Exploring Teacher Behavior Ratings in a Title I Urban Elementary School

Autor/in	Gomez, Julie Ann
Titel	Exploring Teacher Behavior Ratings in a Title I Urban Elementary School
Quelle	(2023), (96 Seiten) PDF als Volltext Verfügbarkeit Psy.D. Dissertation, Alfred University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3795-0417-5
Schlagwörter	Hochschulschrift; Dissertation; Urban Schools; Elementary Schools; Student Behavior; Attendance; Discipline; Academic Achievement; Student Characteristics; Disadvantaged Schools; Curriculum Based Assessment; Grade 1; Positive Behavior Supports; Multi Tiered Systems of Support; Special Education; Educational Diagnosis + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Elementary school; Grundschule; Volksschule; Student behaviour; Schülerverhalten; Anwesenheit; Disziplin; Schulleistung; School year 01; 1. Schuljahr; Schuljahr 01; Special needs education; Sonderpädagogik; Sonderschulwesen; Pedagogical diagnostics; Pädagogische Diagnostik
Abstract	This study aimed to understand how student behavior (e.g., attendance, discipline, and academics) and student characteristics (e.g., gender and ethnicity) influence teacher endorsements on behavioral screening tools often used to make school-based diagnostic and classification decisions about students. During the 2013-2014 second semester, from late January through May, data were collected from the three first-grade classrooms. This data included demographic information (gender and race), academic assessments (Curriculum Based Measurements via easyCBM) and behavioral data (attendance and discipline records). The academic assessments consisted of one easyCBM probe administered for 10 weeks. The easyCBM measures included four kinder early literacy probes, four first-grade early literacy probes and one first-grade mathematics probe. In the 11th week, teachers completed the administration of the Vanderbilt Assessment Scale (VAS) for each one of their students. Simultaneous regression was used to examine influences on the VAS Total Score. The regression analysis revealed discipline referrals significantly influenced teacher endorsements on the VAS. Teacher perceptions, bias, and decision making will continue to affect student achievement outcomes. Teachers are the first line of all processes that involve students, such as PBIS, MTSS, and special education identification. Each system relies on teacher observation, opinions, and participation in identifying the support students require to succeed at school. Data gathered and used to help guide decisions came from behavioral screeners, observations, and descriptors by teachers. Further interpretation of behavioral screeners and the influence teacher reports have on student referral outcomes can lead to either positive or negative academic trajectories, such as supporting those aids in academic success or inaccurate diagnosis and student eligibility. [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.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01