رسالة جامعية
Evaluation of a Positive Version of the Good Behavior Game Utilizing ClassDojo Technology in Secondary Classrooms
| العنوان: | Evaluation of a Positive Version of the Good Behavior Game Utilizing ClassDojo Technology in Secondary Classrooms |
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| اللغة: | English |
| المؤلفون: | William Blake Ford |
| المصدر: | ProQuest LLC. 2017Ph.D. Dissertation, The University of Southern Mississippi. |
| الإتاحة: | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Peer Reviewed: | N |
| Page Count: | 98 |
| تاريخ النشر: | 2017 |
| نوع الوثيقة: | Dissertations/Theses - Doctoral Dissertations |
| Education Level: | Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Classroom Techniques, Student Behavior, Technology Uses in Education, Gamification, Positive Behavior Supports, Middle School Teachers, Middle School Students, Teacher Attitudes, Student Attitudes, Program Effectiveness, Intervention, School Psychologists, Behavior Problems, Behavior Change, Technology Integration |
| ردمك: | 978-1-369-52074-3 |
| مستخلص: | Appropriate and effective classroom management skills are critical in supporting students' academic, social, and behavior development in schools; however, teachers often cite needing help with classroom management as their greatest need. Given this concern, school psychologists need effective and efficient strategies to offer to teachers and school staff dealing with classwide behavioral difficulties. The Good Behavior Game (GBG) is an empirically supported interdependent group contingency intervention providing explicit classroom management techniques aimed at improving student behavior. The purpose of this study was to assess the effects of a positive version of the GBG utilizing ClassDojo technology on classwide academically engaged and disruptive behavior. Measures of teacher perception of social validity and student perception of acceptability were also obtained. Overall, results indicated the intervention procedures were effective at improving student behavior across four middle-school classrooms, were considered socially valid by both participating teachers, and were acceptable to middle-school students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] |
| Abstractor: | As Provided |
| What Works Clearinghouse (WWC) Reviewed: | Meets Evidence Standards without Reservations |
| WWC Study Page: | https://ies.ed.gov/ncee/wwc/Study/88473 |
| Entry Date: | 2024 |
| URL الوصول: | https://www.proquest.com/docview/1871769073 |
| رقم الأكسشن: | ED647581 |
| قاعدة البيانات: | ERIC |
| ردمك: | 978-1-369-52074-3 |
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