Researchers increasingly have access to two types of data: (i) large observational datasets where treatment (e.g., class size) is not randomized but several primary outcomes (e.g., graduation rates) and secondary outcomes (e.g., test scores) are observed and (ii) experimental data in which treatment is randomized but only secondary outcomes are…

In this study, the psychometric properties of the Classroom Observation of Engagement, Disrespectful and Disruptive Behavior (COEDD), a systematic direct observation coding protocol designed to assess common school-based behavioral targets, were examined. Interobserver agreement and criterion-related validity were evaluated in a sample of 155…

In an innovative, progressive school, students were asked to solve a fairly routine mathematical problem using real money in a "real-world" scenario. Even though the school values students' ideas, the reaction of the teacher to one student's alternative modelling of the problem suggests that he was expecting a particular answer to be…

Developmental learning difficulties are among the prevalent exceptionalities school learners have today. In this regard, identification and placement are among the facilitators of later successful intervention for these groups of learners (WestOlatunji, Shure, Pringle, Adams, Lewis & Cholewa, 2010). However, there are not enough resources such…

In this article, Mann and Pynes describe a five-day mini-project-based learning (PBL) unit about organisms and their environments that addresses the "Next Generation Science Standards" (3-LS4-3). Third-grade students were asked how they could determine which animals live in their neighborhoods. In teacher-determined collaborative groups,…

Secondary level or Tier 2 interventions such as the Check-in Check-out (CICO) intervention effectively reduce problem behaviors of students who are non-responsive to school-wide interventions. However, some students will not be successful with Tier 2 interventions. This study investigated the effects of adding individualized function-based support…

There is a need to address behavior discipline problems in special and general education setting classrooms. Disruptive behaviors are a major concern as they create excessive stress and demands for classroom teachers and school administrators to address them. Effective interventions are needed to properly address them. Moreover, classroom…

For children with the most serious and persistent academic and behavior problems, parent involvement in education, particularly teacher perceptions of involvement, is essential to avert their expected long-term negative outcomes. Despite the widespread interest in and perceived importance of parent involvement in education, however, few…

The call for effective instructional and classroom management is frequent within the professional literature. However, type, amount, and sequence of strategies sufficient to impact rates of problem behavior are often missing or listed with limited guidance on differentiation based on student pattern of problem behavior. The purpose of this study…

Disruptive behavior in the classroom negatively affects all students' academic engagement, achievement, and behavior. Group contingencies have been proven effective in reducing disruptive behavior as part of behavior interventions in the classroom. The Good Behavior Game is a Tier 1 classwide intervention that utilizes an interdependent group…

In this research, it is aimed to identify the scientific creativity of gifted students through project-based activities. In accordance with this purpose, a study has been carried out with 13 gifted students studying in third and fifth grade. In the study, students have been informed about the project development stages and they have been asked…

Background/Context: Researchers, policymakers, and practitioners undoubtedly concur that missing school deteriorates student outcomes. And yet, in evaluating the deleterious effects of missing in-school time, empirical research has almost exclusively focused on absences, and the scant amount of empirical literature on tardiness has focused on…

This study examines the roles of emotionally supportive teacher-child interactions and child characteristics (aggressive-disruptive behavior and low peer social preference) in first-, third, and fifth-grade children's perceptions of teacher closeness and sense of peer community. Results from a series of multilevel models suggest that emotionally…

Schools are increasingly using multi-tiered prevention models to address the academic and behavior needs of students. The foundation of these models is the implementation of universal, or Tier 1, practices designed to support the academic and behavioral needs of the vast majority of students. To support teachers in the use of effective Tier 1…

This study evaluated the effects of a Tier II positive behavior interventions and supports (PBIS) intervention, Check-in/Check-out (CICO), on the off-task behavior of 4 students with behavioral challenges and special needs in a residential facility. In addition, the study examined the effects of additional mentor contact (i.e., mid-day check-up;…