Found another copy of my dissertation on Academia.edu. There is a high demand for standardized in... more Found another copy of my dissertation on Academia.edu. There is a high demand for standardized instructional strategies that align with decision-making frameworks found in public schools. Teachers who use tokens in the classroom can create more avenues for standardization, provided that their methods address the contradictory nature of past research. A lack of knowledge about reinforcement options and their possible effects has been found within a variety of research studies that attempted to bridge gaps between research and practice. This study aimed to create an incentive system that demonstrated how teachers could use tokens as academic and behavioral supports for students in southwest Georgia. The purpose of this convergent parallel study was to assess the degree to which token use, type, and timing affected performance on nine weeks achievement tests for students in grades 6-8. Additionally, there was an investigation about the extent to which achievement scores were influenced by environmental factors such as the amount of behavio...
Author is Dr. Kelly C. Dreger. This was already on Academia, and I confirmed its existence. Co-ch... more Author is Dr. Kelly C. Dreger. This was already on Academia, and I confirmed its existence. Co-chairs for dissertation: Dr. Steve Downey and Dr. Jennifer Branscome. There is a high demand for standardized instructional strategies that align with decision-making frameworks found in public schools. Teachers who use tokens in the classroom can create more avenues for standardization, provided that their methods address the contradictory nature of past research. A lack of knowledge about reinforcement options and their possible effects has been found within a variety of research studies that attempted to bridge gaps between research and practice. This study aimed to create an incentive system that demonstrated how teachers could use tokens as academic and behavioral supports for students in southwest Georgia. The purpose of this convergent parallel study was to assess the degree to which token use, type, and timing affected performance on nine weeks achievement tests for students in grades 6-8. Additionally, there was an investigation about the extent to which achievement scores were influenced by environmental factors such as the amount of behavio...
Recent Progress in Science and Technology Vol. 6, Mar 6, 2023
Abstract The purpose of this chapter is to discuss the impact of reinforcement, goal orientation,... more Abstract The purpose of this chapter is to discuss the impact of reinforcement, goal orientation, motivation, and classroom behavior on test performance. Results from various reinforcement studies, including the mixed methods study within this chapter, indicate high variability according to school policies, procedures, and culture. It is evident that students are able to set learning goals that accurately determine how well they will do over time. Their academic performance on tests can differ according to the amount of behavior referrals they receive during the school year. Overall, reinforcement is a recommended strategy for those in the social sciences (e.g., education, psychology, sociology, and economics), provided that it actually supports students’ instructional needs over time. Keywords: Incentives, reinforcement, goals, motivation, class behavior, student learning
Abstract
The purpose of this chapter is to discuss the impact of reinforcement, goal orientation,... more Abstract The purpose of this chapter is to discuss the impact of reinforcement, goal orientation, motivation, and classroom behavior on test performance. Results from various reinforcement studies, including the mixed methods study within this chapter, indicate high variability according to school policies, procedures, and culture. It is evident that students are able to set learning goals that accurately determine how well they will do over time. Their academic performance on tests can differ according to the amount of behavior referrals they receive during the school year. Overall, reinforcement is a recommended strategy for those in the social sciences (e.g., education, psychology, sociology, and economics), provided that it actually supports students’ instructional needs over time.
Keywords: Incentives, reinforcement, goals, motivation, class behavior, student learning
Reinforcement and Motivation Research for Youth in American Schools: Why Does It Matter?
The purpose of this original research paper is to ascertain the extent of impact that reinforceme... more The purpose of this original research paper is to ascertain the extent of impact that reinforcement, goal orientation, motivation, and classroom behavior have on test performance. Overall, results of reinforcement may vary according to school policies, procedures, and culture. Students are able to set learning goals that accurately determine how well they will do over time. Classroom performance on tests can differ according to referral groups. Within the paper, there is primary focus on a counterbalanced mixed methods study. The information helps to demonstrate that reinforcement still has a wealth of potential within current teaching and learning strategies.
This instrumental case study design addressed the lack of improvement in Georgia's Title I elemen... more This instrumental case study design addressed the lack of improvement in Georgia's Title I elementary schools. The purpose was to determine if organizational structure influenced empowerment and collaboration among teachers. Using Covey's Maturity Continuum as the metric, teachers in a low-performing elementary school were interviewed regarding the impact of organizational structure on their abilities to work effectively together. The researcher found that the hierarchal structure created by administrators influenced Title I teachers to work dependently. The structure created by the administrators did not promote interdependency. The imposed structure included mandatory protocols, definitive decision-making, absolute expectations, and lines of authority. It was concluded, however, that this structure did not significantly influence bottom-line measures of success. The findings in this study can provide national policy makers, departments of education, teacher preparation programs, and education units with research and insights on how to better structure American schools.
This instrumental case study design addressed the lack of improvement in Georgia's Title I elemen... more This instrumental case study design addressed the lack of improvement in Georgia's Title I elementary schools. The purpose was to determine if organizational structure influenced empowerment and collaboration among teachers. Using Covey's Maturity Continuum as the metric, teachers in a low-performing elementary school were interviewed regarding the impact of organizational structure on their abilities to work effectively together. The researcher found that the hierarchal structure created by administrators influenced Title I teachers to work dependently. The structure created by the administrators did not promote interdependency. The imposed structure included mandatory protocols, definitive decision-making, absolute expectations, and lines of authority. It was concluded, however, that this structure did not significantly influence bottom-line measures of success. The findings in this study can provide national policy makers, departments of education, teacher preparation programs, and education units with research and insights on how to better structure American schools.
This instrumental case study design addressed the lack of improvement in Georgia's Title I elemen... more This instrumental case study design addressed the lack of improvement in Georgia's Title I elementary schools. The purpose was to determine if organizational structure influenced empowerment and collaboration among teachers. Using Covey's Maturity Continuum as the metric, teachers in a low-performing elementary school were interviewed regarding the impact of organizational structure on their abilities to work effectively together. The researcher found that the hierarchal structure created by administrators influenced Title I teachers to work dependently. The structure created by the administrators did not promote interdependency. The imposed structure included mandatory protocols, definitive decision-making, absolute expectations, and lines of authority. It was concluded, however, that this structure did not significantly influence bottom-line measures of success. The findings in this study can provide national policy makers, departments of education, teacher preparation programs, and education units with research and insights on how to better structure American schools.
Found another copy of my dissertation on Academia.edu. There is a high demand for standardized in... more Found another copy of my dissertation on Academia.edu. There is a high demand for standardized instructional strategies that align with decision-making frameworks found in public schools. Teachers who use tokens in the classroom can create more avenues for standardization, provided that their methods address the contradictory nature of past research. A lack of knowledge about reinforcement options and their possible effects has been found within a variety of research studies that attempted to bridge gaps between research and practice. This study aimed to create an incentive system that demonstrated how teachers could use tokens as academic and behavioral supports for students in southwest Georgia. The purpose of this convergent parallel study was to assess the degree to which token use, type, and timing affected performance on nine weeks achievement tests for students in grades 6-8. Additionally, there was an investigation about the extent to which achievement scores were influenced by environmental factors such as the amount of behavio...
Author is Dr. Kelly C. Dreger. This was already on Academia, and I confirmed its existence. Co-ch... more Author is Dr. Kelly C. Dreger. This was already on Academia, and I confirmed its existence. Co-chairs for dissertation: Dr. Steve Downey and Dr. Jennifer Branscome. There is a high demand for standardized instructional strategies that align with decision-making frameworks found in public schools. Teachers who use tokens in the classroom can create more avenues for standardization, provided that their methods address the contradictory nature of past research. A lack of knowledge about reinforcement options and their possible effects has been found within a variety of research studies that attempted to bridge gaps between research and practice. This study aimed to create an incentive system that demonstrated how teachers could use tokens as academic and behavioral supports for students in southwest Georgia. The purpose of this convergent parallel study was to assess the degree to which token use, type, and timing affected performance on nine weeks achievement tests for students in grades 6-8. Additionally, there was an investigation about the extent to which achievement scores were influenced by environmental factors such as the amount of behavio...
Recent Progress in Science and Technology Vol. 6, Mar 6, 2023
Abstract The purpose of this chapter is to discuss the impact of reinforcement, goal orientation,... more Abstract The purpose of this chapter is to discuss the impact of reinforcement, goal orientation, motivation, and classroom behavior on test performance. Results from various reinforcement studies, including the mixed methods study within this chapter, indicate high variability according to school policies, procedures, and culture. It is evident that students are able to set learning goals that accurately determine how well they will do over time. Their academic performance on tests can differ according to the amount of behavior referrals they receive during the school year. Overall, reinforcement is a recommended strategy for those in the social sciences (e.g., education, psychology, sociology, and economics), provided that it actually supports students’ instructional needs over time. Keywords: Incentives, reinforcement, goals, motivation, class behavior, student learning
Abstract
The purpose of this chapter is to discuss the impact of reinforcement, goal orientation,... more Abstract The purpose of this chapter is to discuss the impact of reinforcement, goal orientation, motivation, and classroom behavior on test performance. Results from various reinforcement studies, including the mixed methods study within this chapter, indicate high variability according to school policies, procedures, and culture. It is evident that students are able to set learning goals that accurately determine how well they will do over time. Their academic performance on tests can differ according to the amount of behavior referrals they receive during the school year. Overall, reinforcement is a recommended strategy for those in the social sciences (e.g., education, psychology, sociology, and economics), provided that it actually supports students’ instructional needs over time.
Keywords: Incentives, reinforcement, goals, motivation, class behavior, student learning
Reinforcement and Motivation Research for Youth in American Schools: Why Does It Matter?
The purpose of this original research paper is to ascertain the extent of impact that reinforceme... more The purpose of this original research paper is to ascertain the extent of impact that reinforcement, goal orientation, motivation, and classroom behavior have on test performance. Overall, results of reinforcement may vary according to school policies, procedures, and culture. Students are able to set learning goals that accurately determine how well they will do over time. Classroom performance on tests can differ according to referral groups. Within the paper, there is primary focus on a counterbalanced mixed methods study. The information helps to demonstrate that reinforcement still has a wealth of potential within current teaching and learning strategies.
This instrumental case study design addressed the lack of improvement in Georgia's Title I elemen... more This instrumental case study design addressed the lack of improvement in Georgia's Title I elementary schools. The purpose was to determine if organizational structure influenced empowerment and collaboration among teachers. Using Covey's Maturity Continuum as the metric, teachers in a low-performing elementary school were interviewed regarding the impact of organizational structure on their abilities to work effectively together. The researcher found that the hierarchal structure created by administrators influenced Title I teachers to work dependently. The structure created by the administrators did not promote interdependency. The imposed structure included mandatory protocols, definitive decision-making, absolute expectations, and lines of authority. It was concluded, however, that this structure did not significantly influence bottom-line measures of success. The findings in this study can provide national policy makers, departments of education, teacher preparation programs, and education units with research and insights on how to better structure American schools.
This instrumental case study design addressed the lack of improvement in Georgia's Title I elemen... more This instrumental case study design addressed the lack of improvement in Georgia's Title I elementary schools. The purpose was to determine if organizational structure influenced empowerment and collaboration among teachers. Using Covey's Maturity Continuum as the metric, teachers in a low-performing elementary school were interviewed regarding the impact of organizational structure on their abilities to work effectively together. The researcher found that the hierarchal structure created by administrators influenced Title I teachers to work dependently. The structure created by the administrators did not promote interdependency. The imposed structure included mandatory protocols, definitive decision-making, absolute expectations, and lines of authority. It was concluded, however, that this structure did not significantly influence bottom-line measures of success. The findings in this study can provide national policy makers, departments of education, teacher preparation programs, and education units with research and insights on how to better structure American schools.
This instrumental case study design addressed the lack of improvement in Georgia's Title I elemen... more This instrumental case study design addressed the lack of improvement in Georgia's Title I elementary schools. The purpose was to determine if organizational structure influenced empowerment and collaboration among teachers. Using Covey's Maturity Continuum as the metric, teachers in a low-performing elementary school were interviewed regarding the impact of organizational structure on their abilities to work effectively together. The researcher found that the hierarchal structure created by administrators influenced Title I teachers to work dependently. The structure created by the administrators did not promote interdependency. The imposed structure included mandatory protocols, definitive decision-making, absolute expectations, and lines of authority. It was concluded, however, that this structure did not significantly influence bottom-line measures of success. The findings in this study can provide national policy makers, departments of education, teacher preparation programs, and education units with research and insights on how to better structure American schools.
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Papers by Kelly Dreger
The purpose of this chapter is to discuss the impact of reinforcement, goal orientation, motivation, and classroom behavior on test performance. Results from various reinforcement studies, including the mixed methods study within this chapter, indicate high variability according to school policies, procedures, and culture. It is evident that students are able to set learning goals that accurately determine how well they will do over time. Their academic performance on tests can differ according to the amount of behavior referrals they receive during the school year. Overall, reinforcement is a recommended strategy for those in the social sciences (e.g., education, psychology, sociology, and economics), provided that it actually supports students’ instructional needs over time.
Keywords: Incentives, reinforcement, goals, motivation, class behavior, student learning
The purpose of this chapter is to discuss the impact of reinforcement, goal orientation, motivation, and classroom behavior on test performance. Results from various reinforcement studies, including the mixed methods study within this chapter, indicate high variability according to school policies, procedures, and culture. It is evident that students are able to set learning goals that accurately determine how well they will do over time. Their academic performance on tests can differ according to the amount of behavior referrals they receive during the school year. Overall, reinforcement is a recommended strategy for those in the social sciences (e.g., education, psychology, sociology, and economics), provided that it actually supports students’ instructional needs over time.
Keywords: Incentives, reinforcement, goals, motivation, class behavior, student learning