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100	1		_aSahyoun Timonian, Nancy _gMasters in Education
245	1	4	_aThe effect of teaching specific classroom routines on disruptive behavior, on-task behavior, and performance of fourth grade students in civics class work
260			_aBeirut _bNotre Dame University - Faculty of Humanities - Department of English, Translation, and Education _c2011
300			_a92 pages
500			_aالنوع : Mémoire
520	3		_aOne of the primary goals of education is to provide an appropriate atmosphere in which to teach academic skills, while another important goal is to instill values that are consistent with successful functionning in the society. It is believed that both the individual and society are served by fulfilling these goals. Dealing with the disruptive actions of students has an impact on the actions that these students will choose in their future lives; actions that may, in turn, impact their communities and society as a whole. Classroom routines help instill in our students the ability to solve their problems based on certain routines they are taught in class. These routines provide the student with the basic skills of self-regulating their behavior to remain on task for a longer period of time and get higher grades. The goal of this quasi-experimental study is to determine if classroom routines lead to (a) an increase in classroom engagement (b) a decrease in disruptive behavior and (c) higher academic performance in Civics lessons of upper elementary students. Three classes in grade 4 - and a total of 30 students- from a private Catholic school in the Metn area participated in this study. Results from Chi-square tests indicate that when the students are taught to follow specific classroom procedures their on-task behavior increases and their disruptive behavior decreases. However, the students' academic scores do not show statistically significant differences from before to after following the classroom routines according to the ANOVA test performed. Moreover, the study shows that once the classroom routines are practiced by students, the teacher does not have to repeat them over time. Students' results are similar between the treatment group who stopped rehearsing the procedures and students whose teacher kept rehearsing over till the experiment is over. Thus, continuous treatment isnot effective in improving the students' behavior even more. While following classroom routinesproves to be beneficial to improve behavior, it does not affect students' class work performance.
650		4	_aCycle primaire
650		4	_aDifficultés d'apprentissage Enfants avec des besoins spéciaux
650		4	_aElementary Education
650		4	_aLearning Difficulties Children with special needs
650		4	_aالصعوبات التعلمية ذوو الاحتياجات الخاصة
650		4	_aالمرحلة الابتدائية
856			_uhttp://webview.ndu.edu.lb/webview?infile=details.glu&loid=259528&rs=80854&hitno=2
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