CLASS DOJO AND STUDENT SELF-REGULATION: AN EXAMINATION OF BEHAVIOR PATTERNS AND ACADEMIC OUTCOMES
BERNARD CHARLES
Abstract:
This paper focuses on the impacts of Positive Behavior Intervention Supports (PBIS/PBI/PBS) on the progression of positive student behavior traits. Specifically, there will be a focus on the ways that PBIS impact student behaviors in the classroom. The research will focus on: the benefits and detriments of enacting PBIS into the classroom, the role PBIS can have on the academic outcomes of students, and the role technology can have in promoting student self-regulation in the 21st century. In conducting this study, the goal is to connect my desired research with that of prior analysis to support my argument that PBIS is essential to positive classroom and school culture that fosters educational success in all learning environments.
Keywords:
Positive Behavior Intervention (PBI)
Positive Behavior Intervention Supports (PBIS)
Kuwait
affluent
low-income
students
high-performing
low-performing
education
private schools
DOI: 10.52950/TE.2019.7.1.003
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APA citation:
BERNARD CHARLES (2019). CLASS DOJO AND STUDENT SELF-REGULATION: An Examination of Behavior Patterns and Academic Outcomes. International Journal of Teaching and Education, Vol. VII(1), pp. 14-40. , DOI: 10.52950/TE.2019.7.1.003
Data:
Received: 24 Jan 2019
Revised: 19 Mar 2019
Accepted: 6 Apr 2019
Published: 20 Apr 2019
Copyright © 2019, Bernard Charles et al, mr.charlesstudies@gmail.com