ERIC
Database: Selected Records
To search the ERIC database for resources on this topic,
use this search strategy: descriptors nontraditional education
and acceleration (education.) Combine with descriptors educational
improvement or excellence in education or identifier Illinois.
Record |
Summary |
EJ671935 PS534153
Title: A Positive Learning Environment Approach to Middle
School Instruction.
Author(s) Hester, Peggy; Gable, Robert A.; Manning,
M. Lee
Source: Childhood Education, v79 n3 p130-36 Spr 2003
Publication Date: 2003
ISSN: 0009-4056
Language: English
Document Type: Guides--Classroom--Teacher (052); Journal
articles (080); Reports--
Research (143)
Journal Announcement: CIJDEC2003 |
Examines some common behavior problems in middle schools
and explores research-based implications for establishing
a positive and supportive learning environment. Discusses
the emergent role that school personnel play in promoting
positive academic and behavioral outcomes for all students.
Presents specific proactive strategies for supporting
and maintaining positive student behavior. |
EJ649385 PS533139
Title: Are Effective Teachers Like Good Parents? Teaching
Styles and Student Adjustment in Early Adolescence.
Author(s) Wentzel, Kathryn R.
Source: Child Development, v73 n1 p287-301 Jan-Feb 2002
Publication Date: 2002
ISSN: 0009-3920
Language: English
Document Type: Journal articles (080); Reports--Research
(143)
Journal Announcement: CIJNOV2002 |
Examined the utility of parent socialization models
for understanding effects of middle school teachers
on student adjustment. Found that five teaching dimensions
(modeling of motivation, and parenting dimensions of
control, maturity demands, democratic communication,
and nurturance) predicted student motivation, social
behavior, and achievement. High expectations predicted
students' goals and interests, and negative feedback
predicted poor performance and behavior. |
EJ540839 EA533163
Title: An Alternative Program To Improve Student Behavior:
The Focus Program.
Author(s) Potter, Les; Bulach, Clete
Source: Thresholds in Education, v22 n4 p14-16 Nov 1996
Publication Date: 1996
ISSN: 0196-9541
Language: English
Document Type: Journal articles (080); Reports--Descriptive
(141)
Journal Announcement: CIJAUG1997 |
Describes a South Carolina middle school's efforts
to improve student behavior and decrease suspension
rates by using a focus-group approach with underachieving
seventh graders with behavior problems. Students participated
in daily focus-group experiences in which they learned
strategies for changing their behavior and improving
study skills. Grades and attendance both improved dramatically.
|
ED375494 EA026196
Title: Chronic Absenteeism: A Community Issue.
Author(s) Kleine, Patricia A.
Pages: 15
Publication Date: April 1994
Notes: Paper presented at the Annual Meeting of the
American Educational Research Association (New Orleans,
LA, April 4-8, 1994).
Available from: EDRS Price MF01/PC01 Plus Postage.
Language: English
Document Type: Reports--Research (143); Speeches/meeting
papers (150)
Geographic Source: U.S.; Ohio
Journal Announcement: RIEMAR1995 |
For the past 2 years, a pilot program to reduce student
absenteeism has been implemented in a medium-sized city
participating in the New Futures Initiative. This paper
presents findings of a study that examined the outcomes
of the Chronic Absenteeism Pilot (CAP) project. The
New Futures Initiative engaged in interagency efforts
to provide coordinated, integrated, and student-centered
services to chronically absent youth and their families.
Data for part 1 of the study were obtained from interviews
with 63 key resource persons. Part 2 collected data
from interviews with community associates assigned to
CAP, the CAP supervisor, a representative sample of
CAP students, a matched sample of school attendees,
and teachers. Findings showed that despite elaborate
interagency agreements, very little was known about
potentially collaborative efforts on behalf of chronically
absent youth in the city; what was known was seen as
controversial and doomed to failure. The program was
hampered by basic ideological differences and agendas
held by the social service agencies and public schools,
substantial power differences among the agencies, and
the lack of a legitimate convener to represent stakeholders.
In addition, the problem of chronic absenteeism was
greater than previously reported. Teachers tended to
view CAP students in negative terms. "Attenders"
expressed positive attitudes about themselves and their
schools; CAP students did not. However, CAP students
expressed indifference, rather than hostility, toward
their schools. |
EJ599977 PS530177
Title: Effects of Crime and Violence in Neighborhoods
and Schools on the School Behavior and Performance of
Adolescents.
Author(s) Bowen, Natasha K.; Bowen, Gary L.
Source: Journal of Adolescent Research, v14 n3 p319-42
Jul 1999
Publication Date: 1999
ISSN: 0743-5584
Language: English
Document Type: Journal articles (080); Reports--Research
(143)
Journal Announcement: CIJJUL2000 |
Examined students' exposure to neighborhood and school
danger and its effects on attendance, school behavior,
and grades in a national sample of middle and high school
students. Found that males, African Americans, high
schoolers, school lunch recipients, and urban students
reported higher exposure to environmental danger. Neighborhood
and school danger significantly predicted each school
outcome, especially attendance and behavior. |
ED408012 PS024588
Title: Improving Student Achievement through Behavior
Intervention.
Author(s) Berry, Gina; And Others
Pages: 176
Publication Date: May 1996
Notes: Master's Action Research Project, Saint Xavier
University and IRI/Skylight. Some pages in the appendices
contain filled-in type.
Available from: EDRS Price MF01/PC08 Plus Postage.
Language: English
Document Type: Dissertations/Theses (040); Test/questionnaires
(160)
Geographic Source: U.S.; Illinois
Journal Announcement: RIEOCT1997 |
This report describes a program that was designed
to identify and modify disruptive student behavior and
improve academic performance. The targeted fifth grade
class had been noted for inappropriate behavior and
sporadic academic success, with problems documented
by teacher observation surveys and self-reporting by
students. Probable causes included lack of self-esteem,
lack of personal commitment to academic tasks, lack
of responsibility, underdeveloped social skills, an
inability to set goals, and a lack of completed work
(possibly indicating an avoidance of failure). Solutions
addressed three main areas of concern: cooperative learning
techniques, conflict resolution strategies, and organizational
skill development. The emphasis was on identifying individual
academic and social skill deficiencies and providing
structured activities to strengthen and improve desired
skills. As a result of the introduction and frequent
use of cooperative learning techniques; the development
of organizational skills through the use of assignment
notebooks, weekly parent notes and reward times for
work completion, goal-setting strategies, and student-selected
portfolio materials; and the teaching and practice of
conflict resolution strategies, data indicated an increase
in academic work output, a decrease in inappropriate
behavior, and an increase in a sense of student efficacy
and responsibility. |
EJ503790 PS523487
Title: The Academic Lives of Neglected, Rejected, Popular,
and Controversial Children.
Author(s) Wentzel, Kathryn R.; Asher, Steven R.
Source: Child Development, v66 n3 p754-63 Jun 1995
Publication Date: 1995
ISSN: 0009-3920
Language: English
Document Type: Journal articles (080); Reports--Research
(143)
Journal Announcement: CIJSEP1995 |
Obtained peer nominations, teacher reports, and self-reports
for 423 sixth and seventh graders. Compared to sociometrically
average status students, neglected students reported
higher levels of motivation and were described by teachers
as being more self-regulated, more prosocial, and better
liked. Aggressive-rejected, but not submissive-rejected,
children had problematic academic profiles. |
EJ574507 SP527066
Title: Variables Associated with Assigning Students
to Behavioral Classrooms.
Author(s) Dixon-Floyd, Izola; Johnson, Steve W.
Source: Journal of Educational Research, v91 n2 p123-26
Nov-Dec 1997
Publication Date: 1997
ISSN: 0022-0671
Language: English
Document Type: Journal articles (080); Reports--Research
(143)
Journal Announcement: CIJJUN1999 |
Identified the effects of gender, ethnicity, socioeconomic
status (SES), and basic skills performance on grade
failure, course failure, scores on the Texas Assessment
of Academic Skills, and attendance of middle school
students placed in behavioral classrooms. Computerized
data from two schools indicated that SES and basic skills
performance related to placement of at-risk students
in behavioral classrooms. |
EJ509205 SO526725
Title: School Delinquency and School Commitment.
Author(s) Jenkins, Patricia H.
Source: Sociology of Education, v68 n3 p221-39 Jul 1995
Publication Date: 1995
ISSN: 0038-0407
Language: English
Document Type: Journal articles (080); Reports--Research
(143)
Journal Announcement: CIJDEC1995
Target Audience: Researchers; Administrators; Teachers;
Practitioners |
Reports on a study of the effects of personal characteristics,
family involvement, and ability grouping on school participation
and commitment. Finds that decreasing levels of school
commitment are associated with increasing rates of school
crime, misconduct, and nonattendance. |
EJ604343 UD522159
Title: Gender, Behavior and Achievement: A Preliminary
Study of Pupil Perceptions and Attitudes.
Author(s) Whitelaw, Sarah; Milosevic, Lena; Daniels,
Sandra
Source: Gender and Education, v12 n1 p87-113 Mar 2000
Publication Date: March 2000
ISSN: 0954-0253
Language: English
Document Type: Journal articles (080); Reports--Research
(143)
Journal Announcement: CIJSEP2000 |
Examined high schools students' attitudes toward and
perceptions of academic achievement and student behavior,
and the relationship between the two, in relation to
both gender and age. Student surveys focused on popularity,
behavior, effort, mutual support, academic success,
and discipline. Results highlighted differences in boys'
and girls' attitudes and perceptions and noted changes
in students' perceptions and attitudes with age.
|
ED443065 CG030143
Title: Acting Out and Lighting Up: Understanding the
Links among School Misbehavior, Academic Achievement,
and Cigarette Use. Monitoring the Future Occasional
Paper 46.
Author(s) Bryant, Alison L.; Schulenberg, John; Bachman,
Jerald G.; O'Malley, Patrick M.; Johnston, Lloyd D.
Author Affiliation: Michigan Univ., Ann Arbor. Inst.
for Social Research.(MVK50925)
Pages: 44
Publication Date: 2000
Available from: EDRS Price MF01/PC02 Plus Postage.
Availability: Monitoring the Future, Inst. for Social
Research, Univ. of Michigan, P.O. Box 1248, Ann Arbor,
MI 48106.
Language: English
Document Type: Reports--Research (143)
Geographic Source: U.S.; Michigan
Journal Announcement: RIEJAN2001 |
Relations among academic achievement, school bonding,
school misbehavior, and cigarette use from eighth to
twelfth grade were examined in two national and panel
samples of youth from the Monitoring the Future project
(N=3,056). A series of competing conceptual models developed
a priori was tested using structural equation modeling
(SEM). The findings suggest that during middle adolescence
the predominant direction of influence is from school
experiences to cigarette use. School misbehavior and
low academic achievement contribute to increased cigarette
use over time both directly and indirectly. Two-group
SEM analyses involving two cohorts--gender and ethnicity--revealed
that the findings are robust. In addition, comparisons
between high school dropouts and non-dropouts and between
eighth-grade cigarette use initiators and nonusers revealed
few differences in direction or magnitude of effects.
Results suggest that prevention programs that attempt
to reduce school misbehavior and academic failure, as
well as to help students who misbehave and have difficulty
in school constructively avoid negative school and health
related outcomes, are likely to be effective in reducing
adolescent cigarette use. (Contains 5 tables, 2 figures,
and 78 references.) |
ED435772 UD033173
Title: Decreasing Confrontational Behavior amongst African
American Females at an Urban, Non-Traditional Alternative
High School.
Author(s) Sigler, Susan
Pages: 74
Publication Date: April 25, 1999
Notes: Ed.D. Dissertation, Nova Southeastern University.
Available from: EDRS Price MF01/PC03 Plus Postage.
Language: English
Document Type: Dissertations/Theses--Doctoral Dissertations
(041)
Geographic Source: U.S.; Florida
Journal Announcement: RIEAPR2000 |
This applied dissertation was designed to decrease
confrontation among African American females at an alternative
evening school for high school students who were at
least 2 years behind grade level academically. The program
involved developing a small group guidance curriculum,
creating and videotaping role playing scenarios, arranging
for mentoring of middle school students, developing
profile sheets, and organizing teacher inservices to
encourage and assist the over-aged high school students
in using empowering communication in school on a regular
basis. Data collection focused on incident referrals
and discipline reports, teacher records and grade reports,
conflict mediation logs, and data on dropout and attendance
rates. Results indicated that confrontational behavior
decreased during the months of implementation. Participating
in small group guidance sessions enhanced empowering
communication and had a positive impact on school climate
and academic instruction. The five appendixes contain:
the phenomenal females group profile sheet; the small
group guidance curriculum; the student anger scale;
teacher inservices; and the teacher perception scale.
(Contains 30 references.) |
ED423224 SP038147
Title: Attendance and Grade Point Average: A Study.
Author(s) Strickland, Vinnie P.
Pages: 12
Publication Date: October 02, 1998
Available from: EDRS Price MF01/PC01 Plus Postage.
Language: English
Document Type: Reports--Research (143)
Geographic Source: U.S.; Illinois
Journal Announcement: RIEFEB1999 |
This study investigated the correlation between attendance
and grade point average among high school juniors, hypothesizing
that there would not be a significant correlation between
the two. The sample consisted of 32 students randomly
selected from among 172 high school students enrolled
in a Chicago public school during school years 1995-1996
and 1994-1995. The study involved a pretest-posttest
design using school records of attendance and grade
point averages for target years. Data analysis indicated
that there was a statistically significant positive
correlation between days present and grade point average
in the first year of the study and a moderate positive
correlation between the two in the second year of the
study. The results show that attendance may have a sizable
impact on grade point average. The findings are in relative
concurrence with related literature. The paper makes
recommendations based on the study results. (Contains
17 references.) |
ED387878 EA027069
Title: A Statewide Study of Student Achievement and
Behavior and School Building Condition.
Author(s) Earthman, Glen I.; And Others
Pages: 21
Publication Date: September 1995
Notes: Paper presented at the Annual Meeting of the
Council of Educational Facility Planners, International
(Dallas, TX, September 1995).
Available from: EDRS Price MF01/PC01 Plus Postage.
Language: English
Document Type: Reports--Research (143); Speeches/meeting
papers (150); Test/
questionnaires (160)
Geographic Source: U.S.; Virginia
Journal Announcement: RIEMAR1996 |
Almost every educator would agree that a well-maintained
school building is essential for a proper learning environment.
This paper presents findings of a study that examined
the relationship between student achievement/behavior
and school-building condition. A survey sent to all
high schools (n=199) in North Dakota elicited responses
from 120 principals, a 60 percent response rate. The
Comprehensive Test of Basic Skills was used as a measure
of student achievement and the numbers of disciplinary
incidents as an indicator of student behavior. School-building
condition was measured by principals' responses to an
evaluative instrument. Findings indicate that a positive
relationship existed between student achievement and
building condition and between student behavior and
school condition. Study results were compared with other
studies that used similar methodologies with different
populations. The data support the hypothesis that there
is a positive relationship between student achievement/behavior
and school environment. Three figures and 10 tables
are included. |
ED458476 CG031347
Title: In Control: Anger Management and the Development
of Prosocial Behavior.
Author(s) Kellner, Millicent H.; Salvador, Diana S.;
Bry, Brenna H.
Pages: 14
Publication Date: August 2001
Notes: Paper presented at the Annual Meeting of the
American Psychological Association (109th, San Francisco,
CA, August 24-28, 2001).
Available from: EDRS Price MF01/PC01 Plus Postage.
Language: English
Document Type: Reports--Research (143); Speeches/meeting
papers (150)
Geographic Source: U.S.; New Jersey
Journal Announcement: RIEAPR2002 |
This paper describes the preliminary results of a
study of In Control, an anger management curriculum
offered in the middle school of a therapeutic day school
for children with severe emotional and behavioral disorders.
Twenty students received the program, while 26 did not.
Measures were number of anger logs students completed;
institutional reports of severe occurrences of aggressive
student behavior; classroom observation data; scores
on Aggression, Attention, Social Scales of the Achenbach
Teacher Report Form; scores on an anger management knowledge
quiz; and monthly teacher and interdisciplinary team
ratings of student anger management. During the program,
results show significantly more prosocial behavior exhibited
by the program than nonprogram students with teachers
during structured classroom activity and with peers
during unstructured time. At 3-month follow-up, students
in the program completed significantly more anger logs
and exhibited significantly fewer aggressive incidents
than did the nonprogram students. Preliminary findings
suggest that students in the program have reduced aggressive
behavior, use the anger log as a coping behavior, and
increase prosocial behavior with teachers and peers. |
EJ593078 EC623204
Title: Social Networks and Configurations in Inner-City
Schools: Aggression, Popularity, and Implications for
Students with EBD.
Author(s) Xie, Hongling; Cairns, Robert B.; Cairns,
Beverley D.
Source: Journal of Emotional and Behavioral Disorders,
v7 n3 p147-55 Fall 1999
Publication Date: 1999
ISSN: 1063-4266
Language: English
Document Type: Journal articles (080); Reports--Research
(143)
Journal Announcement: CIJAPR2000 |
Inner-city students (N=506) in grades 4 through 7
were assessed by teachers and students for aggression,
popularity, academic competence, "Olympian"
characteristics, and affiliation. Findings indicated
that members of the same peer social group were similar
on multiple behavioral dimensions. High social-network
centrality was associated with popularity for girls
but with aggressive behavior for boys. |
EJ608570 PS530548
Title: Providing a Secure Environment for Students with
Emotional Problems.
Author(s) McCadden, Jerry; Swendseid, Rachel
Source: Middle School Journal, v28 n4 p10-17 Mar 1997
Publication Date: 1997
ISSN: 0094-0771
Language: English
Document Type: Journal articles (080); Reports--Descriptive
(141)
Journal Announcement: CIJDEC2000 |
Discusses features of a middle school program for
students with emotional or behavioral disorders, noting
how these features promote a secure, inviting environment
that meets the students' emotional and psychological
needs. Topics include the special education teacher's
involvement with regular classroom teachers; focus on
student behaviors; and classroom atmosphere and activities.
|
EJ521917 PS524562
Title: Reducing Violence in Middle Level Schools.
Author(s) Kaplan, Leslie H.
Source: Schools in the Middle, v5 n3 p43-44 Feb-Mar
1996
Publication Date: 1996
ISSN: 0276-4482
Language: English
Document Type: Guides--Classroom--Teacher (052); Guides--Non-classroom
(055); Journal articles (080)
Journal Announcement: CIJAUG1996 |
Middle school educators can help prevent violence
with a three-step approach: ensuring an orderly and
attractive physical environment, a safe social environment,
and clear expectations for student behavior. Students
can be taught how to constructively manage their own
anger. School safety begins before conflict begins and
should continue through intervention, even after the
conflict is resolved. |
EJ655594 EC631176
Title: Teaching Anger Management Skills to Students
with Severe Emotional or Behavioral Disorders.
Author(s) Kellner, Millicent H.; Bry, Brenna H.; Colletti,
Laura-Anne
Source: Behavioral Disorders, v27 n4 p400-07 Aug 2002
Publication Date: 2002
ISSN: 0198-7429
Language: English
Document Type: Journal articles (080); Reports--Research
(143)
Journal Announcement: CIJMAR2003 |
A 10-session anger management program was offered
in a therapeutic day school for adolescents with emotional
or behavioral disorders. Booster sessions to maintain
gains were provided. Participants exhibited a reduction
in peer fighting, an increase in talking with a counselor
when angry, and an increase in using anger logs. |
ED468012 EC309143
Title: Strengthening the Safety Net: How Schools Can
Help Youth with Emotional and Behavioral Needs Complete
Their High School Education and Prepare for Life after
School. {Executive Summary}.
Author(s) Ryan, Amy K.
Author Affiliation: Vermont Univ., Burlington.(YMM91275)
Pages: 21
Publication Date: 2001
Notes: Produced by the School Research Office, College
of Education and Social Services.
Sponsoring Agency: Special Education Programs (ED/OSERS),
Washington, DC. (EDD00017)
Contract No: H324D0065H237F0036
Available from: EDRS Price MF01/PC01 Plus Postage.
Availability: For full text: http://www.air.org/cecp/safetynet.htm.
Language: English
Document Type: Reports--Descriptive (141)
Geographic Source: U.S.; Vermont
Journal Announcement: RIEAPR2003 |
This document describes seven projects based on research-based
strategies to educate students with emotional and/or
behavioral problems and prevent their dropping out of
high school. An introduction notes that all the projects
focus on forming new connections using multi-pronged
approaches to meet individual students' basic emotional
and social needs. A chart compares the projects in terms
of strategies (such as relationship building, social
skills training, and family involvement), community
settings (urban, suburban, or rural), or school settings
(middle school, high school, or alternative setting).
Individual case examples are included with each project
description. The projects are: (1) Supportive Schools
Model (University of Kansas) which stresses academic
training; (2) Project Serve (University of Oregon) which
provides academic and vocational training; (3) Amazing
Discoveries (Arizona State University) which embeds
social skills lessons into hands-on experiments about
human behavior; (4) Mentor/Advisor Project (University
of Vermont) which stresses relationship building with
peers and adults; (5) Check & Connect (University
of Minnesota) which focuses on relationship building;
(6) Laulima Lokahi (University of Hawaii) which emphasizes
community partnerships; and (7) the Community Transition
Program (University of Oregon) which is organized around
involvement of social service agencies. |
EJ606006 UD522251
Title: Anger, Violence, and Academic Performance: A
Study of Troubled Minority Youth.
Author(s) Fleming, Jacqueline; Barner, Celious III;
Hudson, Betsy; Rosignon-
Carmouche, Lee A.
Source: Urban Education, v35 n2 p175-204 May 2000
Publication Date: May 2000
ISSN: 0042-0859
Language: English
Document Type: Journal articles (080); Reports--Research
(143)
Journal Announcement: CIJOCT2000 |
Examined the relationship between anger, violence,
and academic performance among troubled adolescents
participating in a risk reduction intervention that
stressed emotional confrontation and behavior change
support. Surveys indicated that anger management was
unrelated to violence or academic performance. Loss
of control over time, concentration, and future direction
were key influences. Positive change related to mother
contact and better time management. |
EJ603393 EC624363
Title: Peers as Teachers of Anger Management to High
School Students with Behavioral Disorders.
Author(s) Presley, Judith A.; Hughes, Carolyn
Source: Behavioral Disorders, v25 n2 p114-30 Feb 2000
Publication Date: 2000
ISSN: 0198-7429
Language: English
Document Type: Journal articles (080); Reports--Research
(143)
Journal Announcement: CIJSEP2000 |
A study investigated the use of a peer-delivered social
skills instructional package to teach four high schoolers
with behavior disorders to express anger appropriately.
The instructional package, which combined peer instruction,
self-instruction, and a traditional anger control program,
was effective in improving the ways that students expressed
anger in role-play situations. (Contains references.)
|
EJ577407 EC620328
Title: Educational Progress in a Population of Youth
with Aggression and Emotional Disturbance: The Role
of Risk and Protective Factors.
Author(s) Vance, J. Eric; Fernandez, Gustavo; Biber,
Melissa
Source: Journal of Emotional and Behavioral Disorders,
v6 n4 p214-21 Win 1998
Publication Date: 1998
ISSN: 1063-4266
Language: English
Document Type: Journal articles (080); Reports--Research
(143)
Journal Announcement: CIJAUG1999 |
A study found good problem-solving skills, reading
at or above grade level, ability to get along with peers
and adults, likeability, sense of humor, and having
an adult mentor at school were associated with the positive
educational progress of 652 boys (ages 13 to 17) with
severe aggression and emotional disturbance. |
EJ524150 CG548531
Title: In Search of Effective Programs to Address Students'
Emotional Distress and Behavioral Problems. Part III:
Student Assessment of School-Based Support Groups.
Author(s) Wassef, Adel; And Others
Source: Adolescence, v31 n121 p1-16 Spr 1996
Publication Date: 1996
ISSN: 0001-8449
Language: English
Document Type: Information Analysis (070); Journal articles
(080)
Journal Announcement: CIJOCT1996 |
Discusses a study of 250 high school students who
participated in weekly peer support groups. The program
was accepted and showed signs of success, helping alcohol
and substance users reduce their intake and helping
keep potential dropouts in school. Indicates peer support
groups can help in early recognition and management
of emotional and behavioral problems in high school
students. |
|
