Schoolwide Intervention to Reduce Chronic Tardiness at the Middle and High School Levels

Autor/inn/en	Tyre, Ashli; Feuerborn, Laura; Pierce, Jennifer
Titel	Schoolwide Intervention to Reduce Chronic Tardiness at the Middle and High School Levels
Quelle	In: Preventing School Failure, 55 (2011) 3, S.132-139 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
Schlagwörter	Intervention; Tribally Controlled Education; Functional Behavioral Assessment; Program Effectiveness; Program Evaluation; Discipline Problems; Program Implementation; Attendance Patterns; Truancy; Critical Incidents Method; Washington + Suchen Sie Ihr Suchwort? Programme evaluation; Programmevaluation; Schulabsentismus; Schulschwänzen; Schulverweigerung
Abstract	When many students are tardy at the secondary level, teachers must continually restart instruction or delay beginning instructional periods throughout the school day. To address the considerable amount of instructional time lost caused by high rates of tardiness, the authors investigated the results of schoolwide intervention to reduce student tardiness in a tribal middle and high school. The participating school staff implemented a schoolwide intervention that included explicit teaching of expected transition behavior, active supervision of students in common areas during transition times, and consistent consequences for tardiness. After implementation, average daily tardiness decreased substantially and lower levels were maintained over time. The authors provide implications for schoolwide intervention to improve student punctuality and recommendations for future research. (Contains 2 figures and 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10