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dc.contributor.authorLeese, Rylan
dc.date.accessioned2020-06-10T19:42:09Z
dc.date.available2020-06-10T19:42:09Z
dc.date.issued2020-06
dc.identifier.urihttp://hdl.handle.net/20.500.11803/896
dc.description.abstractClassroom management is a primary challenge to academic instruction in elementary classrooms. Establishing and maintaining student engagement may be a controllable way to create a functioning classroom management system. The 26 participants in the study were students in a fifth-grade classroom in a suburban elementary school. An intervention was designed by this researcher to introduce academic honesty into the classroom routine through positive behavior interventions and supports (PBIS) community circles. The goal was to measure any changes to student engagement rates. It would be anticipated that student engagement would rise as students’ participation in community circles rose per research on classroom management through positive attending (Ciobanu, 2014).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.subjectElementaryen_US
dc.subjectClassroom managementen_US
dc.subjectAcademic honestyen_US
dc.subjectPositive behavior interventions and supportsen_US
dc.subjectAction researchen_US
dc.subjectCommunity circlesen_US
dc.titleClassroom managementen_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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