International Journal of Curriculum and Instruction最新文献_第3页

Effects of a Tier 2 Intervention on Classroom Disruptive Behavior and Academic Engagement 二级干预对课堂破坏行为和学业投入的影响

International Journal of Curriculum and Instruction Pub Date : 2013-07-15 DOI: 10.3776/JOCI.%Y.V7I1P32-54

Amy L. Campbell, Billie Jo Rodriguez, C. Anderson, Aaron C. Barnes

{"title":"Effects of a Tier 2 Intervention on Classroom Disruptive Behavior and Academic Engagement","authors":"Amy L. Campbell, Billie Jo Rodriguez, C. Anderson, Aaron C. Barnes","doi":"10.3776/JOCI.%Y.V7I1P32-54","DOIUrl":"https://doi.org/10.3776/JOCI.%Y.V7I1P32-54","url":null,"abstract":"As multi-tiered systems of support for social behavior problems are increasingly utilized in schools settings, school personnel are often in need of effective and efficient Tier 2 interventions. Although Check-in/Check-out (CICO) is a promising intervention, more robust experimental demonstrations are needed to provide evidence confirming its effectiveness when implemented by school practitioners. Using an ABAB single subject design, this study examined the effects of CICO on disruptive behavior and academic engagement of three typically developing elementary school boys who were considered at-risk for escalating problem behavior. CICO was used as part of an ongoing School-wide Positive Behavioral Interventions and Supports program. It was implemented by two classroom teachers and the school counselor, who served as the CICO coordinator. Results indicated that for all three participants, disruptive behavior decreased from baseline levels during intervention phases. Academic engagement increased during CICO phases for two of the three participants. Findings, limitations, and implications for future research and practice are discussed. Normal 0 false false false EN-US X-NONE X-NONE","PeriodicalId":31424,"journal":{"name":"International Journal of Curriculum and Instruction","volume":"35 1","pages":"32-54"},"PeriodicalIF":0.0,"publicationDate":"2013-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82859978","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 22

Boards and Reviewers 委员会及评审委员

International Journal of Curriculum and Instruction Pub Date : 2013-06-19 DOI: 10.3776/JOCI.%Y.V7I1P100-101

JoCI Team

引用次数: 0

Use of Direct Behavior Ratings as the Foundation of Tier 2 Service Delivery 使用直接行为评级作为二级服务交付的基础

International Journal of Curriculum and Instruction Pub Date : 2013-06-17 DOI: 10.3776/JOCI.%Y.V7I1P79-99

Stephen P. Kilgus

引用次数: 4

Book Review: Coaching Conversations: Transforming Your School One Conversation at a Time; Opening the Door to Coaching Conversations 书评:教练对话:一次一次的对话改变你的学校;打开教练对话的大门

International Journal of Curriculum and Instruction Pub Date : 2013-06-07 DOI: 10.3776/JOCI.%Y.V7I2P71-75

Kathleen Topolka-Jorissen

引用次数: 0

Book Review-"Knowing and Writing School History" 书评-“校史知写”

International Journal of Curriculum and Instruction Pub Date : 2013-03-28 DOI: 10.3776/JOCI.%Y.V6I2P76-78

S. D. Brown

引用次数: 0

What Knowledge is of Most Worth? Divergent Content Knowledge Filters in Social Studies Education 什么知识最有价值?社会学教育中的发散性内容知识过滤器

International Journal of Curriculum and Instruction Pub Date : 2013-03-28 DOI: 10.3776/JOCI.%Y.V6I2P10-32

Thomas Misco

引用次数: 3

Celebrating Six Years of JoCI 庆祝JoCI成立六周年

International Journal of Curriculum and Instruction Pub Date : 2013-03-25 DOI: 10.3776/JOCI.%Y.V6I2P1-9

Diane D. Kester, Sharilyn C. Steadman, Chan Evans, P. Bricker

引用次数: 0

Preaching What We Practice: A Study of Revision 我们所行的讲道:修订的研究

International Journal of Curriculum and Instruction Pub Date : 2013-03-20 DOI: 10.3776/JOCI.%Y.V6I2P33-59

Shelbie Witte

{"title":"Preaching What We Practice: A Study of Revision","authors":"Shelbie Witte","doi":"10.3776/JOCI.%Y.V6I2P33-59","DOIUrl":"https://doi.org/10.3776/JOCI.%Y.V6I2P33-59","url":null,"abstract":"In this article, a three-tiered nationwide study of the pedagogical implications of teachers' revision practices in digital writing environments is discussed. The study investigates the use of revision in the personal and professional writing of teachers and the teaching of revision in their own classrooms. During a three year period, data were collected from a sampling frame of 150 National Writing Project Summer Institute sites, resulting in 181 study participants, and included a longitudinal pre- and post-survey (including Likert survey items and open-ended questions), focus group and follow-up questions, and analysis of writing/revision samples. Results indicated that the strategies that teacher-participants historically used when revising their own writing were not the strategies they used with students. After attending the National Writing Project (NWP) Invitational Summer Institute (ISI) and participating in the associated Electronic Anthology (EA), however, the practices that the study's teacher-participants embraced while teaching writing revision to students in their own classrooms aligned more closely with the practices that they employed in editing their own writing.","PeriodicalId":31424,"journal":{"name":"International Journal of Curriculum and Instruction","volume":"59 1","pages":"33-59"},"PeriodicalIF":0.0,"publicationDate":"2013-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76559388","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 16

The Use of Game Dynamics to Enhance Curriculum and Instruction: What Teachers Can Learn from the Design of Video Games 运用游戏动态来加强课程和教学:教师可以从电子游戏设计中学到什么

International Journal of Curriculum and Instruction Pub Date : 2013-03-20 DOI: 10.3776/JOCI.%Y.V6I2P60-75

Curtis S. Chandler

引用次数: 10

School-wide Systems to Promote Positive Behaviors and Facilitate Instruction 促进积极行为和促进教学的全校系统

International Journal of Curriculum and Instruction Pub Date : 2013-03-06 DOI: 10.3776/JOCI.%Y.V7I1P6-31

K. Lane, Holly M. Menzies, R. Ennis, Jamie M. Bezdek

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引用次数: 62