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Mathematics achievement in an altern...

Ramsey, Emily A.

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Mathematics achievement in an alternative school implementing school-wide positive behavior support.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Mathematics achievement in an alternative school implementing school-wide positive behavior support./
Author:	Ramsey, Emily A.
Description:	42 p.
Notes:	Source: Dissertation Abstracts International, Volume: 77-05(E), Section: A.
Contained By:	Dissertation Abstracts International77-05A(E).
Subject:	Mathematics education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3739440
ISBN:	9781339300719

Mathematics achievement in an alternative school implementing school-wide positive behavior support.
Ramsey, Emily A.

Mathematics achievement in an alternative school implementing school-wide positive behavior support. - 42 p.

Source: Dissertation Abstracts International, Volume: 77-05(E), Section: A.

Thesis (Ed.S.)--University of Nebraska at Omaha, 2016.

The number of individuals with a mathematics learning disability has greatly increased over the years. Unfortunately, these students not only are behind their peers in their current grade, but continue to perform below their peers in later grades, resulting in an increase in the academic achievement gap. Thus, it is important to find supports to reduce this gap in achievement. School-wide positive behavior support (SWPBS) is an evidence-based program that has been shown to improve student behavior and increase academic achievement. While there is a lot of research supporting the positive effects of SWPBS in a general education setting, there are few studies looking at SWPBS in alternative school settings. The present study examines the relationship between the implementation of SWPBS and mathematics achievement of students in an alternative school. It was hypothesized that over time, a higher percentage of students in this alternative school would be at or above the 25th percentile on mathematics assessments co-occurring with managing behavior through SWPBS. Overall results show that there was not a significant change in school-wide mathematics achievement after the implementation of SWPBS. However, students who were enrolled in the school consistently before and after the implementation of SWPBS showed improvements in their mathematics scores over time.

ISBN: 9781339300719Subjects--Topical Terms:

641129
Mathematics education.

Mathematics achievement in an alternative school implementing school-wide positive behavior support.
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020 $a 9781339300719
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100 1 $a Ramsey, Emily A. $3 3186732
245 1 0 $a Mathematics achievement in an alternative school implementing school-wide positive behavior support.
300 $a 42 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-05(E), Section: A.
500 $a Adviser: Brian McKevitt.
502 $a Thesis (Ed.S.)--University of Nebraska at Omaha, 2016.
520 $a The number of individuals with a mathematics learning disability has greatly increased over the years. Unfortunately, these students not only are behind their peers in their current grade, but continue to perform below their peers in later grades, resulting in an increase in the academic achievement gap. Thus, it is important to find supports to reduce this gap in achievement. School-wide positive behavior support (SWPBS) is an evidence-based program that has been shown to improve student behavior and increase academic achievement. While there is a lot of research supporting the positive effects of SWPBS in a general education setting, there are few studies looking at SWPBS in alternative school settings. The present study examines the relationship between the implementation of SWPBS and mathematics achievement of students in an alternative school. It was hypothesized that over time, a higher percentage of students in this alternative school would be at or above the 25th percentile on mathematics assessments co-occurring with managing behavior through SWPBS. Overall results show that there was not a significant change in school-wide mathematics achievement after the implementation of SWPBS. However, students who were enrolled in the school consistently before and after the implementation of SWPBS showed improvements in their mathematics scores over time.
590 $a School code: 1060.
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650 4 $a Behavioral psychology. $3 2122788
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710 2 $a University of Nebraska at Omaha. $b Psychology. $3 1263887
773 0 $t Dissertation Abstracts International $g 77-05A(E).
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856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3739440