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dc.contributor.authorFeagin, Mia
dc.date.accessioned2019-06-21T20:49:02Z
dc.date.available2019-06-21T20:49:02Z
dc.date.issued2019-06
dc.identifier.urihttp://hdl.handle.net/20.500.11803/807
dc.description.abstractThis research investigates the in-class behavior and participation affected by positive reinforcement. A total of 53 students within two 5th grade math and science classes took part in this study. Throughout the study, students were granted dojo points when they were seen helping others, participating, on task, showing persistence, showing team work, and working hard. Student behavior was assessed through the number of resets (think times) given each month, amount of points given through dojo, and student self-assessments. Participation was also assessed through dojo points and student self-assessment. It was concluded from data analysis that positive reinforcement did have a slight increase on student urgency to participate and student improvement of behavior.en_US
dc.language.isoenen_US
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States
dc.rightsopenAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/
dc.subjectPositive Reinforcementen_US
dc.subjectIn-class Behavioren_US
dc.subjectYouth educationen_US
dc.subjectStudent Self-assessmenten_US
dc.titlePositive Reinforcement in the Classroom: The Effect of Positive Reinforcement on Student Behavior and Participationen_US
dc.typeAction Researchen_US
thesis.degree.disciplineTeachingen_US
thesis.degree.grantorCity University of Seattleen_US
thesis.degree.levelMastersen_US
thesis.degree.nameMaster in Teachingen_US
cityu.schoolAlbright School of Educationen_US
cityu.siteRentonen_US
cityu.site.countryUnited Statesen_US


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