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The desire to finish : a quantitative study examining the motivation of Black students at predominantly White institutions.
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| 2 |
Promoting student holistic success through positive relationships : a descriptive case study of elementary teachers and fourth and fifth grade students.
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Abstract:
Many teachers continue to send students to the office for disruptive behavior instead of conversing with students about the situation to better understand the why behind the behavior. Students lose valuable instructional time when teachers send them out of the classroom for behavioral issues, thus decreasing the opportunity for teachers to create meaningful relationships with them. Not only does exclusion from the classroom environment hinder students, but the exclusion also severs the relationship between the student and teacher. This descriptive case study described the benefits of the positive teacher and student relationship fostered through using restorative practices at a Title I school in the Washington D.C. area. It also explained how restorative practices impacted student-teacher relationships and discipline infractions. This study highlighted how students and teachers felt about restorative practices and if restorative practice had been a factor in improving the classroom culture related to student behavior and student motivation. The theoretical framework for this study was William Glasser’s Choice Theory. The framework drove the research questions and data collection protocols and analysis. Choice theory indicated choices, which led to a person’s quality world. The quality world helped to explain why students did or did not make good behavior choices in the school atmosphere. This theory provided insight as to why it was important for teachers to build positive relationships with their students. This study utilized teacher and student questionnaires as well as teacher and student interviews for the data collection process. Analysis of the data involved using NVivo to store and examine the data captured from the interviews. I coded the data explored from the interviews into themes using Choice Theory’s five basic needs, which included love and belonging, power, survival, freedom, and fun. Implementing restorative practices within the classroom has shown positive outcomes for both teachers and students. When engaged in restorative practices, students violated school expectations less while maintaining positive relationships and interactions with teachers and peers. Overall, students showed more involvement in the school environment, allowing for growth and success.
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Keyword:
Academics. Behavior. Circles. Discipline. Motivation. Negative. Positive. Punitive. Socioeconomic. Student. Success. Relationship. Restorative practice. Teacher. Zero tolerance
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URL: https://hdl.handle.net/2104/11750
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| 3 |
Encountering American higher education: First-year academic transition of international undergraduate students in the United States
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In: Journal of Global Education and Research (2022)
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| 4 |
Your success is our goal: An intervention for failing students
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In: Journal of University Teaching & Learning Practice (2022)
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| 5 |
Influence of Student Characteristics, Class Size, and Instructor Characteristics in Online Student Success
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In: Electronic Theses and Dissertations (2021)
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| 6 |
Hope as a Mediator between Professor-Student Rapport and Student Achievement
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In: Doctoral Dissertations and Projects (2021)
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| 7 |
Formative vs summative quizzes as regular feedback on Moodle in computer science courses: Which do students prefer?
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| 8 |
An Evaluation of Student Participation in the Student Alumni Association Program at the University of South Florida
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Wider, LaToya. - : Digital Commons @ University of South Florida, 2021
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In: Graduate Theses and Dissertations (2021)
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| 9 |
The Pandemic Pivot at an Ontario College of Applied Arts and Technology: A Review of International and Domestic Student Success
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In: Teaching Culturally and Linguistically Diverse International Students in Open or Online Learning Environments: A Research Symposium (2021)
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| 10 |
The Perceived Influence of Non-Cognitive Skills on the Student Post-Secondary Journey
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In: Electronic Theses and Dissertations (2021)
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| 11 |
Relationships Between Student Characteristics, Academic Advising and College Student Success
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| 12 |
Faculty Perceptions of Nursing Student Retention in Community College Associate Degree Programs: A Qualitative Descriptive Study
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| 13 |
“I Always Felt Like I Belonged:” A Case Study on a First-Generation Focused Student Success Program and Sense of Belonging
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In: Educational Administration: Theses, Dissertations, and Student Research (2021)
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| 14 |
First-Generation College Student Network
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In: Honors in Practice -- Online Archive (2021)
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| 15 |
Field courses narrow demographic achievement gaps in ecology and evolutionary biology.
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In: Ecology and evolution, vol 10, iss 12 (2020)
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| 16 |
A Transcendental Phenomenological Inquiry of First-Generation Community College Students’ Experiences
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In: Doctoral Dissertations and Projects (2020)
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| 17 |
First-Year Computer Science Students: Pathways and Perceptions in Introductory Computer Science Courses
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In: Electronic Theses and Dissertations (2020)
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| 19 |
Supporting At-Risk Nursing Students to Increase Final Course Grade
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| 20 |
Voices of Success: Exploring Black Male Students’ Perspectives on Their Academic Success
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In: Graduate Theses and Dissertations (2020)
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