Peer reviewed
Direct linkERIC Number: EJ1023777
Record Type: Journal
Publication Date: 2013
Pages: 9
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-1074-2956
EISSN: N/A
Available Date: N/A
Student Self-Graphing as a Strategy to Increase Teacher Effectiveness and Student Motivation
Hirsch, Shanna Eisner; Ennis, Robin Parks; McDaniel, Sara C.
Beyond Behavior, v22 n3 p31-39 Spr 2013
This article explores the benefits of incorporating student self-graphing into various academic and behavioral tasks to enhance the effects of an intervention and to heighten student motivation. It offers examples to demonstrate how student self-graphing might be observed in a school setting. A list of considerations and tips to ensure successful execution of the procedures is also provided.
Descriptors: Intervention, Student Motivation, Elementary School Teachers, Emotional Disturbances, Behavior Disorders, Interpersonal Competence, At Risk Students, Reading Difficulties, Reading Fluency, Behavior Modification, Graphs, Self Evaluation (Individuals), Self Management
Council for Children with Behavioral Disorders. Council for Exceptional Children, 1110 North Glebe Road, Arlington, VA 22201-5704. Tel: 612-276-0140; Fax: 612-276-0142; Web site: http://www.ccbd.net/publications
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 3
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
Grant or Contract Numbers: N/A
Author Affiliations: N/A
