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dc.contributor.authorLevitt, Verity Helaine, 1979-
dc.date.accessioned2010-07-29T00:11:57Z
dc.date.available2010-07-29T00:11:57Z
dc.date.issued2009-09
dc.identifier.urihttp://hdl.handle.net/1794/10554
dc.descriptionxiv, 131 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.en_US
dc.description.abstractThis dissertation study investigated the impact of brief teacher consultation on teachers' implementation fidelity, quality of implementation, and student responsiveness during the Strong Kids social-emotional learning curriculum. Additional outcome measures included teachers' self-efficacy and teachers' perceptions of social validity of the Strong Kids program. Participants included six teachers, three of whom were randomly assigned to the treatment group and three of whom were randomly assigned to the control group. Teachers in the treatment group received brief performance feedback consultation for six out of the twelve Strong Kids lessons; whereas, teachers in the control group did not receive consultation, but instead were given a frequently asked questions sheet that provided them with general information about the curriculum. Results of the study indicated an increase in implementation fidelity for the teachers receiving performance feedback consultation and a decrease in implementation fidelity for the teachers who did not receive performance feedback. The data did not indicate any substantial effects for the consultation group teachers with respect to quality of implementation or student responsiveness. Overall, teachers in both the treatment and control groups had positive attitudes toward social-emotional learning and the curriculum. Both groups of teachers also reported similar negative attitudes regarding the curriculum. For example, both groups of teachers felt that the lessons took too long to implement within a given class period. Implications of this study for future research and practice are discussed.en_US
dc.description.sponsorshipCommittee in charge: Kenneth Merrell, Chairperson, Special Education and Clinical Sciences; Jeffrey Sprague, Member, Special Education and Clinical Sciences; Terry Scott, Member, Special Education and Clinical Sciences; John Seeley, Member, Not from U of 0; Lynn Kahle, Outside Member, Marketingen_US
dc.language.isoen_USen_US
dc.publisherUniversity of Oregonen_US
dc.relation.ispartofseriesUniversity of Oregon theses, Dept. of Special Education and Clinical Sciences, Ph. D., 2009;
dc.subjectEmotional competencyen_US
dc.subjectConsultationen_US
dc.subjectTreatment integrityen_US
dc.subjectSocial competencyen_US
dc.subjectStrong Kidsen_US
dc.subjectEducational psychologyen_US
dc.subjectSpecial educationen_US
dc.subjectCurriculum developmenten_US
dc.titlePromoting social emotional competency through quality teaching practices: The impact of consultation on a multidimensional treatment integrity model of the "Strong Kids" programen_US
dc.title.alternativeImpact of consultation on a multidimensional treatment integrity model of the "Strong Kids" programen_US
dc.typeThesisen_US


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