Social learning theory - Wikipedia

Many students attending public schools exhibit discipline problems such as disruptive classroom behaviour, vandalism, bullying, and violence. Establishing effective discipline practices is critical to ensure academic success and to provide a safe learning environment. In this article, we describe the effects of whole-school positive behaviour support on discipline problems and academic outcomes of students enrolled in an urban elementary school. The whole-school model was designed through technical assistance consultation with teachers that emphasized: (1) improving instructional methods; (2) formulating behavioural expectations; (3) increasing classroom activity engagement; (4) reinforcing positive performance; and (5) monitoring efficacy through data-based evaluation. As compared to a pre-intervention phase, the whole-school intervention was associated with decreased discipline problems (office referrals and school suspensions) over the course of several academic years. Student academic performance, as measured by standardized tests of reading and mathematics skills, improved contemporaneously with intervention. Issues related to whole-school approaches to student discipline and the contributions of positive behaviour support are discussed.

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Social aspects of television - Wikipedia

Striving for balance in economics: Towards a theory of …

This popular book investigates the teaching, instruction and curricula required to meet the needs of diverse learners who by virtue of their experiential, cultural, and socioeconomic backgrounds, challenge traditional curriculum and instructional programs.

Learning Change | A Learning Change Project Blog

This popular book investigates the teaching, instruction and curricula required to meet the needs of diverse learners who by virtue of their experiential, cultural, and socioeconomic backgrounds, challenge traditional curriculum and instructional programs.

Social-cognitive observational-learning, desensitization and social comparison theory are used to examine the relationship between TV violence and adult aggression.

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Sinceviolent injurious conduct is so "natural" to the game process, it is perceived asan unavoidable part of the game, and as such is regarded by many as a legitimate gamestrategy (intimidation--roughing up the quarterback is as a game strategy infootball or shaking up the forward as a game strategy in soccer).

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The implementation of a school-wide discipline plan based on the Effective Behavior Support model in nine elementary and middle schools, in addition to the Second Step violence prevention curriculum, resulted in reductions of discipline referrals, improved social skill knowledge, improved school operations, and motivation to continue with the intervention.

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Public schools that use punitive approaches toward student discipline can unwittingly promote violence and other antisocial behavior. This article reviews constructive and preventive methods to reduce school violence and vandalism. Various strategies are presented and discussed.

School Climate: Academic Achievement and Social Behavior Competence

This classic in the literature of child violence and antisocial behavior has been updated to include coverage of the most recent and important school safety, prevention, and universal intervention programs.

Feb 09, 2018 · A Learning Change Project Blog ..

Many students attending public schools exhibit discipline problems such as disruptive classroom behaviour, vandalism, bullying, and violence. Establishing effective discipline practices is critical to ensure academic success and to provide a safe learning environment. In this article, we describe the effects of whole-school positive behaviour support on discipline problems and academic outcomes of students enrolled in an urban elementary school. The whole-school model was designed through technical assistance consultation with teachers that emphasized: (1) improving instructional methods; (2) formulating behavioural expectations; (3) increasing classroom activity engagement; (4) reinforcing positive performance; and (5) monitoring efficacy through data-based evaluation. As compared to a pre-intervention phase, the whole-school intervention was associated with decreased discipline problems (office referrals and school suspensions) over the course of several academic years. Student academic performance, as measured by standardized tests of reading and mathematics skills, improved contemporaneously with intervention. Issues related to whole-school approaches to student discipline and the contributions of positive behaviour support are discussed.