Effects of three classroom management methods on classroom interaction of fifth graders

Effects of affective education interventions in the elementary school

“…Possibly the existential group was effective with selected girls and certain boys either because the existential group leader WM female or because the teacher made the cloaeat attempt to follow the prescriptions of the LDC Team. Earlier, we expressed a similar concern about the sex of primary change agents (e. g., teacher, group leader) responsible for the intervention (Stilwell, Brown, & Barclay, 1973).…”

“…Indeed, the traditional AT1 paradigm seems to focus on very specific teaching strategies and equally specific student dependent variables. The use of the AT1 model in planning school psychological services is comparatively rare (e.g., Church, 1972;Stilwell, Brown, & Barclay, 1973), but should be expanded to reflect our commitment to individual differences. Accordingly, the present study was conducted to develop more knowledge about optimal strategies for working with children who appeared to have low self-competency, little peer support, or both.…”

“…How these individuals developed and integrated their programs became a real life simulation for the LDC Team System (Stilwell & Santoro, 1976). The primary source for interventions was Barclay, et al (1973), in which 58 interventions are recommended for eight affective skill areas. Using the manual as a foundation, the teams adapted or created treatments for their particular classroom.…”

“…In this second active control group, only five students (four boys and one girl) from this fifth-grade class of 17 girls and 15 boys obtained low self-competency scores on the BCCI. Interestingly, the teacher was beloaaverage in her ratings (positive and negative) of her students (Barclay, 1977;Barclay, et al, 1973). The focus of this active control was on the five target students and five peer models who had been selected for their high self-competency and their high sociometric status.…”

A Systems Approach for Implementing an Affective Education Program

“…Within 6.3 the affective education teams implementing the program goals and objectives will become involved in selecting strategies for intervention (Blanco 1972;Catterall 1967;Stanford & Roark 1974)and in designating primary change agents. Essentially, the team will probably complete the following activities (Stilwell & Santoro 1976):(a) consider the assessed needs; (b) consider the agreed upon system-wide goals; (c) consider individual student needs and objectives; (d) consider the data collected on specified students (e.g., paper-and-pencil data and structured interviews and observations); (e) select primary and secondary planned interventions; (f) agree on planned program interventions (i.e., jointly decide among students, parents, change agents, and learning development consultants what will be their respective responsibilities); (g) designate primary change agents; (h) schedule milestone criteria within planned interventions; and (i) implement the planned program intervention (Barclay 1967;Davis et al 1974;Stilwell, Brown & Barclay 1973).…”