A Quantitative Assessment of the Effect of Positive Behavior Intervention and Supports on Math Achievement: A Middle School Analysis

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Autor/in	Keane, Marilyn N.
Titel	A Quantitative Assessment of the Effect of Positive Behavior Intervention and Supports on Math Achievement: A Middle School Analysis
Quelle	(2012), (222 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, The George Washington University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2672-5250-0
Schlagwörter	Hochschulschrift; Dissertation; Mathematics Achievement; Middle Schools; Behavior Modification; Student Behavior; Middle School Students; Student Characteristics; Race; African American Students; Hispanic American Students; White Students; Asian American Students; Socioeconomic Status; Teacher Effectiveness; Middle School Teachers; Correlation; Statistical Analysis; Regression (Statistics); Mathematics Tests; Achievement Tests; Maryland + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Middle school; Mittelschule; Mittelstufenschule; Behaviour modification; Verhaltensänderung; Student behaviour; Schülerverhalten; Middle schools; Student; Students; Schüler; Schülerin; Rasse; Abstammung; African Americans; Afroamerikaner; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Asian immigrant; United States; Asiatischer Einwanderer; USA; Socio-economic status; Sozioökonomischer Status; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Korrelation; Statistische Analyse; Regression; Regressionsanalyse; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen
Abstract	This study examined the relation between implementation of Positive Behavior Intervention and Supports (PBIS) and academic achievement in middle school math as measured by the Maryland State Assessment (MSA). In particular, the correlation of academic achievement in mathematics, grouped by PBIS implementation status to race, socioeconomic status (SES), and teacher quality as well as the relation of PBIS to mathematical achievement controlling for race, SES, and teacher quality. A quantitative quasi-experimental study examined the statistical relation between academic achievement, measured by the percent of students passing the math section of the MSA, to the three levels of PBIS implementation in schools: (a) instituted PBIS with fidelity, (b) schools without a PBIS program, and (c) schools implementing PBIS, but not passing the SET. This study examined the partial and semi-partial correlations of (a) PBIS, (b) racial subgroups (African American, Hispanic, White, and Asian), (c) socioeconomic status, and (d) teacher quality to middle school math achievement. An ANOVA analysis compared the three levels of PBIS implementation to middle school math achievement. A hierarchical regression analysis measured the effects of PBIS on middle school math achievement, while moderated for race, socioeconomic status, and teacher quality. A large negative correlation was found between both socioeconomic status and the racial categories of African American and Hispanic to the percent of students passing the math MSA. This suggests that schools with a larger proportion of students receiving free and reduced meals (FARMS) and encompassing a higher percentage of African American and Hispanic students demonstrated a lower percent of students passing the math MSA. The hierarchical analysis examining PBIS, moderated for race, socioeconomic status, and teacher quality did not find a predictive quality between PBIS implementation and middle school math achievement. This study similarly did not find a statistically significant relation between the three levels of PBIS implementation to math achievement, but found a meaningful difference between schools that implemented PBIS with fidelity and schools that implemented PBIS, but did not pass the SET. [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	2017/4/10