evidence-based practices for use with challenging behaviors.

Publisher Information

Sara Miller McCune founded SAGE Publishing in 1965 to support the dissemination of usable knowledge and educate a global community. SAGE is a leading international provider of innovative, high-quality content publishing more than 900 journals and over 800 new books each year, spanning a wide range of subject areas. A growing selection of library products includes archives, data, case studies and video. SAGE remains majority owned by our founder and after her lifetime will become owned by a charitable trust that secures the company's continued independence. Principal offices are located in Los Angeles, London, New Delhi, Singapore, Washington DC and Melbourne. www.sagepublishing.com

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Students with persistent challenging behavior are present in nearly every classroom. Teachers need the knowledge and skills to understand student behavior and intervene effectively. This article presents a framework to guide teachers in understanding student behavior and feasible tools for collecting data about the function of student behavior.

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Pedagogical principles of learning to teach meaningful physical education

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Pedagogical principles of learning to teach meaningful physical education

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https://www.tandfonline.com/doi/pdf/10.1080/17408989.2017.1342789

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Student Accountability in Team Based Learning Classes

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Student Accountability in Team Based Learning Classes

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Team-based learning (TBL) is a form of small-group learning that assumes stable teams promote accountability. Teamwork promotes communication among members; application exercises promote active learning. Students must prepare for each class; failure to do so harms their team's performance. Therefore, TBL promotes accountability. As part of the course grade, students assess the performance of their teammates. The evaluation forces students to rank their teammates and to provide rationale for the highest and lowest rankings. These evaluations provide rich data on small-group dynamics. In this paper, we analyze 211 student teammate assessments. We find evidence that teams consistently give the lowest evaluations to their least involved members, suggesting that the team component increases accountability, which can promote learning. From these findings we draw implications about small-group dynamics in general and the pedagogy of TBL in particular.

References

Miles, Matthew B., Huberman, A. Michael, Saldana, Johnny. 2014. Qualitative Data Analysis: A Methods Sourcebook, 3rd ed. Thousand Oaks, CA: Sage.
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Simons, Tony L., Peterson, Randall S. 2000. "Task Conflict and Relationship Conflict in Top Management Teams: The Pivotal Role of Intragroup Trust." Journal of Applied Psychology 85(1):102-11.
Google Scholar

Strauss, Anselm L. 1987. Qualitative Analysis for Social Scientists. New York: Cambridge University Press.
Google Scholar

Watson, Warren E., Kumar, Kamalesh, Michaelsen, Larry K. 1993. "Cultural Diversity's Impact on Interaction Process and Performance: Comparing Homogeneous and Diverse Task Groups." Academy of Management Journal 36(3):590-602.
Google Scholar

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Student Accountability in Team-based Learning Classes - Rachel E. Stein, Corey J. Colyer, Jason Manning, 2016

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Team-based learning (TBL) is a form of small-group learning that assumes stable teams promote accountability. Teamwork promotes communication among members; application exercises promote active learning. Students must prepare for each class; failure to do so harms their team's performance. Therefore, TBL promotes accountability. As part of the course grade, students assess the performance of their teammates.

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Student-Centered and Teacher Centered Classroom management: A Case Study of Three Elementary Classrooms

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Student-Centered and Teacher Centered Classroom management: A Case Study of Three Elementary Classrooms

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Student-Centered and Teacher-Centered Classroom Management: A Case Study of Three Elementary Teachers on JSTOR

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The major purpose of this case study was to document the classroom management beliefs and practices of three teachers reputed to implement student-centered inst...

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Artistic Behavior as a Model for Teaching

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Artistic Behavior as a Model for Teaching

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Student-Centered and Teacher-Centered Classroom Management: A Case Study of Three Elementary Teachers on JSTOR

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The major purpose of this case study was to document the classroom management beliefs and practices of three teachers reputed to implement student-centered inst...

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Models for Curriculum and Pedagogy in Elementary School Physical Education

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Models for Curriculum and Pedagogy in Elementary School Physical Education

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Abstract The purpose of this article is to review current models for curriculum and pedagogy used in elementary school physical education programs. Historically, physical educators have developed and used a multiactivity curriculum in order to educate students through physical movement. More recently, a variety of alternative curricular models have been developed, used, and in some cases carefully evaluated. I discuss the following models for physical education and the research supporting their effectiveness: (a) sport education, (b) tactical games, (c) updated multiactivity, (d) movement education, (e) personal‐social responsibility, (f) outdoor recreation and adventure education, (g) health‐related physical education, and (h) interdisciplinary. In addition, methods/models for teaching physical education are briefly discussed.

Journal Information

Current issues are now on the Chicago Journals website. Read the latest issue.The Elementary School Journal has served researchers, teacher educators, and practitioners in the elementary and middle school education for over one hundred years. ESJ publishes peer-reviewed articles dealing with both education theory and research and their implications for teaching practice. In addition, ESJ presents articles that relate the latest research in child development, cognitive psychology, and sociology to school learning and teaching.

Publisher Information

Since its origins in 1890 as one of the three main divisions of the University of Chicago, The University of Chicago Press has embraced as its mission the obligation to disseminate scholarship of the highest standard and to publish serious works that promote education, foster public understanding, and enrich cultural life. Today, the Journals Division publishes more than 70 journals and hardcover serials, in a wide range of academic disciplines, including the social sciences, the humanities, education, the biological and medical sciences, and the physical sciences.

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Models for Curriculum and Pedagogy in Elementary School Physical Education on JSTOR

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Abstract The purpose of this article is to review current models for curriculum and pedagogy used in elementary school physical education programs. Historically, physical educators have developed and used a multiactivity curriculum in order to educate students through physical movement. More recently, a variety of alternative curricular models have been developed, used, and in some cases carefully evaluated.

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Flexible Seating and Student-Centered Classroom Re-Design

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Flexible Seating and Student-Centered Classroom Re-Design

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.