東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

FindBook

Google Book

Amazon

博客來

Reading and Math as Predictors of Discipline Referrals.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Reading and Math as Predictors of Discipline Referrals./
作者:	Gregg, Michelle Anne.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
面頁冊數:	98 p.
附註:	Source: Dissertations Abstracts International, Volume: 83-02, Section: B.
Contained By:	Dissertations Abstracts International83-02B.
標題:	Education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28648294
ISBN:	9798534679304

Reading and Math as Predictors of Discipline Referrals.
Gregg, Michelle Anne.

Reading and Math as Predictors of Discipline Referrals. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 98 p.

Source: Dissertations Abstracts International, Volume: 83-02, Section: B.

Thesis (Ed.D.)--William Woods University, 2021.

This item must not be sold to any third party vendors.

Much research has been completed to address correlations between officedisciplinary referrals or discipline problems with academic achievement. Little researchhad been completed to address academic achievement, utilizing online formativediagnostic (iReady) for mathematics and reading predictability of office disciplinereferrals. To test if formative online diagnostic assessments in mathematics and readingwere predictors of office discipline referrals a quantitative study was designed.Secondary data was collected from a Central Missouri school district and statisticalanalyses were completed. The Researcher completed Pearson's r Correlation statisticsand between diagnostic scale score and total number of behavior incidences. Anymoderate to high correlation findings then had linear regression statistical analyses todetermine the predictability factor of the online formative assessments in math or readingwith the total number of behavior infractions. All null hypotheses were rejected for thisstudy as all results showed statistically significant moderate negative correlationsbetween iReady reading or mathematics diagnostic with the total number of officediscipline referrals. Linear regressions were completed between iReady reading ormathematics diagnostic and total number of office discipline referrals; the findings werethat all diagnostic testing windows showed statistically significant linear regressions withtotal number of office referrals. After the results the implications of the findings andrecommendations for further research were discussed.

ISBN: 9798534679304Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

Behavior

Reading and Math as Predictors of Discipline Referrals.
LDR:02691nmm a2200373 4500 001 2345686
005 20220613063755.5
008 241004s2021 ||||||||||||||||| ||eng d
020 $a 9798534679304
035 $a (MiAaPQ)AAI28648294
035 $a AAI28648294
040 $a MiAaPQ $c MiAaPQ
100 1 $a Gregg, Michelle Anne. $3 3684672
245 1 0 $a Reading and Math as Predictors of Discipline Referrals.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2021
300 $a 98 p.
500 $a Source: Dissertations Abstracts International, Volume: 83-02, Section: B.
500 $a Advisor: Hanrahan, Lynn.
502 $a Thesis (Ed.D.)--William Woods University, 2021.
506 $a This item must not be sold to any third party vendors.
520 $a Much research has been completed to address correlations between officedisciplinary referrals or discipline problems with academic achievement. Little researchhad been completed to address academic achievement, utilizing online formativediagnostic (iReady) for mathematics and reading predictability of office disciplinereferrals. To test if formative online diagnostic assessments in mathematics and readingwere predictors of office discipline referrals a quantitative study was designed.Secondary data was collected from a Central Missouri school district and statisticalanalyses were completed. The Researcher completed Pearson's r Correlation statisticsand between diagnostic scale score and total number of behavior incidences. Anymoderate to high correlation findings then had linear regression statistical analyses todetermine the predictability factor of the online formative assessments in math or readingwith the total number of behavior infractions. All null hypotheses were rejected for thisstudy as all results showed statistically significant moderate negative correlationsbetween iReady reading or mathematics diagnostic with the total number of officediscipline referrals. Linear regressions were completed between iReady reading ormathematics diagnostic and total number of office discipline referrals; the findings werethat all diagnostic testing windows showed statistically significant linear regressions withtotal number of office referrals. After the results the implications of the findings andrecommendations for further research were discussed.
590 $a School code: 1797.
650 4 $a Education. $3 516579
650 4 $a Student behavior. $3 3682298
650 4 $a Child development. $3 515512
650 4 $a Research. $3 531893
650 4 $a Science. $3 516376
650 4 $a School dropouts. $3 3682299
650 4 $a Ontology. $3 530874
650 4 $a School environment. $3 541935
650 4 $a Mental disorders. $3 728624
650 4 $a Core curriculum. $3 3559991
650 4 $a Emotions. $3 524569
650 4 $a Perceptions. $3 3435328
650 4 $a Antisocial personality disorder. $3 3682014
650 4 $a Age. $3 1486010
650 4 $a Hypotheses. $3 3560118
650 4 $a Academic achievement. $3 541708
650 4 $a Behavior modification. $3 519138
650 4 $a Mental health. $3 534751
650 4 $a Secondary schools. $2 bicssc $3 1556944
650 4 $a Graduations & commencements. $3 3684673
650 4 $a Reading. $3 516229
650 4 $a Males. $3 3562279
650 4 $a Learning. $3 516521
650 4 $a Emotional abuse. $3 3684674
650 4 $a Literacy. $3 528342
650 4 $a School districts. $3 1003114
653 $a Behavior
653 $a Discipline referral
653 $a IReady
653 $a Mathematics
653 $a Middle school
653 $a Reading
690 $a 0515
690 $a 0347
710 2 $a William Woods University. $b Graduate Education. $3 3557630
773 0 $t Dissertations Abstracts International $g 83-02B.
790 $a 1797
791 $a Ed.D.
792 $a 2021
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28648294