The Experts below are selected from a list of 53487 Experts worldwide ranked by ideXlab platform
George G Bear - One of the best experts on this subject based on the ideXlab platform.
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school Discipline and Self Discipline a practical guide to promoting prosocial student behavior
2010Co-Authors: George G BearAbstract:Classroom Management and School Discipline: Punishment and its Positive Alternatives. Managing Student Behavior with the Positive Behavioral Techniques of Schoolwide Positive Behavior Supports. Self-Discipline and the Social and Emotional Learning Approach to School Discipline. Strategies for Developing Self-Discipline (and a Positive School Climate). Preventing Behavior Problems. Praise and Rewards: Use with Caution? Strategic Use of Praise and Rewards for Developing Self-Discipline and a Positive School Climate. When Extrinsic Rewards are Needed: Implementing the Good Behavior Game (While Developing Self-Discipline). Authoritative Discipline in the Correction of Misbehavior. Developing Self-Discipline When Correcting Misbehavior. Implementing Schoolwide Change. Appendix A: Schoolwide and Classroom Strengths-and-Needs Assessment: From Schoolwide Discipline to Self-Discipline. Appendix B: Delaware School Climate Survey - Student Version. Appendix C: Delaware School Climate Survey - Teacher and Staff Version. Appendix D: Delaware School Climate Survey - Home Version.
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how can we improve school Discipline
Educational Researcher, 2010Co-Authors: David Osher, George G Bear, Jeffrey R Sprague, Walter DoyleAbstract:School Discipline addresses schoolwide, classroom, and individual student needs through broad prevention, targeted intervention, and development of Self-Discipline. Schools often respond to disruptive students with exclusionary and punitive approaches that have limited value. This article surveys three approaches to improving school Discipline practices and student behavior: ecological approaches to classroom management; schoolwide positive behavioral supports; and social and emotional learning. The article examines their epistemological and empirical roots and supporting research, suggesting ways to combine approaches.
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school Discipline in the united states prevention correction and long term social development
School Psychology Review, 1998Co-Authors: George G BearAbstract:Since the onset of public education in America, the public has expected schools to develop Self-Discipline among children and to use disciplinary measures. These two expectations continue to be sup...
Walter Doyle - One of the best experts on this subject based on the ideXlab platform.
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how can we improve school Discipline
Educational Researcher, 2010Co-Authors: David Osher, George G Bear, Jeffrey R Sprague, Walter DoyleAbstract:School Discipline addresses schoolwide, classroom, and individual student needs through broad prevention, targeted intervention, and development of Self-Discipline. Schools often respond to disruptive students with exclusionary and punitive approaches that have limited value. This article surveys three approaches to improving school Discipline practices and student behavior: ecological approaches to classroom management; schoolwide positive behavioral supports; and social and emotional learning. The article examines their epistemological and empirical roots and supporting research, suggesting ways to combine approaches.
Benedicte Deforche - One of the best experts on this subject based on the ideXlab platform.
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determinants of eating behaviour in university students a qualitative study using focus group discussions
BMC Public Health, 2014Co-Authors: Tom Deliens, Peter Clarys, Ilse De Bourdeaudhuij, Benedicte DeforcheAbstract:College or university is a critical period regarding unhealthy changes in eating behaviours in students. Therefore, the purpose of this study was to explore which factors influence Belgian (European) university students’ eating behaviour, using a qualitative research design. Furthermore, we aimed to collect ideas and recommendations in order to facilitate the development of effective and tailored intervention programs aiming to improve healthy eating behaviours in university students. Using a semi-structured question guide, five focus group discussions have been conducted consisting of 14 male and 21 female university students from a variety of study Disciplines, with a mean age of 20.6 ± 1.7 yrs. Using Nvivo9, an inductive thematic approach was used for data analysis. After the transition from secondary school to university, when independency increases, students are continuously challenged to make healthful food choices. Students reported to be influenced by individual factors (e.g. taste preferences, Self-Discipline, time and convenience), their social networks (e.g. (lack of) parental control, friends and peers), physical environment (e.g. availability and accessibility, appeal and prices of food products), and macro environment (e.g. media and advertising). Furthermore, the relationships between determinants and university students’ eating behaviour seemed to be moderated by university characteristics, such as residency, student societies, university lifestyle and exams. Recommendations for university administrators and researchers include providing information and advice to enhance healthy food choices and preparation (e.g. via social media), enhancing Self-Discipline and Self-control, developing time management skills, enhancing social support, and modifying the subjective as well as the objective campus food environment by e.g. making healthy foods price-beneficial and by providing vending machines with more healthy products. This is the first European study examining perceived determinants of eating behaviour in university students and collecting ideas and recommendations for healthy eating interventions in a university specific setting. University characteristics (residency, exams, etc.) influence the relationships between individual as well as social environmental determinants and university students’ eating behaviour, and should therefore be taken into account when designing effective and tailored multilevel intervention programs aiming to improve healthy eating behaviours in university students.
Peter R Giacobbi - One of the best experts on this subject based on the ideXlab platform.
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integrating five factor model facet level traits with the theory of planned behavior and exercise
Psychology of Sport and Exercise, 2009Co-Authors: Amy L Hoyt, Ryan E Rhodes, Heather A Hausenblas, Peter R GiacobbiAbstract:Abstract Objectives The purpose of this study was to examine direct, indirect, and moderating links between facet-level personality traits of the five-factor model, the theory of planned behavior (TPB) constructs [Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50, 179–211.], and exercise behavior. Design Cross-sectional. Method University students (N = 507) completed the NEO-PI-R [Costa, P. T., McCrae, R. R. (1992). The NEO-PI-R personality inventory: Professional manual. Odessa, FL: Psychological Assessment Resources.], the Leisure-time Exercise Questionnaire [Godin, G., Shephard, R. J. (1985). A simple method to assess exercise behavior in the community. Canadian Journal of Applied Sport Science, 10, 141–146.], and measures assessing the TPB constructs. Results Preliminary analysis revealed the extraversion and conscientiousness facet-level traits of activity and Self-Discipline respectively were independent predictors of exercise behavior. An integrated structural model with both facet-level traits revealed that 46% of the variance in exercise behavior and 70% of the variance in intention was explained. Significant indirect effects of activity and Self-Discipline and the TPB constructs of affective attitude, instrumental attitude, and subjective norm, on exercise behavior through intention and perceived behavioral control were also observed. Finally, the anxiety facet trait of neuroticism significantly moderated the intention–behavior relationship. Conclusions Our findings showed that the facet-level personality traits of activity and Self-Discipline are important motivational variables that link the TPB constructs to exercise behavior. Future research that integrates personality with the TPB within experimental interventions is warranted.
David Osher - One of the best experts on this subject based on the ideXlab platform.
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how can we improve school Discipline
Educational Researcher, 2010Co-Authors: David Osher, George G Bear, Jeffrey R Sprague, Walter DoyleAbstract:School Discipline addresses schoolwide, classroom, and individual student needs through broad prevention, targeted intervention, and development of Self-Discipline. Schools often respond to disruptive students with exclusionary and punitive approaches that have limited value. This article surveys three approaches to improving school Discipline practices and student behavior: ecological approaches to classroom management; schoolwide positive behavioral supports; and social and emotional learning. The article examines their epistemological and empirical roots and supporting research, suggesting ways to combine approaches.