Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006. / Source: Dissertation Abstracts International, Volume: 67-11, Section: A, page: 4093. Adviser: James Rounds. Includes bibliographical references (leaves 99-102) Available on microfilm from Pro Quest Information and Learning.

Thesis (Ph.D.)--Indiana University, Dept. of Counseling and Educational Psychology, 2006. / Source: Dissertation Abstracts International, Volume: 67-04, Section: A, page: 1224. Adviser: Ginette Delandshere. "Title from dissertation home page (viewed May 7, 2007)."

The purpose of this study was to examine Japanese high school students' motivation in band as it relates to the gender of the band director and the student. A total of 790 band students from 20 Japanese high schools (10 male and 10 female band directors) completed a modified version of the Academic Motivation Scale (AMS). The scale is based on Deci and Ryan's self-determination theory and was modified from the original so it could be used with Japanese music students. It consists of 28 items describing why students play in a band. The students indicated a level of agreement for each reason according to 7-points on a Likert-type scale. Reasons were categorized into three types intrinsic motivation, three types of extrinsic motivation, and amotivation. The score of JAMSM was used as parametric data and analyzed using a two-way multivariate analysis of variance (MANOVA) to find any significant (p < .05) main effects or interactions among variables when compared by gender of the director and gender of the student. The results of the study showed that there were no significant differences (p < .05) by gender of band directors for all of the motivational types. This result indicates the female band directors are as effective as male band directors in terms of motivating students to play in a band. Additional findings include (1) male students seem to be more extrinsically motivated than are female students, (2) friend related reasons and fondness for music and/or instruments are important reasons for students to play in a band, (3) public school students seem to be more intrinsically motivated than private school students whereas private school students seem to be more extrinsically motivated than public school students. Implications for music education and further research are discussed.

<p> The purpose of this study was to examine the impact of K-12 Positive Behavioral Interventions and Supports (PBIS) implementation in preschool classrooms. PBIS is a multi-tiered social-emotional and behavioral framework developed for the K-12 population and not for young children. Implementation of K-12 PBIS in preschool classrooms creates a contextual mismatch which may negatively affect outcomes such as teacher self-efficacy and student behavior. The Pyramid Model is a framework adapted from K-12 PBIS developed specifically for young children. </p><p> This study used a logic model to examine the relationships among implementation fidelity, teacher sense of efficacy and student behavior. Three research questions asked the degree to which teachers trained in K-12 PBIS implement Pyramid Model key practices and how this relates to teacher self-efficacy and student behavior. A convenience sample of 20 preschool teachers trained in K-12 PBIS participated in this quantitative research. The Statistical Package for the Social Sciences was utilized to run descriptive, correlation and linear regression data analyses on data gathered through The Teaching Pyramid Observation Tool (TPOT), Teacher Sense of Efficacy Scale (TSES) and student behavior tallies. Results indicated that preschool teachers trained in K-12 PBIS implement 63% of Pyramid Model key practices. Implementation fidelity was not found to correlate with teacher self-efficacy, but was found to predict the frequency of inappropriate student behavior that occurs during child-directed activities. Implications of this study suggest that contextual fit matters when choosing an intervention model for young children. It is recommended that districts that implement K-12 PBIS with their K-12 population separately implement the Pyramid Model in their preschool classrooms. Teachers should be trained in the key practices developed to support young students&rsquo; social-emotional and behavioral growth. Future research could compare preschool programs that implement K-12 PBIS with those that implement the Pyramid Model. Direct comparison of teacher and student outcomes within these two contexts could reveal important findings for policy and practice.</p><p>

<p> This phenomenological study examined the experiences of students with learning disabilities (LD) in acquiring the metacognitive skills necessary for success in California community college. Within 8 years of high school graduation, over 67% of young adults with LD will enroll in post-secondary education, many choosing a community college. The rate of community college completion for adults with LD, however, is nearly 10% lower than the general population (National Center for Learning Disabilities, 2014). Metacognitive skills have been shown to contribute to the success of LD students in college. </p><p> To identify college-level students who have acquired metacognitive ability, the researcher employed the Metacognition Awareness Inventory (MAI). Five students who scored at least 70% on this instrument were interviewed using a semi-structured interview protocol. Analysis of the interview data was conducted using the a priori codes that emerged from the review of literature. </p><p> The study revealed that the research participant&rsquo;s used a variety of metacognitive skills and strategies to accomplish their individual and academic goals. The three major strategies that LD students used to learn metacognition were a) formal learning, b) informal learning, and c) adaptation over time. Given California&rsquo;s community college system being the largest system of postsecondary education in the world and the number of students with LD who are enrolled in the system, the results of this study could affect the way community colleges educate thousands of students with disabilities. </p><p>

<p> The purpose of this study is to explore and identify flow characteristics in experienced middle school and high school band directors in the context of their teaching. The research was conducted using a qualitative multi-case study through the use of non-participant observations, field notes, and interviews with observational video with stimulated recall to identify the characteristics of flow in a total of five experienced middle school or high school band directors. It was apparent from the findings that every experienced middle school and high school band director experienced flow characteristics at different times while instructing their bands; conditions that facilitated and inhibited characteristics of flow as well as qualities that sustained characteristics of flow also were observed. This research may contribute to improved professional development and preparation of band directors; it may help them to recognize and achieve flow and develop good teaching practices, thereby enabling their students to reach their learning potential.</p><p>

<p>Poor academic performance and low academic aspirations can lead to involvement with the criminal justice system. Therefore, schools play an important role in mitigating risk factors as they create a supportive, accessible opportunity for intervention delivery. The population impacted most by academic zero-tolerance punishments are African-American students, whose current suspension rate is two to five times that of their White counterparts. This disproportionate representation also exists within the juvenile justice system, with African-American youths almost five times more likely to be detained than White youths. Therefore, finding effective school-based treatment interventions is essential to reducing disproportionate minority punishment and confinement. In order to address this need, a randomized controlled trial was conducted to examine the effectiveness of Rational Emotive Education (REE), a REBT school-based intervention, on the reduction of disruptive behavior amongst at-risk, male, African-American adolescents. Nineteen participants were assigned to either the treatment or the control condition. Data measuring disruptive behavior, anxiety, depression, anger, self-concept, and school engagement was collected for both groups pre-and post-intervention. Overall the results of the study revealed contradictory findings. Although participants assigned to the REE intervention saw a larger reduction in disruptive behavior over the course of treatment than the control group, on self-report measures they reported an increase in symptoms related to depression, anxiety, anger and a decrease in self-concept and school engagement. Treatment implications are discussed.

<p> Urban middle school students experience poor self-efficacy and poor attitudes toward school climates after being retained. Previous research has indicated that grade-level retention in primary and secondary education might cause long-term achievement gaps, school failure, and high school dropout rates. However, current research has yet to examine relationships between archival data retrieved on retained middle school students&rsquo; achievement outcomes and perceptions of school climate. The purpose of this nonexperimental, quantitative study was to assess the relationships between retained middle school students&rsquo; self-efficacy as measured by the School Climate Survey and their performance outcomes as measured by PowerSchool^&reg;. Bandura&rsquo;s theory of self-efficacy maintains that an individual must have the belief, motivation, determination, and drive to persevere when challenged. The archival data were collected from 1 northeastern urban middle school in the United States representing underachieving participants (<i>N</i> = 45) enrolled in the Postive Academic and Behavioral Support Program during the academic school years of 2017 and 2018. Population groups of female and male students ranged in age between 11&ndash;14 years old. A repeated measure design analyzed the same participants over a 6-month period by measuring archival data on achievement outcomes from GPAs, attendance, and demographics (sex and age). Results showed significant increases in GPAs and significant increases in males&rsquo; positive perceptions of school over the school years of 2017 and 2018. The results of this study can be used to promote positive social change for education professionals working in urban school districts providing support services to at-risk students facing school failure.</p><p>

<p> Stress overload is the destructive form of stress when the demands of stressors outweigh the resources one has to counter these stressors. Previous research has shown it to predict illness, poor grades, and the use of maladaptive coping strategies (i.e., avoidance). This study examines the direct and indirect effects (by way of coping strategies) of stress overload on academic performance in a sample of 1,039 freshman. It was hypothesized that stress overload would be related to poor academic performance, as measured by GPA and enrollment status. Findings from hierarchical regression analyses showed stress overload and avoidance coping were related to poor academic performance. Contrary to the hypotheses, however, coping strategies did not mediate the relationship between stress overload and academic performance: instead, tests suggested that stress overload mediates the relationship between avoidance and performance. That is, stress overload may be an aftereffect of maladaptive coping strategies, in this case avoidance, and thereby has the more proximal effect on students&rsquo; academic performance. The implications of these findings for university retention efforts, and limitations of the study, are discussed.</p><p>

<p> The culture of American education that is largely predicated on acquiring the proverbial golden ticket for entrance to an esteemed college has produced the most anxious, stressed, and sleep-deprived generation ever (Jones &amp; Jones, 2006). As students strive to graduate from high school with perfected profiles that impress and garner admission to these colleges, high school success and educational practices are typically focused on achievement as reflected by test scores, grades, college acceptance results, and scholarship offers (Zins, Bloodworth, Weissberg, &amp; Walberg, 2004). As a result, instead of prioritizing process-oriented learning that is associated with a growth mindset, achievement performance measures focus on extrinsic rewards often linked with a fixed mindset such as grades, scores, rankings, and awards (Dweck, 2006). As students pursue accolades and marks of achievement, various aspects of learning are supplanted including risk, struggle, persistence, resilience, and growth, often at the expense of character, values, integrity, and psychological well-being (Guang, Hanchao, &amp; Kaiping, 2016). </p><p> The study revealed the relationship between mindset and psychological well-being for a sample of 123 high achieving, college-bound senior students attending private, college-preparatory Christian high schools in Orange County, California. It also reviews the factors related to the college admission process that affects and shapes the life experiences of these students. Quantitative data reveal the relationships and themes related to mindset and psychological well-being and offer insight and strategies that may promote positive, healthier outcomes for college-bound students as well as topics for future research. This study adds to the current body of knowledge related to implicit theories of intelligence, mindset, adolescent psychological well-being, and social emotional learning. </p><p> Furthermore, this study is relevant because it reveals the underlying factors related to the emotional needs of today&rsquo;s adolescents, providing teachers, counselors, and school administrators with important information that may influence vision, goals, policies, and instruction. The results of this study support the need to reevaluate the effects of the college admission process on adolescent mindset and psychological well-being.</p><p>