Matching Items (3)
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- All Subjects: Elementary School
- All Subjects: Victims of bullying
- Creators: Clary, Laura K
- Creators: Ettekal, Idean
- Creators: Geske, Tara Briana
Description
The Accelerated Reader Program has been a widely used reading program in elementary schools in the United States. However, even with its popularity, there have been controversies on if and how it should be used in the classroom. Arguments in support say the program gets children to read and that it is a helpful tool for teachers to keep track of each students reading abilities. Arguments against suggest that book choice is decreased, book levels are askew, the quizzes do not promote higher level thinking, and the use of incentives may send the wrong signals to students. Schools have started to abandon the program in the recent years, but maybe it will come back bigger and stronger. In the meantime, schools need to make sure that enriching books fill the schools and classrooms to promote reading for their students.
ContributorsGeske, Tara Briana (Author) / Serafini, Frank (Thesis director) / Esch, Mark (Committee member) / Barrett, The Honors College (Contributor)
Created2013-12
Description
It is widely recognized that peer-directed aggression and victimization are pervasive social problems that impact school-aged children and adolescents. This study investigated the developmental course of aggression and victimization, and more specifically, addressed three primary aims. First, distinct subgroups of children were identified based on similarities and differences in their physical, verbal and relational aggression and victimization. Second, developmental stability (and instability) were assessed by examining the extent to which individuals remain (or change) subgroups throughout childhood and adolescence. Third, group classifications and transitions over time were assessed as a function of children’s individual characteristics and their relational and contextual experiences.
The sample for this longitudinal study consisted of 482 children (50% females) who were followed over time from grades 1 to 11. Multiple-informant data on children’s physical, verbal and relational aggression and victimization (peer-reports), individual characteristics including emotion dysregulation, withdrawn behaviors (teacher-reports), and hostile and self-blaming attributions (self-reports), and their relational and contextual experiences including peer rejection, friendships, social hierarchy and classroom aggression (peer-reports) were assessed in grades 1, 5, 8, and 11. Data analyses primarily consisted of a series of person-centered methods including latent profile and latent transition analyses.
Most of the identified subgroups (e.g., aggressors, victims and aggressive-victims) were distinguishable by their frequencies (i.e., levels) of aggression and victimization, rather than forms (physical, verbal and relational), with the exception of one group that appeared to be more form-specific (i.e., relational aggressive-victims). Among children in each group there was a modest degree of intra-individual stability, and findings elucidated how some groups appeared to be more stable than others as well as developmental differences. Although group stability was fairly common across all groups, and over time, patterns of instability also emerged.
The combination of trends reflecting both stability and instability support the perspective that the development of aggression in childhood and adolescence is characterized by heterogeneity. In contrast to perspectives that highlight the individual stability of aggression (e.g., that it is a stable behavioral style or individual disposition), findings elucidate the individual, relational and contextual mechanisms by which developmental stability and instability were more pronounced.
The sample for this longitudinal study consisted of 482 children (50% females) who were followed over time from grades 1 to 11. Multiple-informant data on children’s physical, verbal and relational aggression and victimization (peer-reports), individual characteristics including emotion dysregulation, withdrawn behaviors (teacher-reports), and hostile and self-blaming attributions (self-reports), and their relational and contextual experiences including peer rejection, friendships, social hierarchy and classroom aggression (peer-reports) were assessed in grades 1, 5, 8, and 11. Data analyses primarily consisted of a series of person-centered methods including latent profile and latent transition analyses.
Most of the identified subgroups (e.g., aggressors, victims and aggressive-victims) were distinguishable by their frequencies (i.e., levels) of aggression and victimization, rather than forms (physical, verbal and relational), with the exception of one group that appeared to be more form-specific (i.e., relational aggressive-victims). Among children in each group there was a modest degree of intra-individual stability, and findings elucidated how some groups appeared to be more stable than others as well as developmental differences. Although group stability was fairly common across all groups, and over time, patterns of instability also emerged.
The combination of trends reflecting both stability and instability support the perspective that the development of aggression in childhood and adolescence is characterized by heterogeneity. In contrast to perspectives that highlight the individual stability of aggression (e.g., that it is a stable behavioral style or individual disposition), findings elucidate the individual, relational and contextual mechanisms by which developmental stability and instability were more pronounced.
ContributorsEttekal, Idean (Author) / Ladd, Gary W (Thesis advisor) / Dumka, Larry (Committee member) / Jager, Justin (Committee member) / Kochel, Karen P (Committee member) / Kochenderfer-Ladd, Becky (Committee member) / Arizona State University (Publisher)
Created2016
Description
For some children, peer victimization stops rather quickly, whereas for others it marks the beginning of a long trajectory of peer abuse (Kochenderfer-Ladd & Wardrop, 2001). Unfortunately, we know little about these trajectories and what factors may influence membership in increasing or decreasing victimization over time. To address this question, I identified children's developmental patterns of victimization in early elementary school and examined which child-level factors influenced children's membership in victimization trajectories using latent growth mixture modeling. Results showed that boys and girls demonstrated differential victimization patterns over time that also varied by victimization type. For example, boys experienced more physical victimization than girls and increased victimization over time was predicted by boys who display high levels of negative emotion (e.g., anger) towards peers and low levels of effortful control (e.g., gets frustrated easily). Conversely, girls exhibited multiple trajectories of increasing relational victimization (i.e., talking about others behind their back) over time, whereas most boys experienced low levels or only slightly increasing relational victimization over time. For girls, withdrawn behavior lack of positive emotion, and displaying of negative emotions was predictive of experiencing high levels of victimization over time.
ContributorsClary, Laura K (Author) / Ladd, Becky (Thesis advisor) / Updegraff, Kimberly (Committee member) / Valiente, Carlos (Committee member) / Ladd, Gary (Committee member) / Arizona State University (Publisher)
Created2015