<p> This dissertation aims to address a gap in the literature regarding the effect of the achievement-focused student identity on prosocial values and behaviors, specifically among students who predominantly value prosociality. Largely, research on identity and motivation addresses academic outcomes and psychological well-being outcomes (Settles, Sellers, &amp; Damas, 2002; Jaret &amp; Reitzes, 2009) while more recent literature that has addressed prosocial motives (Yeager, et al., 2015) has solely assessed academic performance outcomes. Drawing upon values literature (Schwartz, 1992) it can be inferred that the achievement-focused student identity may inhibit or decrease prosocial values and behaviors. Further, this may be particularly deleterious for the psychological well-being of students who hold prosociality as a central guiding feature of their self-concept. First, I examine whether certain social identities tend to have a higher tendency towards prosociality (Study 1). Second, I assess how a salient achievement-focused identity affects student behaviors (with particular attention to more prosocially inclined students) during a stressful academic situation (Study 2a &amp; 2b). Next, I devise a novel measure to assess the centrality of prosociality to the self and perceptions of conflict between prosocial values and achievement-focused settings (Study 3). Then, I assess how a salient achievement-focused identity impacts prosocial values and behaviors, and offer a new "integrated" approach to the student identity. Last, I assess how this expanded and "integrated" identity influences students' academic perceptions and psychological well-being, specifically for those students who are more prosocially inclined (e.g., women and lower income) as well as for those who perceive higher levels of prosocial-achievement conflict (Study 4).</p>

<p> <b>Objective:</b> Early Intensive Behavioral Intervention (EIBI) is the leading recommended treatment for children with Autism Spectrum Disorder (ASD). Children with ASD are at a substantially higher risk for developing symptoms associated with additional psychopathology compared to typically developing children. Currently, little is known about the utility of EIBI on symptoms of additional psychopathology. This study aimed to assess if EIBI would serve as a preventative treatment for the development of symptoms associated with additional psychopathology in a sample of young children with ASD. <b> Method:</b> This study was part of a larger multicenter, 2-year, two-arm randomized clinical trial (RCT) evaluating the effectiveness of Project DATA [Developmentally Appropriate Treatment for Autism] Toddler Model, an inclusive based EIBI for young child with ASD, as compared to Services as Usual (SAU). Fifty-one children between the ages of 20 and 35 months with an Autism Spectrum Disorder were assessed at pretreatment and approximately a year into service. Children&rsquo;s intellectual ability, level of ASD symptoms, and emotional and behavioral symptoms were assessed at both assessment points. <b>Results: </b> Groups were equivalent on all dependent variables at pretreatment. A one-way multivariate analysis of variance (MANOVA) did not reveal an overall treatment effect when groups were compared simultaneously across level of ASD symptoms, intellectual functioning, and emotional and behavior symptoms. Univariate analyses demonstrated that EIBI resulted in significantly higher child intellectual functioning compared to SAU at post. No significant differences for level of ASD symptoms or emotional or behavioral symptoms indicative of additional psychopathology were revealed between groups at post. <b> Conclusion:</b> EIBI appears to influence child intellectual functioning, but may not have an effect on other important areas of child well-being. The utility of EIBI for children with ASD and additional psychopathology is discussed. More research is needed to identify the impact EIBI has on children with ASD. Particular focus should be given to symptoms of additional psychopathology and emerging treatments for children with ASD.</p>

<p> Behavior management is becoming overwhelming in today's educational system. Many teachers are struggling to keep their students engaged in their classrooms. The goal of this study was to show educators that incorporating vigorous exercise on a daily basis for a short amount of time (fifteen minutes) has the potential to reduce common off-task behaviors, such as students laying heads down, talking off-task, and being out of their seat. Quantitative data was collected by comparing before and after number of off-task behaviors for each week of the study. Qualitative data was collected through a survey that the students completed. During my study, I found my students' off-task behaviors did not decrease significantly with the implementation of vigorous physical activity. The quantitative data actually showed an increase in the total number of off-task behaviors. Qualitative data resulted in students rating their behavior as improved after implementation of physical exercise. Further research in this area is needed because off-task behavior in a classroom reduces time spent with instruction and learning. Educators today need to discover new techniques that will engage students throughout the school day. Enabling students to work towards being a more focused learner will only improve their overall school experience. </p><p>

<p> The problem addressed in this study was the issue of technology integration in the classroom by alternate route teachers. The goal was to find a possible correlation between teacher personality and their ability to integrate technology. In this quantitative study, 174 completers from the New Pathways to Teaching New Jersey (NPTNJ) alternate route training program were surveyed to obtain information leading to the possible correlation between personality traits and technology integration skills. Of the surveys distributed, 141 had adequate qualifications, so only these were used. The key findings were that extraversion was positively correlated to technology integration skills and neuroticism was negatively correlated to technology integration skills. The results showed statistically significant positive correlations between completers who had a high score on the extravert personality trait and their proficiency in technology integration skills. Additionally, there was a statistically significant negative correlation between neuroticism and technology integration skills. The study showed there was no identifiable correlation between the personality traits of openness, conscientiousness, and agreeableness and technology integration ability. The implications of this study can be used to identify candidates who are likely to be successful at integrating technology into the classroom. Training modules and professional development can be developed to train teachers in the habits and characteristics associated with the extraversion personality trait and how to avoid the behaviors associated with neuroticism to increase the likelihood of technology integration in the classroom. Further research should be focused on other factors that may influence technology integration and alternate route teachers who completed the NPTNJ training program. </p><p>

<p> This dissertation informed by qualitative intrinsic case study investigated instructor expert classroom behavior at the Department of Defense Joint Military Intelligence Training Center. Expert classroom behavior has been investigated in K-12 and higher education situations, but never in a Department of Defense adult training and education environment. This study adds to the body of work closing this critical literature gap. Learners in all environments form judgments of educator credibility based on demonstrated expert classroom behavior, which impacts learning. Learners who believe in the credibility of their educator are known to pay increased attention, apply extra effort, and achieve increased levels of learning. This study used a previously developed 75-item classroom expert behavior checklist with participant data analysis revealing three themes; Joint Military Intelligence Training Center instructors exhibit expert classroom behavior, the checklist requires modification for adult training and education environment application, and determined effort is required to ensure instructor awareness of expert behavior and the consequences to themselves, the learning institution, and learners when not demonstrated. It could be argued in no other environment is demonstration of expert classroom behavior more important than at the Joint Military Intelligence Training Center responsible for training Department of Defense Intelligence Analysts who conduct all source analysis and provide information informing national security-level decision-making. </p><p>

<p> Recent literature highlights the importance of principals on school improvement efforts and suggests that the tasks and responsibilities of educational leaders are becoming increasingly complex. While a growing body of research exists examining the impact of identity, beliefs, and prior experiences of students and teachers on teaching and learning, much less is known about how the lived experiences and identities of school leaders might influence the ways in which they lead schools. This collective case study examines the relationship between social identity and leadership for three principals &ndash; one public, one charter, and one independent &ndash; all located on the East Coast of the United States. It explores how school leaders draw upon aspects of their identity to make meaning of their experiences and how such interpretations influenced their leadership development and current thinking and practice.</p><p> Key findings focus around three major themes. First, participants tended to identify at least one important social identity which impacted their decision to become leaders and thus their development as principals. Secondly, social identities of value shape the ethic by which they choose to lead, and lastly, considerations of congruence between the ecology of the school and the principal&rsquo;s valued social identities influences his or her perception of leadership challenges. These findings suggest that not only are issues of social identity important contributors to a sense of belonging, credibility, and authority within the context of schools, they can lead to an increased willingness by the principal to take risks, to be vulnerable with others, and can contribute to an increased need to &ldquo;compensate&rdquo; for aspects of who they are which they perceive as stigmatized in regards to their ability to lead. Questions emerge, however, regarding methodological challenges in studying such personal issues related to social identity and the limitations of a leader&rsquo;s own awareness of the ways in which they influence their work in schools and communities. Implications of this research suggest the need for a more nuanced approach to how school leadership is understood and researched and thus how principals might be better prepared and supported.</p>

Thesis (PhD(Education))--University of Pretoria, 2009. / Includes bibliographical references.

<p> The purpose of this qualitative study was to examine the teaching practice and educational beliefs of four middle grades teachers who were identified as effective in forging relationships with their students. In this study, relational expertise is defined as the ability to create a positive connection with students, one in which students feel recognized and valued as individuals. This research answers questions concerning (a) how the teachers define teacher-student relationships, (b) how and why they use relational skills in classrooms, (c) the strategies they use for developing and maintaining relationships and (d) the outcomes of relational teaching they identify. </p><p> Data collection included interviews and classroom observations of teacher participants and the collection of documentary evidence such as teacher evaluations and photographs of classroom artifacts. The data were analyzed and the cases were compared in a search for themes and patterns. The case studies were written as narrative portraits to record the thoughts and classroom experience of the participants and to provide a detailed view of their principles in action. Their stories provide a sense of what it is like to experience the classroom operations of the participants and allow the teachers to explain the rationale for what they do. </p><p> The participant teachers care deeply about the well-being and healthy development of students and strive to provide a nurturing classroom climate that meets the students&rsquo; psychological as well as cognitive needs. Their use of immediacy behaviors and other relationship-establishing techniques was a result of their personal beliefs about effective teaching.</p>

<p> This research paper presents existing literature on intrinsic motivation and applies it to teachers in an environment of high-stakes education reform efforts. It seeks to acknowledge that there has been an increase in level of external control placed on teachers in New York State, and to discuss potential impacts of these efforts on teachers&rsquo; intrinsic motivation according to Self-Determination Theory (SDT). This paper presents survey research designed to examine teachers&rsquo; perception of the impact education reform efforts have had on their role in various work tasks, related to the extent to which they perceive their needs for autonomy, competence, and relatedness are met at work. Confirmatory factor analysis and structural equation modeling was used to examine the relationships between participant responses and the theoretical variables at hand. T-tests, ANOVA, and Pearson&rsquo;s correlations were also examined to obtain a greater understanding of the variable relationships. The results of this research indicate that teachers have felt a negative impact on some of their teaching-related tasks; the SDT framework of autonomy, relatedness, and competence needs maintained integrity in this sample; autonomy-support was significantly related to perceived impact of high stakes education reform efforts. The implications of low intrinsic motivation among teachers on students and the educational environment, and implications for future reform efforts are discussed.</p>

<p> Prejudice and discrimination based on gender occurs within the referral and assessment process of students' social, emotional, and behavioral functioning. Gender disproportionality has received little attention in special education research (Sullivan &amp; Bal, 2013), yet researchers have found that males are more likely than females to be identified as having learning disability, cognitive disability, emotional disability, other health impairment, speech-language impairment, and low-incident disability (Coutinho &amp; Oswald, 2005). Gender is often discussed as a risk factor for several mental health disorders and gender differences in the experience and prevalence of disorders are emphasized in the Diagnostic and <i>Statistical Manual, 5^th edition</i> (DSM-5) (American Psychiatric Association, 2013). The purpose of this study was to examine student, parent, and teacher ratings on a behavioral rating scale, the <i>Behavioral Assessment System for Children, 2^nd edition</i> (BASC-2), for similarity based on the gender of students. The normative data from the BASC-2 rating scale were examined for similarities through independent <i>t</i>- tests of equivalence. </p><p> Results indicated that the genders were similarly rated on the majority of the subscales on the BASC-2. Correlations and coefficients of determination were weak and did not demonstrate substantive strength between the BASC rating scales subscales and gender. At the large effect size 100% equivalence was found, at the moderate effect size 86% equivalence was found, and at the small effect size 16% equivalence was found.</p>