
ERIC Number: ED411954
Record Type: Non-Journal
Publication Date: 1997-May
Pages: 80
Abstractor: N/A
ISBN: N/A
ISSN: N/A
EISSN: N/A
Using Multiple Intelligences, Cooperative Learning, and Higher Order Thinking Skills To Improve the Behavior of At-Risk Students.
Dare, Mitzi; Durand, Sonya; Moeller, Lorraine; Washington, Mary
This action research project implemented and evaluated an intervention program to reduce disruptive behavior interfering with students' academic growth. The targeted population consisted of students in four primary classrooms in a large urban center in central Illinois. The problem of disruptive behavior was documented by means of a behavior checklist, teacher observations, discipline referrals to administration, and academic assessments. Analysis of probable cause data revealed that a changing school population, a decline in parental supervision, a lack of sufficient support personnel, and a curriculum overload contributed to the problem. The professional literature suggested students' lack of responsibility for their own behavior and learning; changes in societal values; an insensitivity to diverse cultures; and lack of social skills. A review of solution strategies resulted in three major categories of intervention: cooperative learning, multiple intelligence strategies, and higher order thinking skills. Post-intervention data indicated a decrease in the disruptive behavior that interfered with students' academic growth. The number of students who were academically at risk decreased as behavior improved. (Nine appendices include a discipline record form, multiple intelligence activity sheet, lesson plans, and other teacher materials. Contains 22 references.)(Author/SD)
Descriptors: Aggression, Behavior Change, Behavior Problems, Change Strategies, Classroom Environment, Conflict Resolution, Cooperative Learning, Critical Thinking, Curriculum Development, Discipline Problems, Elementary Education, High Risk Students, Interpersonal Competence, Intervention, Multiple Intelligences, Program Effectiveness, Social Behavior, Social Development, Student Evaluation, Student Problems, Thinking Skills, Violence
Publication Type: Dissertations/Theses; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A