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Lambert, Lindsey L. "The Effects of Modeling and Coaching on Verbal Narratives of Teaching Interactions by Novice Behavior Analysts." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1404591/.
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Research has shown that well-trained staff within early and intensive behavioral intervention (EIBI) provide more effective treatment. An important part of training is learning the vocabulary and concepts of treatment. This aids in conceptual understanding of the principles and procedures. The process of learning behavioral concepts also develops the necessary verbal repertoire needed to communicate among members of a community of practice; a group of people who have common reinforcers and are working toward a common goal. Learning to tact a series of sequential descriptions, or verbally narrate, exemplary teaching interactions should be a goal when teaching behavior analysis because it is how we, as a community, interact and establish an understanding of behavior analysis. The purpose of the current study is to train novice behavior analysts to narrate exemplary intervention sequences that are responsive, flexible, and effective teaching interactions. The effects of the training were evaluated using a multiple baseline design across training conditions, replicated across 3 participants. The results suggest that the training was effective in increasing the number of narrative statements as well as the number of narrative statements related to five critical features of a teaching interaction and the relations between those features. The results are discussed in the context of future research directions, including studies of correspondence between verbal behavior and teaching interaction performance.
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Campbell, Nancy A. "A study of continuing education and behavior change following a precepting skills workshop." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/958794.
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Continuing education programs are successful only to the extent that the recommended practice or behavior is implemented. Previous research has demonstrated that some programs result in behavior change and others fail to do so. A conceptual framework developed by Cervero links behavior change to continuing professional education. This descriptive correlational study examined factors related to implementation of knowledge gained from a continuing professional educational offering into practice among registered nurses. One questionnaire on the motivation of the individual professional was given prior to the continuing professional educational offering and three other questionnaires eliciting the participants perception of the social system, nature of the change and the continuing educational offering was given upon completion of the class. Two months following the offering a self-report evaluation, a Likert scale instrument and an open-ended questionnaire, was completed by the participants to measure the change in behavior after the learning experience. Demographic data of the participants was also correlated with nursing behavior. The rights of the participants were protected at all times. Participants were asked to participate on a strictly voluntary basis. Findings of the study indicated that the variables of the individual professional, the continuing educational offering, the nature of the change and social system did not statistically correlate with the outcome variable of behavior change. However, the responses to the open ended questionnaire contradicted the statistical findings. Participants articulated numerous ways in which their nursing practice had changed as a result of their continuing education experience. Conclusions of the study were that there is no statistically significant relationship between the independent variables and the dependent variable of behavior change, but that qualitative data indicated that change in nursing practice did occur following the continuing professional education offering. Implications from the study indicate that the process of continuing professional education is complex with multiple variables. There is a need for further research to delineate the influence of these variables on behavior change in nursing practice. Then, those planning educational offerings could work effectively with their clientele to more dramatically improve health care and client outcomes.School of Nursing
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Ness, Bryan. "An evaluation of the effects of teaching students in a resource classroom a self-regulated assignment attack strategy /." Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2009. http://hdl.handle.net/1794/10236.
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Esquivel, Fernando Cerón. "Extinction of headbanging behavior in an autistic child: A case study." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1561.
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Haycraft, Carrie H. "Evaluation of a Training Package for Teaching Social Skills in an Inclusionary Preschool Environment." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4872/.
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Effective training procedures are necessary when teaching behavior analytic techniques because the techniques are so complex and precise; and there is a correlation between the changed skills in the trainees to be beneficial to the client. Instructors who may previously exhibit effective teaching techniques in a one-to-one setting may not exhibit those techniques in an inclusive setting. This study examines the effects of a training package and an instruction on the performance of experienced instructors, and desired responding from both preschool-aged children with autism and typically developing peers. The training took place with 3 triads of one instructor, one child with autism, and one peer in a center-based inclusionary preschool. Instructor skills targeted were prompt and consequence delivery for the target social skills, getting attention and responding to peers. Corroborative data on children's responding were obtained.
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Root, Monica Rose. "The Effect of Teacher-Identified Classroom Management." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1544.
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The framework of this study was monitoring classroom management strategies and student behaviors in the classroom, then providing strategies and feedback to increase effective classroom management and decrease problem student behaviors.
There were 15 evidence–based practices that were researched and used in the study. Specifically teachers were asked to focus on 5 of them. These practices were: using 5 positive feedback comments to 1 negative comment; having classroom rules and expectations that were posted, taught, practiced, consistent, and positively reinforced; using an attention getting cue that had been taught, practiced and positively reinforced; having continuous active supervision including moving and scanning; and managing minor problem behaviors positively, consistently and quickly.
Teachers filled out a self–assessment tool on how well they think they implemented these strategies in the classroom, and then received coaching sessions on how to use them more effectively in the classroom. These coaching sessions were given throughout the study as teachers had days where they needed positive reinforcement themselves.
The results of these coaching sessions and the use of the strategies are presented in this study.
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VanKirk, Tessa Schreiber. "The Effects of Parent Training on the Amount and Variety of Food Consumed By a Child with Autism." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4447/.
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The current study assessed the effectiveness of a training package, delivered in the form of a manual, to teach a parent to increase the variety and amount of food consumed by her son. The participant was a 5-year-old boy with Pervasive Developmental Disorder and limited food consumption. A changing criterion design across two variables, variety of food and quantity of food, was used. Results were that the parent who used the manual, with limited assistance from the experimenter, did succeed in increasing food variety and quantity of target foods.
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Greenspan, Michelle S. "Immediate and generalized effects of one component (Stay Close Tool) of a behavioral parenting curriculum." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc6103/.
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The Essential Tools for Positive Behavior Change is a behavioral parenting curriculum that is currently being disseminated throughout the state and Florida and is now being utilized in Texas to teach parents who are at risk or are founded of abuse and neglect. Research on the curriculum thus far has focused on large scale outcomes, skill acquisition of caregivers during analog role-play assessments, and scores on a written quiz. Little research has focused on generalization of classroom performance to the home. The measurement systems that have been used to evaluate positive outcomes also were in need of improvement. The current study was designed to determine whether teaching a component (Stay Close) to typical parents resulted in immediate improvements in written exam scores and on a role-play assessment and if those skills could be seen in a home setting. The results indicated that small improvements were seen across quiz scores in all but one family and some improvements across behavior was seen in both the role-play and home observations. Additionally, a reliable measurement system was created that captured both home observations and role-play assessment data.
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Shivers, Audrey H. "Development and Evaluation of a Large-scale Pyramidal Staff Training Program for Behavior Management." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc700014/.
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Training and empirically evaluating caregivers’ implementation of behavior management skills is a particularly challenging task in large residential contexts. A pyramidal training approach provides an efficient and effective way to conduct large-scale competency-based behavior skills training. The purpose of this project was to develop and evaluate a large-scale pyramidal staff training program for behavior management skills. One hundred nine caregivers and 11 behavior service professionals at a large, residential care facility participated in this project. Interobserver agreement was utilized to develop and refine measurements systems to detect caregiver acquisition of skills, behavior service professionals’ ability to score caregiver performance and behavior service professionals’ ability to deliver a specified portion of the curriculum. Pre- and post-test probes were conducted utilizing standard role play scenarios and checklists to evaluate caregiver acquisition of three specific behavior management skills. The results supported the following conclusions: first, interobserver agreement measures were useful to develop a reliable measurement system, to refine some curriculum elements, and to evaluate measurement conducted by behavior service professionals. Second, behavior skills training (BST) resulted in caregiver acquisition of all three behavior management techniques. Third, the pyramidal training approach was effective to teach behavior service professionals to deliver BST and accurately measure the performances of trainees.
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Sturrock, James Lee. "A Behavioral Modification Analysis of the Effects of Multimedia First Aid Training on Injuries in an Industrial Setting." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc331593/.
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Past research has shown a correlation between first-aid training and the reduction of injuries. This connection has been noted in off-the-job situations in addition to industrial studies. This project is an extension of those past findings with three notable differences: total population training was studied, as the intervention instead of just saturation treatment; attention was given to the effect that the half-life of training had upon injury reduction; and three randomly chosen small groups we're studied to determine short range effects. The theoretical bases from which the study hypothesis was developed originated in the Behavioral Science and Psychology literature. Discussions are developed around the mental structuring of accidental potential situations in the case of a person trained in first-aid principles. Behavior Modification was one of the principles of change that offered a.safer environment through first-aid training. Group contagion provided the setting for development of a safer place to work because of socialization to a "safe attitude." The intervention, American National Red Cross Standard Multimedia First-Aid Course, provided some of the mental developments toward modification of behavior. These were the modeling and rehearsal features of the course. A connection between group deviance and accident "proneness" led to a proposal that avoidance behavior was the resultant of the training.
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Yung, Tsang Sun-may Grace, and 容曾莘薇. "Enhancing teachers' competencies in positive behaviour management in aschool for moderately mentally handicapped children: an action research approach." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958436.
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Lee, Lap-chi, and 李立志. "Effectiveness of behaviour modification programmes implemented by sheltered workshop instructors on an in-service course." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956506.
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Cheng, Tak-foo, and 鄭德富. "The implementation of social skills training in a secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1991. http://hub.hku.hk/bib/B3195599X.
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Harris, Kellen-Jade S. "Evaluating the Effectiveness of a Competency-Based Training Package to Teach Behavior Management Skills to Direct Support Staff." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc849622/.
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Cooper, Heron and Heward define maintenance as the extent to which a learner continues to perform a target behavior after the intervention has been terminated. Testing for maintenance allows the trainer to see if gains were sustained following the termination of a treatment program. In addition, once it is shown that a learner's skills have remained in the repertoire, assessment of generalization is possible. Previous literature in behavior skills training have assessed maintenance in a variety of settings for a variety of skills. Following maintenance assessments, booster sessions are commonly used to re-train skills that did not maintain at criterion levels. The current project assessed the maintenance of caregivers' skills following a training package used to teach three behavior management techniques (use reinforcement, pivot, protect-redirect) at a large, residential care facility. Procedures were developed to assess caregivers' maintenance of the three behavior management techniques using a pre-test- post-test design. If needed, skills were re-established using 5-20 minute booster sessions. The results showed that time between post-test and maintenance did not seem to have a strong effect on maintenance scores. In general, post-test scores were somewhat indicative of maintenance scores, and patterns were most apparent across tools.
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Newcomer, Andrea L. "A systematic replication of the Family Connections parent-toddler training program." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc9921/.
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As more toddlers are being diagnosed with autism there is an increased need for very early intervention. Preliminary research on interventions suggests toddlers can make important developmental progress and that parents can be part of the intervention process. The purpose of this study was to systematically replicate a parent training program reported by Alai-Rosales et al. (2009). Specifically, the present study taught parents a set of teaching strategies that included arranging the environment, setting up learning opportunities, and using positive reinforcement. Baseline-intervention conditions were replicated across four parent-toddler dyads in order to assess the effects of training on parent and child behaviors. Results indicated increases in parent teaching behaviors, the child targeted behavior (facial orientation), as well as a non-targeted skill, joint attention. Findings are discussed in relation to the challenges of intervention and considerations for future research.
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Wyatt, Christopher Don. "Responding to problem behaviors at school: A psychosocial approach." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1855.
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Amponsah-Amfo, Daniel. "Discipline: An interpersonal approach for elementary school teachers in Ghana." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1425.
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Console, Nikki Ann. "Teaching strategies for foster care students with behavior problems." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2775.
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The purpose of this study is to research behavior problems of children in foster care and to identify teaching strategies and techniques for teachers who have foster children in their classrooms and experience difficulties working with them. The project examines the types of behavior problems displayed by abused children.
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Rentz, Nancy Lee Davis Saxon Terrill F. "The influence of positive behavior support on collective teacher efficacy." Waco, Tex. : Baylor University, 2007. http://hdl.handle.net/2104/5083.
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Cotten, Jo Ann. "Behavior modificatioon unit study." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/2963.
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Terry, Callie A. "Teaching Children with Autism to Vocally Mand for Others to Perform an Action." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc822802/.
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Mand training is a very logical and natural procedure to begin teaching communication skills to individuals with autism. Existing research has documented strategies for teaching children with autism to mand for preferred items, although there are fewer high quality studies on teaching children to mand for other people to perform an action. In addition to improving the general mand repertoire, teaching children to mand for others to perform an action is important because it allows children with autism to communicate ways in which another person could improve their environment by performing a simple action. The purpose of this study was to document a functional relation between mand training and acquisition and generalization of unprompted mands for another person to perform an action. Using a multiple-baseline design across participants, four children with autism were taught to mand for an adult to perform a variety of actions (e.g., to open a container so the child could obtain a preferred item). Results showed that the intervention produced an increase in unprompted mands for actions for all participants. Additionally, all participants demonstrated unprompted mands at or above mastery criteria during all generalization sessions in a different setting and different interventionist. The magnitude of effect was also large for all participants. This study extends the research on mand training by demonstrating a procedure that can be used to teach children with autism specific mands for actions. Additionally, this study will contribute to a body of strong and adequate studies that will eventually lead to mand training being considered an evidence-based practice.
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Metras, Rachel. "Teaching Behavior Professionals to Use the Interview-Informed Synthesized Contingency Analysis (IISCA): A Preliminary Investigation." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1011807/.
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We assessed the implementation accuracy and fidelity of two board certified behavior analysts (BCBAs) using the open-ended interview from Hanley. Participants interviewed a confederate using the open-ended interview, and were then asked to use information gathered from the interview to create operational definitions of target behaviors as well as test and control condition procedures for a subsequent matched test-control functional analysis as is characteristic of the interview-informed synthesized contingency analysis (IISCA) strategy. Brief behavioral skills training (BST) was then implemented with all participants to increase the accuracy of constructing both target behavior definitions and functional analysis procedures. Preliminary results show moderate rates of accuracy of target behavior definitions and functional analysis procedures prior to BST, and high rates of accuracy following BST. The results also suggest high implementation fidelity on the open-ended interview may not be necessary to achieve high accuracy when constructing target behavior definitions and functional analysis procedures.
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Chung, Ng Lai-kuen Hannah. "Training chinese parents as agents of behavioural change for their children: an exploration evaluation study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1985. http://hub.hku.hk/bib/B29648154.
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Traxler, Adrienne. "Assessment and Modification of an Introductory Astronomy Laboratory Lesson on Astronomical Time-keeping." Fogler Library, University of Maine, 2006. http://www.library.umaine.edu/theses/pdf/TraxlerAX2006.pdf.
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Bank, Nicole L. "The Effects of Descriptive Praise on Instructional Control Over Varied and Stereotyped Play of a Five-Year-Old Boy." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4720/.
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This study investigated the effects of instructional cues on varied and stereotyped play responses of one typically developing 5-year-old child. Responses were observed across four sets of play materials: blocks, DUPLO® blocks, markers and paints. Training included praise contingent upon forms consistent with the instruction. Two instructions were each trained with corresponding instruction signs, "Try something different" (on blue paper) and "Do the same thing" (on yellow paper) for block and DUPLO block forms. Results show differentiated novel responding during the experimental phase. The same differential effect in marker forms occurred in the sign alone phase. When the sign plus instruction was introduced for painting sessions, novel forms in the same condition discontinued and began to occur in the different condition. These findings suggest stimulus control of behavioral variation and behavioral consistency. The implications for both science and society are discussed.
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Jones, Alla Sergeyevna. "Effects of Positive Behavior Support Training on Maladaptive Behavior, Parenting Skills, and Parental Support of Families with Children with Disabilities." BYU ScholarsArchive, 2008. https://scholarsarchive.byu.edu/etd/1349.
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Family stress is affected by a child's challenging behavior and by the disruption of family routines as a result of the child's disability. Therefore, families with children with disabilities need professional support as they work with their children to decrease their children's behavior problems and to reduce the level of parental stress. This study examines in-home training in Positive Behavior Support using the model of parent-professional collaboration. Parents of 35 children with disabilities and challenging behaviors participated in this research. All participants were on the state of Utah's Family Support waiting list. Graduate students provided behavioral education to families by completing a Functional Behavioral Assessment, developing appropriate interventions, and analyzing intervention data. Children with disabilities experienced a significant reduction in the frequency and severity of their problem behavior as a result of the interventions. There was not, however, a significant increase in parents' perceptions of their limit setting skills nor parental support received. The results of this project may provide motivation for special educators, school psychologists and other specialists to collaborate more with parents in the education of their children with disabilities.
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Gorgueiro, Veronica Maria. "Teachers' Perspectives on Positive Behavior Support in Secondary Schools." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2512.pdf.
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Rataza, Themba Theophilus. "A case study of teacher modification strategies in an ESL classroom context." Thesis, Rhodes University, 2006. http://hdl.handle.net/10962/d1007558.
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The purpose of this study is to explore and discuss the use of teacher modification strategies by a high school teacher in the Eastern Cape province of South Africa in an English second language classroom. This teacher does not share the mother tongue of the learners. Unlike other teachers who resort to code switching when teaching L2 learners, this particular educator does not have that liberty. Code switching has been found to be a useful strategy for teaching and learning (Adendorff 1996, Marawu 1996). Code switching will henceforth be abbreviated as CS in the rest of the text. Often teachers use CS to help students understand as an avoidance strategy to teach in English. They have no other way of getting through to students because they haven't been shown the benefits of teacher modification strategies employed by the teacher I have observed in this study. The study therefore seeks to establish or investigate and describe the modification strategies the teacher uses to make his lessons comprehensible to his learners and to accommodate the needs of his L2 learners in view of the fact that he does not share the language of his learners. The motivation behind this study stems from the difficulties experienced by L2/ESL learners learning through the medium of English. These problems are described by researchers such as Macdonald (1990), Eiseman (1992), NEPI report (1992). These difficulties relate to the lack of vocabulary, low proficiency levels and comprehension skills. In view of the above, this case study research was conducted on one teacher to find out or investigate how he modifies his teaching strategies. It has been revealed in the literature studied / reviewed that teachers employ a variety of teaching strategies to adapt to the needs of their L2 learners. (Long (1983), Wong-Filhnore (1985), Chaudron (1988), Huizenga et al (1990)). The teacher in this study has also been found to employ the main strategies to modify his teaching practice. It is clear from the interviews with both the teacher and his students, that this particular teacher makes full use of a range of language and methodological strategies to help his students understand his lessons. It is hoped that the findings of this research may illuminate some valuable insights in the necessity and usefulness of teacher modification strategies for all teacher trainers so that our teaching institutions can provide a variety of methods for teacher trainees to help L2 students develop their English language skills.
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Prochaska, Judith J. "The PACE+ school study : evaluation of the efficacy of promoting change in a single versus multiple health behaviors /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2002. http://wwwlib.umi.com/cr/ucsd/fullcit?p3049672.
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Kessler, Samantha. "A study of the seismic response modification factor for log shear walls." Thesis, Manhattan, Kan. : Kansas State University, 2010. http://hdl.handle.net/2097/3909.
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Vannatta, Terrie Lynn. "A study of the effects of self-instruction and alternate response training on oppositional behaviors." Virtual Press, 1990. http://liblink.bsu.edu/uhtbin/catkey/720349.
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This study investigated the effects of self-instruction and alternate response training on oppositional behavior. Four oppositional adolescent females in a community-based residential treatment facility were taught to self-instruct alternate responses to their oppositional behaviors by participating in a series of Behavior Skills Training (BST) sessions. Subjects were required to role-play situations which subjects indicated evoke the targeted behaviors, that is, swearing/namecalling, noncompliance with rules, and noncompliance with requests. These self-reported situations were a major component in developing the BST. A multiple baseline design across behaviors was used. As an additional experimental control, two nontreatment subjects were included in the data analysis. Although trend analyses were conducted, variability in the data precluded the possibility of drawing conclusions based on statistical correlation. However, functional analyses of the treatment effects indicated that the BST was effective in reducing the oppositional behaviors of the subjects in the treatment group. Thus these results support the efficacy of using self-instruction and alternate response training procedures to reduce the occurrence of oppositional behavior in adolescent females.Department of Educational Psychology
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Williamson, Ramona D. "Accommodation and Curriculum Modification for Students with Special Needs: A Study of Teachers' Attitudes." ScholarWorks@UNO, 2011. http://scholarworks.uno.edu/td/1354.
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The purpose of this study was to examine the attitudes of teachers towards providing accommodations and modifications required for students with special needs in general education classes. The study also examined the differences between these educators’ willingness, preparedness, and selected demographic and descriptive characteristics, which included teacher education, educational setting, and support provided for inclusion. As such, it contributed to both the theory and the practice of teaching students with disabilities in inclusive settings.
The sample included willing general and special education teachers in one suburban school district in the southeastern United States. The instrument was a modified version of the Teacher Acceptability and Use Scale (TAUS) (Boulton, 2003).
Statistical analysis revealed little significant difference in willingness between special education and general education teachers, although special education teachers perceived themselves as slightly more prepared than general education teachers to make accommodations and modifications to the general curriculum for the student with special needs included in the general education classroom. In conclusion, the results of this study indicate that teachers’ perceptions of their preparedness for accommodating students with special needs has improved in recent years.
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Ying, Jia. "Water Droplet Behavior on an Anisotropic Aluminum Fin— A Case Study in Surface Wettability Modification and Control." Miami University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=miami1281310217.
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Kirchhoff, Mary Annette. "Promoting responsible environmental behavior in second grade students." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3142.
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This project provides a convenient way to incorporate environmental education into the already exiting curriculum. Many of the environmental lessons and activities provided in this project cover language arts and math standards as well as providing students with the environmental knowledge, sensitivity, and skills they need.
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Harder, Julianne M. "The Effects of a "Responsive Teaching Strategy" to Increase Toy Play in Young Children with Autism in an Inclusive Setting." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc6099/.
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Toy play represents one of many levels of play where children can expand their repertoires and socially interact with peers. Play typically increases in complexity as the child's repertoire develops; however, children with autism often have delayed play skills. The current study investigated the effects of using a 3-component play training procedure (choices, prompting, and consequences), replicated from a previous study, to increase simple and pretend toy play in three boys with autism. Additional measures were used to observe engagement with materials, children, and adults during a 10-minute session. Observations show increased toy play for two participants and increases in overall engagement for all participants. The findings suggest that the teaching program used is replicable across multiple populations, furthering the advancement of evidence-based practices.
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Hille, Katrina J. "Investigating the effects on parallel play between siblings: Teaching children with autism to emit social phrases to their typically developing sibling." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc28370/.
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The focus of this study was three fold. First, modeling and feedback were investigated as a training package for social interactions between siblings. Second, the effects of social phrases taught to the sibling with autism were investigated. Third, the magnitude of these social phrases was measured by timing duration of parallel play. The experimental design is an A-B-A1-A2 design conducted in a clinic, with a probe for generalization in the home environment. This intervention was replicated across an additional sibling dyad to indicate its effectiveness. This study ascertained that the sibling with autism was a viable participant in learning new social skills that could function as a behavioral cusp and increase sibling interactions.
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Crowley, Susanne 1961. "FACTORS AFFECTING COMPLIANCE IN A BEHAVIOR MODIFICATION WEIGHT REDUCTION PROGRAM: A STUDY OF THE LOCUS OF CONTROL THEORY (NUTRITION)." Thesis, The University of Arizona, 1986. http://hdl.handle.net/10150/276759.
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Boberg, Michele J. "The effects of a social skills training program on preadolscents' prosocial behavior and self control." Virtual Press, 2001. http://liblink.bsu.edu/uhtbin/catkey/1221269.
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The purpose of this study was to examine the effects of the Skillstreaming the Adolescent social skills training program on sixth grade students' social skills as reported by themselves, their teachers, and their parents. The study was conducted in two phases. Participants in Phase I were 24 sixth grade boys and 25 sixth grade girls selected from a Midwestern, small suburban elementary school. Experimental Group 1 consisted of 24 students and Control Group I consisted of 25 students. The mean age of the students was 11.7 years. Participants in Phase II were 28 sixth grade boys and 21 sixth grade girls. Experimental Group 2 (n=16) and Experimental Group 3 (n=16) were combined for the training intervention. Control Group 2 consisted of 17 students. The mean age of these students was 11.6 years. Pretest and posttest assessments of students' social skills were measured using the Social Skills Rating System-Parent, Teacher, and Student forms (Gresham & Elliot, 1990). Data were analyzed for both phases using repeated Measures of Multivariate Analysis of Variance. In Phase I no significant interaction between time of testing, raters, and group were found. However, differences were found between the experimental and control groups regardless of time, and between time (pre and post tests) regardless of group, primarily due to teacher ratings. In Phase II there was a significant interaction between time of testing, raters, and group. The control group scored higher than the experimental group on students' social skills ratings. Based on univariate tests, the control group's significantly higher ratings were the result of teacher ratings. This study did not find support for the overall efficacy of the Skillstreamins, the Adolescent training program on improving students' social skills as measured by the SSRS-parent, teacher, and student forms. Results and implications of these findings are discussed as they relate to previous research and future directions for study. It is suggested a follow-up measure when students transition to junior high school may provide evidence of long-term effects of social skills programs. An investigation of teachers' expectations may also provide a greater understanding of the impact of training programs.Department of Educational Psychology
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Prusaczyk, Jennifer Jensen. "Epistemological Connections to PreK-8 Teachers' Descriptions of Good Teaching, Good Student Behavior, and Teaching for Understanding: A Mixed Methods Study." OpenSIUC, 2011. https://opensiuc.lib.siu.edu/dissertations/323.
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AN ABSTRACT OF THE DISSERTATION OF JENNIFER JENSEN PRUSACZYK, for the Doctor of Philosophy degree CURRICULUM AND INSTRUCTION, presented on APRIL 7, 2011, at Southern Illinois University Carbondale. TITLE: EPISTEMOLOGICAL CONNECTIONS TO PRE K-8 TEACHERS' DESCRIPTIONS OF GOOD TEACHING, GOOD STUDENT BEHAVIOR, AND TEACHING FOR UNDERSTANDING: A MIXED METHODS STUDY MAJOR PROFESSOR: Dr. D. John McIntyre A mixed methods study design was used to investigate the relationship between elementary teachers' epistemology, as measured by the Learning Context Questionnaire (Griffith & Chapman, 1982) and teachers' descriptions of good teaching, good student behaviors, and teaching for understanding. Teachers' (N = 36) descriptions were collected after they had participated in a three-year professional development program designed to assist teachers in listening to and using students' thinking. The descriptions were open coded, following the recommendations of Corbin and Strauss (1990). Each set of descriptions was coded independently. Nine emergent themes support study request one: List three things a [Pre] K- 8 teacher should do to teach mathematics for understanding. Eight emergent themes support study request two: List three things a good mathematics teacher usually does. Six emergent themes support study request three: List three things a good mathematics student usually does. This study is not a study of practice, but rather a study of the language used to describe something of value and the relationship of that language with personal epistemology. Findings indicate that based on teachers' descriptions, 75% of the teachers exhibit an awareness of reform based teaching strategies, 61% of the teachers exhibit an intention to provide reform based learning opportunities while only 44% of the teachers exhibit reform based expectations of students. Based on this sample, little support for the connection between epistemology and teachers' descriptions emerged. Furthermore, this sample exhibited no connection between general epistemology and years of teaching experience. The observation that some teachers exhibit a higher Measure of Coherence is an unexpected finding of this study and provides a foundation for future research.
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Hutter, Jo-Anne. "A Corpus Based Analysis of Noun Modification in Empirical Research Articles in Applied Linguistics." PDXScholar, 2015. https://pdxscholar.library.pdx.edu/open_access_etds/2211.
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Previous research has established the importance of the nouns and noun modification in academic writing because of their commonness and complexity. However, little is known about how noun modification varies across the rhetorical sections of research articles. Such a perspective is important because it reflects the interplay between communicative function and linguistic form.
This study used a corpus of empirical research articles from the fields of applied linguistics and language teaching to explore the connection between article sections (Introduction, Methods, Results, Discussion; IMRD) and six types of noun modification: relative clauses, ing-clause postmodifiers, ed-clause postmodifiers, prepositional postmodifiers, premodifying nouns, and attributive adjectives. First the frequency of these six types of noun modification was compared across IMRD sections. Second, the study also used a hand coded analysis of the structure and structural patterns of a sample of noun phrases through IMRD sections.
The results of the analyses showed that noun modification is not uniform across IMRD sections. Significant differences were found in the rates of use for attributive adjectives, premodifying nouns, and prepositional phrase postmodifiers. There were no significant differences between sections for relative clauses, ing-clause postmodifiers, or ed-clause postmodifiers. The differences between sections for attributive adjectives, premodifying nouns, and prepositional phrases illustrate the way the functions of these structures intersects with the functions of IMRD sections. For example, Methods sections describe research methods, which often have premodifying nouns (corpus analysis, conversation analysis, speech sample, etc.); this function of Methods sections results in a higher use of premodifying nouns compared to other sections. Results for structures of noun phrase across IMRD sections showed that the common noun modification patterns, such as premodifying noun only or attributive adjective with prepositional phrase postmodifier, were mostly consistent across sections. Noun phrase structures including pre-/post- or no modification did have differences across sections, with Introduction sections the most frequently modified and Methods sections the least frequently modified. The different functions of IMRD sections call for different rates of usage for noun modification, and the results reflected this.
The results of this research benefit teachers of graduate students of applied linguistics in students' research reading and writing by describing the use of noun modification in the sections of empirical research articles and aiding teachers in the design of materials to clarify the use of noun modification in these IMRD sections.
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Grossmann, Sandra Joy. "Math Anxiety, Coping Behavior, and Gender." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4857.
Full textAbstract:
Non-math majors enrolled in lower-division math courses at an urban university were surveyed on their math attitudes, coping behaviors, and math anxiety (MATHANX). The Revised Ways of Coping Checklist (RWCC), Revised Math Anxiety Rating Scale, and other questions were presented to 30 men and 32 women. Hierarchical regressions showed that after controlling for attitudinal covariates, emotion-focused coping behaviors (EMOTFOC) were strongly associated with MATHANX (F(5,54)=18.66, 12 < .0001), but problem-focused coping behaviors (PROBFOC) were not. The RWCC subscale most highly correlated with MATHANX was Wishful Thinking (r = .70, p < .0001). Ss were then dichotomized on PROBFOC and EMOTFOC, providing four behavioral groups. An ANCOVA controlling for attitudinal covariates showed behavioral group membership significant with respect to MATHANX (F(3,58)=6.07, p < .001), and an ANOVA revealed that students who reported high EMOTFOC coupled with low PROBFOC experienced the greatest MATHANX (,E(3,58) = 12.66, p < .0001).
Males and females reported virtually identical MATHANX (M=36.30 for males, 36.44 for females), and the only significant gender difference was for avoidance coping, which was used more by males (F(1,60) = 5.43, p < .03]. Results from this study suggest that fewer gender differences may exist in MATHANX and coping than have been found in the past. Additionally, this study identifies the need for future research to determine whether EMOTFOC is the behavioral component, or one of the determinants, of math anxiety.
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Ruiz, Julio. "Transfer of Mand-to-Tact and Tact-to-Mand Topographies in Two Vocal-Verbal Children with Autism: A Replication and Extension Study." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc9830/.
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Skinner (1957) suggested that different verbal operants are acquired independently of each other and establishing a verbal operant as a mand will not necessarily result in the appearance of a tact having the same response form and vice versa. Recent empirical research has found that newly acquired mands and tacts can be transferred to different relations without direct training. The present study investigated 1) how verbal responses taught as pure mands affect untrained tact relations; 2) how verbal responses taught as pure tacts affect untrained mand relations; 3) how the size of mand and tact repertoires relate to speed of acquisition of new mands and tacts; and 4) how size of entering repertoires affect the transfer of mand topographies to tacts and vice versa. Two vocal-verbal children with autism were taught three novel responses as mands and three other responses as tacts. Mand topographies transferred to tact relations and tact topographies transferred to mand relations for both participants. Overall acquisition as well as transfer of mands and tacts was faster for the participant with a higher entering repertoire.
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Natadecha, Poranee. "Nature and culture in Thailand : the implementation of cultural ecology in environmental education through the application of behavioral sociology." Thesis, 1991. http://hdl.handle.net/10125/9700.
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Masemene, Kgaogelo Johanna. "Exploring environmental literacy components in promoting sustainable behavior : a case study of rural primary schools in Moutse, Sekhukhune district, Limpopo." Diss., 2020. http://hdl.handle.net/10500/27054.
Full textAbstract:
Abstracts in English, Sotho and ShonaEnvironmental Education (EE) in formal education was introduced because of environmental degradation globally, with the aim of developing an environmentally literate citizenry. However, the ultimate goal of EE, that of developing an environmentally literate citizenry, remains a dream while the planet continues to deteriorate. This study explored the environmental literacy level of both teachers and leaners, with a focus on rural primary schools. The study examined the effectiveness of the components of knowledge, attitude and skills in developing environmental literacy in schools. The study further explored how these components promote practices and lifestyle changes towards sustainable behaviour. A qualitative multiple case study design, guided by the interpretivist paradigm, was employed to conveniently sample three cases consisting of 3 teachers and 18 learners. Data was generated through observations, document analysis, as well as face to face and focus group interviews from purposefully sampled Grade 7 educators and learners. The findings revealed both nominal and functional environmental literacy levels amongst teachers and learners. These findings are attributed to a lack of teacher’s expertise in teaching EE content for the development of environmental literacy, the content integration approach of EE in the Department of Basic Education’s Continuous Assessment Policy System (CAPS) curriculum, the focus of the CAPS curriculum on mostly, the knowledge component of EE and a lack of a framework on how EE content should be taught. Lastly, the findings can also be attributed to the rural context in which the study took place, which poses challenges to sustainability lifestyles and practices. The study recommends reorientation of the curriculum to include environmental science as a subject in an integrated curriculum. The findings also recommend the inclusion of environmental policy in schools to guide lifestyle and practices towards sustainable behaviour.
Thutotikologo lefapheng la thuto e hlamilwe ka lebaka la go tlhagala ga tikologo lefaseng ka bophara ka maikemišetšo a go aga setšhaba seo se rutegilego mabapi le tša tikologo. Efeela maikemišetšo a magolo a thutotikologo e sa ntše e le toro mola seemo sa tikologo lefaseng ka bophara se tšwela pele le go hlagala. Maikemišetšo a sengwalwa se ke go nyakišiša maemo a thutotikologo ya barutiši le barutwana, go lebeletšwe kudu dikolo tša fasana tša dinaga magaeng. Sengwalwa se nyakišiša dikarolo tše tharo tša maemo a thutotikologo, e lego tsebo, maikutlo le bokgoni, le gore di hlohleletša bjang thutotikologo, ga mmogo le netefatšo ya maitshwaro le bophelo bjoo bo hlohleletšago tlhokomelo ya tikologo. Qualitative multiple case study design yeo e hlahlilwego ke intepretive paradigm e somišitswe go kgetha dikheisi tše tharo, moo barutiši ba bararo le barutwana ba lesome seswai ba tšerego dinyakišišong tše. Dintlha tša dinyakišišo di kgobokeditšwe ka go tšea temogo ya tikologo le diphaphoši tša dikolo, tshekatsheko ya melaotheo le dipoledišano magareng ga barutiši le barutwana ba mphato wa bo šupa. Dinyakišišo di humana seemo sa fase le sa magareng dithutong tša maemo a tikologo dikolong. Seemo se sa thuto ya tikologo se fegwa godimo ga tlhokego ya bokgoni le tsebo ya barutiši go ruta dithuto tša tikologo, molaotheo wa dithuto sekolong o lebeletše feela lefapha la tsebo, mola o sa bontšhe gore tsebo yeo e swanetše e rutwe bjang. Gape go humanega gore maemo a bophelo dinaga magaeng a fa mathata netefatšatšong ya bophelo le maitshwaro ao a hloleletšago tlhokomelo ya tikologo. Thuto ye e šišinya mpshafatšo ya lenaneothuto le kelo ka go tsenya thuto ya mahlale a tikologo go lenaneothuto le kelo yeo e kopanego. Dinyakišišo di šišinya gape go akaretša leano la tikologo dikolong go hlahla mokgwa wa bophelo le setlwaedi go mekgwa ya tsheketšo.
Pfundo ya zwa mupo kha pfunzo dzi funzwaho zwikoloni yo vha hone nga murahu ha u vhona uri mupo u khou tshinyala nga zwivhuhulu u mona na Ḭifhasi Ḭothe, tshipikwa hu u bveledza vhadzulapo vho funzeaho kha zwa mupo. Fhedzi ha, zwi kha ḓi tou vha muḬoro musi Ḭifhasi Ḭi tshi khou bvelaphanda na u tshinyala. Ngudo/pfunzo iyi yo kona u bveledza vhadzulapo vho funzeaho siani Ḭa zwa mupo kha vhoṱhe, vhadededzi na vhagudiswa. Ngudo iyi yosedzesa kha zwikolo zwa murole wa fhasi kha vhupoha mahayani. Ngudo iyi yo ṱolisisa zwiitisi zwihulwane zwo ṱu ṱuwedzaho vhuvha iyi tevhelaho savhuvha na vhukoni ha u bveledzisa pfuzo ya mupo zwikoloni. Maitele mandzhi a ṱhoḓisiso o rangelwaphanḓa nga vhasedzulusi vhane vha ṱoḓou ḓivhesa shango samusi Ḭo ḓisendeka kana u ṱuṱuwendzwa nga vhupfiwa ha muthu ene muṋe, vho vha hone u itela u sumbhedza milandu miraru ine ya khou kwana vhadededzi vhararu na vhagudiswa vha fumalo. Ngudo iyi yo bvelaphanda na u ṱoḓisisa uri zwiitisi izwi zwi ṱuṱuwendza hani zwithu zwine zwa tshinyadza mupo na u shandukisa matshilele na u tikedza vhudifari. Ngudo i sengulusahao mafhungo o fhambanaho nga vhunzhi, yo rangwa phanḓa nga vhaṱo ḓisisi vhane vha na divhithela Ḭa u pfesesa zwine zwa khou itea dzangoni nga vhuphara, vho vha vho runwa u leludza kha u tia ṱhoḓisiso ya tsedzuluso tharu. Mafhungo o kuvhanganywaho o wanuluswa nga u tou sedza fhedzi, nga u sengulusa manwalwa, u vhudzisa vhathu vho tou livhana navho zwifhaṱuwo, na nga u fara nyambedzano thwi na vhadededzi vha murole wa gireidi ya sumbe na vhagudiswa vhahone. Tsedzuluso dzo wana zwauri ngudo/pfunzo ya zwa mupo a i khou tou dzhieleswa nṱha na u vhonala zwavhu ḓikha vhadededzi na vhagudiswa. Mawanwa a tsedzuluso a khou tou ombedzela uri vhagudisi a vha na vhukoni ha u funza vhana divhamupo kha silabasi ya CAPS. Zwi tou vha khagala u ri zwikolo zwa mahayani zwi na thaidzo nnzhi dza u londota mupo na vhudifari. Ngudo I khou themendela u shandukiswa ha kufunzele na u katelwa ha ngudo ya mufhe sat hero ine ya vha na u ṱumekanya vhupo hoṱhe ha ngudo ya bwa mufhe. Mawanwa a khou ita na u themendela uri hu une na u fatelwa ha ndayotelwa ya mufhe zwikoloni u itela u eletshedza kutshilele na maitele uri hu vhe na vhuḓifani bavhuḓi kha mufhe.
Educational Studies
M. Ed. (Environmental Education)
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Vorster, Maritza. "The case of character education to address challenging behaviour in a Gauteng primary school." Diss., 2018. http://hdl.handle.net/10500/24236.
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This qualitative, phenomenological case study investigated the influence of character education, taught in addition to the Life Skills curriculum, on challenging behaviour in a primary school in Gauteng. Through a filtering process the researcher identified the Youth Citizens’ Action Programme (YCAP) as a suitable additional programme, one which currently includes democratic citizenship and service learning approaches. These are attuned to the study’s theoretical framework, which vests in social and experiential learning, modelling and observation. Although the YCAP at this particular Gauteng school is each year implemented by a team of Grade 7 learners, the implementation of the YCAP involved all the learners across grades. Hence, the empirical study focused on the contribution of the Grade 7 learners to addressing bullying, which learners themselves identified as the most prevalent form of challenging behaviour. The findings showed that the YCAP decreased bullying as challenging behaviour in this particular school.Inclusive Education
M. Ed. (Inclusive Education)
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Chen, Jheng-Jian, and 陳正健. "Study of the Curing Behavior and Impact Modification of DGEBA/MHHPA." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/27300652145033441870.
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碩士南台科技大學
化學工程系
93
Abstract This study used water clear epoxy resin (diglycidyl ether of bisphenyl-A , DGEBA) cured with clear anhydride curing agent (4-methyl hexanhydrophthalic anhydride , MHHPA)and a secondary amine catalyst (C11Z-CN). The objective of this research is to understand the curing behavior of epoxy/anhydride system , which include the effect of epoxy/anhydride/catalyst ratio , curing profile for different curing temperature and time , on the physical properties of the cured product . For the more ,we use isothermal DSC and dynamic DSC to estimated kinetic parameter and activation energy for this curing reaction . Although this cured epoxy exhibits many desirable properties, it also has a general tendency to be brittle due to its highly cross-linked structure. The task here is to improve the toughness of the cured epoxy while keep its water clear characteristic. To achieve this target, a reactive liquid rubbers, (carboxyl- terminated butadiene-acrylonitrile), CTBN was incorporated into this cured epoxy matrix and their effects on the clearness, cured matrix morphology as well as toughness were examined in detailed. The liquid rubber was first pre-reacted with DGEBA epoxy to improve the compatibility between rubber phase and epoxy resin. The reaction parameters such as content of CTBN, reaction temperature, reaction time, type and amount of accelerator were varied to study their effects on the dispersibility of rubber particle inside the cured matrix. Data of the acid group titration of the modified DGEBA together with SEM observation on the morphology of the final blend provided us a very interesting insight in terms of toughen mechanism for this matrix. Keywords : epoxy resin . MHHPA . curing behavior . curing kinetic. CTBN
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Tang, Li-Fen, and 湯麗芬. "The Study on Students'' learning behavior,teachers'' teaching behavior,and learning environment." Thesis, 1998. http://ndltd.ncl.edu.tw/handle/74918007550537744844.
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碩士國立臺灣大學
會計學系研究所
86
University accounting education is the cradle of cultivating accounting professionals. The quality of accounting professionals primarily depends on the quality of accounting education. Hence, how to improve accounting education is the theme which accounting educators and accounting practitioners concerned. The Purpose of this research is to understand the current state of university accounting students'' learning behavior, students'' perception of teachers'' teaching behavior and learning environment. Then, to analysis the interrelation of each other and to detect the differences of individual background items. Expect for literary analysis, we designed a survey questionnaire to investigate the current state of university accounting education. The questionnaire was composed of four parts: students'' learning behavior, teachers'' teaching behavior, learning environment, and the background of the students. The statistical analysis procedures we used in this research included the percentage, mean, Pearson correlation, and one-way ANOVA. According to research and summary we make the following suggestions: 1. Expand students'' learning style. 2. Expand teachers'' teaching behavior. 3. Cultivate teachers'' sharp perception. 4. Improve the coordination between teachers and students. 5. Design the practicable way of teaching activities according to class style. 6. Review the structure of courses to raise students'' learning motive and interest. 7. Enhance school resource to raise learning quality.
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Tsai, Feng-chih, and 蔡鳳芝. "A Study of Preservice Teachers'' on Teaching Beliefs and Teaching Reflective Behavior During Teaching Practicum Courses." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/48478833776833430151.
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碩士國立中山大學
教育研究所
93
The major purpose of this study is to explore the preservice teachers’ teaching beliefs, its influential factors and teacher belief changes after teaching practicum courses and teaching reflection. There are two main purposes of this study: (1)To explore preservice teachers’ teaching beliefs and its influential factors. (2)To explore preservice teachers’ teaching reflection during teaching practicum courses. For achieving the above purposes of the study, it took one semester to collect data and interviews for exploring teaching beliefs, classroom observation, microteaching, field experiences and teaching reflection and analyzing preservice teachers’ teaching beliefs, influential factors and teaching reflection in concept mapping, assignments and interviews. The final provides some suggestions for teaching professional growth and the improvement of teacher education. The results indicated that preservice teacher’s teaching beliefs are through single to diversification and progress substitute for traditions in the varied age. After a series of teaching practicum courses, teaching beliefs cannot practice teaching behavior. There are three main factors: (1)The classroom observation: according to mentor’s pedagogy, it is back to traditional teaching. (2)The external factor: under the pressure of obtaining high degrees, on the basis of the premise that the grade of the student was improved results in a learning instruction style which teachers are active but the students are passive. (3)The internal factor: unfamiliar teaching experience and lack of professional knowledge result in differences between teaching beliefs and teaching behaviors. Reflective behavior of the preservice teacher has three stages: (1)The optimistic teaching beliefs for field experiences: to understand curriculum planning is difficult. (2)Unexpected problems in field experiences: even though preservice teachers understand the problem in confused classroom, they can not improve their teaching behaviors immediately. (3)Face to reality situation of teaching on field experiences: preservice teachers are conscious of curriculum planning imperfect , lack of explanation ability , to “guess” students’ prior knowledge, lack of the ability of classroom management and professional knowledge for teaching.
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Huang, Hsiao-Chun, and 黃筱珺. "A Case Study on the Teaching Belief,Teaching Behavior and Teaching Reflection of Wushu Sports Coach." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/95wk3j.
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Lee, Chung Yi, and 李鍾宜. "The Study of Teaching Belief and Teaching Behavior in Gangshan District of Kaohsiung County." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/sgnv64.
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碩士國立臺東大學
教育學系(所)
98
The purpose of this study is to explain the current situation among teaching brief and teaching behavior of the junior high school teachers in Gangshan District of Kaohsiung County. The approach of teaching belief and teaching behavior is explained the teachers of the various background in the junior high school and the study how teaching belief and teaching behavior are related. There are three proposes in this study: 1.To know the extent of the influence of the teaching belief；2.To know the extent of the in fluence of the teaching behavior；3.To know the relationship between teaching belief and teaching behavior. Accoring to the aim of this study, the questionnaire, “The Current State of Teaching Belief and Teaching Behavior of The Junior High School Teachers” is investigated 311 junior high school teachers in Gangshan District of Kaohsiung County.The statistic methods including Descriptive Statistic, t-test, One-Way Anova and Pearson Product-Moment Correlation are used to analyze data. According to the analysis and discussion, the conclusion of this study explained as follows: 1. The current situation of teaching belief in the junior high school teachers’ various background. Teaching belief would be progressive approach in the junior high school teachers’ various background. 2. To know the extent of the influence of teaching belief. a、 Teaching belief has no difference in sex variable and has higher score. b、 Teaching belief has no difference in the highest education background. c、 Teaching belief of the experienced teachers is higher than the novice teachers. In the class management and the students variation of teaching belief, it has no difference in teaching years. d、 Teaching belief of the teachers in the small-size schools is higher than the teachers in the middle or big- size schools. In the context of teaching and the class management of teaching belief, it has no difference in the school size. e、 Teaching belief of the teachers with the administrative position is higher than the class teachers and the subject teachers. In the context of teaching, it has no difference in the title of position. 3. The current situation of teaching behavior in the junior high school teachers’ various background. Teaching behavior would be progressive approach in the junior high school teachers’ various background. 4. To know the extent of the influence of the teaching behavior. a、 Teaching behavior of the male teachers is higher than the female teachers. It has the highest score in the curriculum and teaching of teaching behavior. b、 Teaching behavior has no difference in the highest education background. c、 Teaching behavior has no difference in the teaching years. d、 Teaching behavior of the teachers in the small-size schools is higher than the teachers in the middle or big-size schools. e、 Teaching behavior of the teachers with administrative position is higher than the class teachers and the subject teachers. 5. There is a significant relationship between teaching belief and teaching behavior. According to the above of the study results, the following are some suggestions for the school administration, the junior high school teachers, and the future study.