Dissertations / Theses: 'Student referrals'

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Donovan, Kristina. "Predictors of Student Referrals to School Counselors by School Teachers." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5696.

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A large percent of high school students in New Jersey aged 12 -17 can benefit from seeing their school counselor. The problem is that without teacher referrals, many students with unidentified mental health disorders may not receive the needed early intervention services. Limited research exists as to which factors may influence a teacher to refer a student to a school counselor. Framed with cognitive behavioral theoretical foundation, a cross sectional survey design study investigated how teachers' perception of school counselors influence teachers' willingness to refer to a school counselor, as measured by the Counselor Rating Form - Short Edition. Using a stratified cluster sampling method, 55 licensed New Jersey school teachers participated in the study. To assess the relationship between the results of the Counselor-Rating Form - Short Edition, and teacher made student referrals linear regression was used. In this study, a simple correlation between the CRF-S score and the number of referrals was found to be significant, r = .338, p = 0.012. Further, the scores on the CRF-S could be a significant predictor of making a referral, F(1, 53) = 6.825, p = 0.012, R2 = 0.114. This information could be used to infuse counselor education curriculum designed to increase teacher and school counselor conversations, and ultimately provide information to school counselors that may increase the rate of teacher-made referrals of students to school counseling for mental health services.

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Yeo, Frances Jacqueline, and n/a. "An exploratory study of student referrals in ACT primary schools." University of Canberra. Education, 1990. http://erl.canberra.edu.au./public/adt-AUC20061112.110051.

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The purpose of the study was to identify the reasons stated by ACT primary school teachers for referral of students for specialist assistance, and the type of specialist assistance given to referred students. The study also compared student referrals in Resource Teacher and Non-Resource Teacher Schools, and examined what patterns were reflected in this sample of primary school student referrals. This study had two sections; an examination of: 1) primary school student referrals and 2) primary school teacher attitudes towards learning difficulties and behavioural difficulties children. The identification of courses undertaken by teachers which were helpful in teaching students with learning and behavioural difficulties were also compared to teacher attitudes. These results were compared with those of Bourke (1985), a previous study of ACT teacher attitudes towards learning difficulties students. The study confirmed findings within the literature review that classroom teachers were the major source of student referrals for specialist services and that two important student variables impacted upon referral. The student variables, student gender and behaviour were found to have a significant effect upon referral. Boys were referred more often in both samples of schools with girls more likely to be referred in Resource Teacher Schools. Referred students were more likely to have no reported behaviour problems in Resource Teacher Schools. There were differences in the patterns of referral in Resource and Non-Resource Teacher Schools, ie service response to referral, parents' role and attitudes of teachers.

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Ely, Ydeaira Erica. "Educators' Perceptions About African American Student Referrals to Special Education." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/140.

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The overrepresentation of African American (AA) students in special education is a problem in the United States, with concerns about the lack of uniformity in AA students' referrals to special education, and whether the referral process is applied consistently for all students. The purpose of this qualitative case study was to examine the perceptions of teachers, school counselors, and school administrators concerning the special education referral process, and whether the process was applied consistently for all students. The 2 theories providing the theoretical foundation were critical race theory and zone of proximal development. Criterion sampling was used to select 6 participants for this qualitative case study. The sample included 2 teachers, 2 school counselors, and 2 school administrators. Face-to face interviews were conducted and transcripts were analyzed using open coding with topical analysis to see if any patterns emerged concerning teachers', school counselors', and school administrators' perceptions of the special education referral process. Member checking was used to improve trustworthiness of the interpretations. Findings revealed that all participants were unaware of the disproportionate number of AA students in special education, and reported that they followed the established rules and procedures within the school to guide their referral decisions. In addition, all respondents identified their distinct role in the referral process, and indicated that when placed properly, students can benefit from special education placement. Positive social change may result by exploring stakeholder perceptions of the special education referral processes among school staff, and ensuring that those involved in special education referrals are applying processes consistently for all students.

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Harris, Sadie DeRamus. "Teachers' Effective Behavior Support Survey Scores and Student Behavior Referrals." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6901.

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Urban middle school teachers have experienced the severe challenges of discipline problems, which have contributed to writing more principal's office discipline referrals. The effective behavior support (EBS) program has been found to promote positive behavior in the classroom and change students negative behavior into positive behavior. Guided by the Problem-Behavior Theory (PBT), the purpose of this quantitative nonexperimental study was to examine the relationship between the teachers' effective behavior support and office discipline referrals of urban middle school students. Years of teaching experience was the mediating variable. The researcher used archival data collected from teachers who used the effective behavior support program located at an urban middle school in the Southeast United States, the female and male teachers ranged between the ages of 23 to 66+. For the research question, a simple regression was employed as a means of analyzing the archival data. Results suggested that positive teachers' support was not associated with the frequency of office discipline referrals. However, years of teaching experience was associated with fewer discipline referrals. The results of this study can be used to promote educational professionals to utilize positive teacher support to decrease office referrals, leading to more student contributions in the classroom and more long term success for students.

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Fransen, Shelly Lynette. "A Study of Student Engagement Activities, Discipline Referrals, and Student Achievement in Reading First Schools." Thesis, Lindenwood University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3598022.

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High quality student engagement activities are essential if students are to be successful learners. Over the years, many instructional strategies and models have been devised to encourage teachers to develop student engagement activities that result in high achievement. The Reading First Model initiative was introduced as a part of the No Child Left Behind legislation and was implemented in hundreds of schools across the United States over the last twelve years. Yet, in 2009, federal funding for Reading First was eliminated. The purpose of this study was to determine the correlation between student achievement on the Missouri Assessment Program (MAP) and discipline referrals for classroom disruption in classrooms that practiced the key components of the Reading First Model. Eight schools that had implemented the Reading First Model were randomly selected from various Regional Professional Development Centers in Missouri. A survey was distributed to the principals of the selected schools, and MAP data were examined. The study showed there was not a correlation between increased student achievement on the MAP and participation in the Reading First Model. The research did suggest a high correlation between decreased discipline referrals for classroom disruption and increased student achievement on the MAP in schools continuing to follow key components of the Reading First Model. Research also suggested a high correlation between the student engagement component of the Reading First Model and decreased discipline referrals for classroom disruption.

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Calhoun, Jack Willard. "High School Student Athletes and Nonathletes' Disciplinary Referrals and Grade Point Averages." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/87.

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High School Student Athletes and Nonathletes' Disciplinary Referrals and Grade Point Averages by Jack Calhoun MEd, Georgia Southwestern State University, 1998 BS, Georgia Southwestern State University, 1997 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University December 2014 This quantitative study investigated how athletic participation in public high schools influenced students' academic achievement and positive social behavior. Disciplinary referrals are on the rise in American schools and are a cause of concern for teachers, administrators, parents, and community members. School personnel currently implement programs designed to curb discipline problems in the classroom and foster productive behavior among adolescents. There is some debate and conflicting literature on whether sports participation has a beneficial influence on students. The writings of Virgina Chomitz, who hypothesized a positive relationship between academic achievement and physical fitness, guided this research. This study analyzed grade point average (GPA) and discipline referral data for 4,433 students in a suburban American high school over a 3-year time period. The GPA and referral data for athletes and nonathletes were compared using multiple t tests, and it was found that athletes had significantly higher GPAs and lower discipline referrals when compared to nonathletes. These results, which match the original hypotheses, provide greater insight into how participating in athletics may improve a student's behavior and academic achievement. With this knowledge, educators may place greater emphasis on athletics as a method to promote achievement and positive experiences among high school students. These positive effects will contribute to social change for students at an individual level and for entire school environments.

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Hestand, Morgan E. "The Effects of Teacher Demographics, Self-Efficacy, and Student Gender on Behavioral Referrals." TopSCHOLAR®, 2018. https://digitalcommons.wku.edu/theses/3041.

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The current study examined the most common reason for behavioral referrals and the effects of student gender, teacher age, teacher experience, and school setting on reasons for behavioral referrals to the schools intervention team or the Individual Education Plan (IEP) team. Additionally, it examined the self-efficacy of teachers and compared the self-perceptions of teaching general education students with behavior problems with perceptions of teaching students identified as having an Emotional Disturbance (ED). Participants included 179 general education teachers, grades K-12, from the state of Kentucky and additional teachers recruited from Facebook from across the U.S. Participants completed a survey about their self-efficacy in working with general education students and students with ED and their most recent male and female behavioral referral, either to an intervention team or to the IEP team. The most common reported reason for referral was defiance. This was true for both male and female students. Teachers reported referring more male than female students. Additionally, teachers reported significantly higher self-efficacy when working with general education students compared to students with ED. The relevance of findings to current research, the implications for school districts, limitations, and future directions are discussed.

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Holt, Judith Suzanne Lemley. "The relationship between pupil control ideology and typology of teacher referrals /." Access abstract and link to full text, 1993. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/9330025.

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Mozes, Larry A. "The effects of student study team training on the number of referrals and placement of students in special education." Scholarly Commons, 1991. https://scholarlycommons.pacific.edu/uop_etds/2948.

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Purpose. The purpose of this study was to examine the relationship between Student Study Team (SST) training, the functioning of student study teams, and changes in special education referral and placement percentages. Problems. The study was designed to examine whether or not (a) SST training resulted in schools having fewer referrals for assessment and minimized inappropriate referrals to special education, (b) the structure and function of student study teams differed as a result of SST training, (c) the structure and function of these teams, school enrollment, socio-economic factors, and available school resources contributed to differences in special education referral and placement percentages, and (d) SST training provided a cost effective approach to reducing the number of students assessed and placed in special education programs. Procedures. Teams representing 27 of the 51 elementary schools in the San Juan Unified School District were trained in the SST model. Student study team chairpersons of the SST-trained and non-trained schools responded to a telephone questionnaire designed to gather information related to the composition and operation of their teams. Inferential and descriptive analysis techniques were utilized to describe the relationship among schools receiving SST training, the structure and function of the teams, the availability of school resources, and special education referral and placement percentages. The school district's 5-year referral and placement profile and the expenses associated with providing SST training were also described. Findings. In most instances, changes in the schools' special education referral and placement percentages were not found to be related to whether or not teams (a) received training in the SST model or (b) included specific team composition and operation variables. The study revealed that SST training did contribute to some changes in the structure and function of the schools' student study teams. Recommendations. This dissertation recommends procedural changes which could serve to further clarify the relationship between pre-referral interventions and subsequent IEP team placement decisions and outcomes. It also presents suggestions for future replication and follow-up studies.

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Thrasher, James Frank. "Teacher-student ethnicity, suspension/expulsion, and referrals to special education: Implications for African-American males." Scholarly Commons, 1997. https://scholarlycommons.pacific.edu/uop_etds/2750.

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The purpose of this study was to examine the relationship between teacher ethnicity and student ethnicity as it might affect teacher decisions to refer the student for suspension, expulsion, or special education. One hundred, thirty-seven elementary and secondary school teachers read a case history vignette in which student ethnicity was varied. Teachers were asked to respond to a series of questions. Responses were grouped into three subscales, measuring the respondent's tendency to refer the student for suspension, expulsion, or special education, respectively. Data were analyzed with three sets of one-way analyses of variance, one for each of the three subscales. In each set of analyses, student ethnicity was held constant, with teacher ethnicity constituting the grouping variable. Tukey post-hoc comparisons were used to detect mean differences when overall F's were significant. The analyses indicated a trend (p =.08) for white teachers to refer for suspension. Post hoc analyses revealed that white teachers were more likely to refer white students for suspension than were African-American teachers. Significant main effects were also found for the expulsion variable in Asian students (p =.02) and the special education variable in Hispanic students (p =.04). White teachers were more likely than Asian teachers to refer Asian students for expulsion, and less likely than African-American teachers to refer Hispanic students to special education. Subsidiary analyses in which teacher ethnicity was held constant with student ethnicity constituting the grouping variable revealed that African-American teachers were more likely to refer Hispanic students to special education than African-American students. Asian teachers were more likely to refer Hispanic students for expulsion than Asian students. A trend (p =.06) emerged in the tendency of white teachers to refer white students more often than Asian students for special education. Hypothesis 1, hypothesis 2, and hypothesis 3 were only partially supported. The study did not reveal bias toward African American male students. However, there appears to be some relationship among teacher ethnicity bias, student ethnicity, suspension, expulsion, and special education.

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Bolden, Adonis J. "An Examination of Teacher Bias in Special Education Referrals Based Upon Student Race and Gender." Ohio University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1242323105.

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Phillips, Lori. "Influence of Student Discipline Referrals on School Climate in a K-12 Urban Public School District." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5401.

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Research indicates a connection between student discipline rates and school climate. In a large, urban K-12 public school district, student discipline concerns were increasing while school climate ratings were decreasing during the last few years. Guided by Bandura's social learning theory, the purpose of this ex post facto, causal-comparative study was to identify differences in teachers' perceptions of school climate, as measured by the New Teacher Project (TNTP) Insight Survey, between schools with high student discipline referral rates and schools with low student discipline referral rates in this school district. The study sample included 6,994 new and veteran certified teachers from N = 72 K-12 schools (n = 36 high discipline referral rate schools; n = 36 low discipline referral rate schools). Teachers' TNTP ratings for Spring 2014-2016 on the overall school climate index, learning environment, and school leadership scales were the dependent variables for the analyses. Independent samples t test results indicated significant differences in overall school climate index, as well as the learning environment and school leadership scales for schools with high compared to low discipline referral rates. Findings showed that schools with high student discipline referral rates had more negative climate ratings than schools with low student discipline referral rates across the three TNTP scales for these teachers. These outcomes suggest that school leaders may create positive social change by identifying and implementing effective strategies aimed at improving student behavior and responses to student discipline as one possible means for fostering a more positive school climate which benefits students, teachers, and staff alike.

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Bair, Timothy A. "The Relationship Among Student Demographic Variables and Reported Discipline Referral Categories." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5110.

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This study was conducted to investigate the disproportional distribution of subjective and objective discipline referrals to the different student groups' gender, socioeconomic status, and ethnicity for the 6th through 12th grade students in a central Florida public school district for the school year 2009-2010. The relationship of the disproportional distribution of subjective and objective discipline referrals between gender and socioeconomic status was analyzed. In addition, the relationship of the disproportional distribution of subjective and objective discipline referrals between ethnicity and socioeconomic status was analyzed. Analysis of the discipline referral data from the central Florida public school district for the school year 2009-2010 led to the following findings: (a) males, blacks, and students with low socioeconomic status, were over represented with student discipline referrals of all types; (b) males, blacks, and students with low socioeconomic status, were over represented with subjective discipline referrals; (c) low socioeconomic status males were the major contributors to disproportional distribution for males within the gender group variable, and low socioeconomic blacks were the major contributors to disproportional distribution within the black ethnicity group variable.
ID: 031001384; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Adviser: .; Title from PDF title page (viewed May 22, 2013).; Thesis (Ed.D.)--University of Central Florida, 2012.; Includes bibliographical references (p. 132-139).
Ed.D.
Doctorate
Educational and Human Sciences
Education and Human Performance
Educational Leadership

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Presswood, Donald. "The influence of African American males' behavioral styles on teachers' referrals to classes for students with emotional disturbance /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.

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Gibson-Robinson, Joi Brown Frank. "The impact of Comer's school development program's student staff support team process on high-incidence referrals in one elementary school." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2010. http://dc.lib.unc.edu/u?/etd,2899.

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Thesis (Ed. D.)--University of North Carolina at Chapel Hill, 2010.
Title from electronic title page (viewed Jun. 23, 2010). "... in partial fulfillment of the requirements for the degree of Doctor of Education in the School of Education." Discipline: Education; Department/School: Education.

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Pennycuff, Lisa Lee. "The impact of the academic component of Response to Intervention on collective efficacy, parents' trust in schools, referrals for special education, and student achievement." W&M ScholarWorks, 2010. https://scholarworks.wm.edu/etd/1539618803.

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The purpose of this study was to determine the implementation status of Response to Intervention (RtI) in the elementary schools (N = 35) in one urban school district in Virginia. The relationship between the implementation of the academic components of RtI, collective efficacy, parents' trust in schools, the number of referrals for special education, and student achievement was also investigated. The factor analysis revealed that RtI for Academics included Universal Screening, Effective Instruction/Tiered Interventions, and Progress Monitoring. Family Involvement was determined to be a separate construct made up of two factors, Family Engagement and Physical Presence. The implementation status of this district indicated that the schools were between early and full implementation of RtI for Academics. RtI for Academics was found to be significantly correlated with teachers' perceptions of the impact of RtI on the reduction of the number of referrals for special education (r = .41, p < .05) when controlling for the socio-economic status of the students. The district mean score for Family Engagement indicated that parents are engaged in their children's education. Parents' responses regarding their Physical Presence in the schools ranged from neutral to agree. In this study, Family Engagement was found to be significantly correlated with Physical Presence, collective efficacy, and parents' trust in schools. Parents' Trust was found to be made up of four factors: (1) Trust in the Teacher, (2) Trust in Administration, (3) Trust in High Standards, and (4) Trust in School Safety. Finally, the Multiple Regression revealed that these variables when found collectively in schools explain 27% of the variance in student achievement.

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Perkins, Lisa Marie. "School-Wide Implementation of Positive Behavior Interventions and Supports and the Impact on Student Absences, Office Discipline Referrals, and Suspensions in Two Suburban Middle Schools." Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/85213.

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The literature shows that school attendance matters. Time engaged with instruction is highly correlated to student achievement (Brophy, 1988; Fisher et al., 2015; Northwest Regional Educational Laboratory, 2001). However, students who are suspended and expelled from school lose instructional time in the classroom (Belway, Hodson, Losen, Keith II, and Morrison, 2015; Scott and Barrett, 2004). Suspensions result in decreased student attendance by removing the student from the learning environment (Noltemeyer, Ward, and Mcloughlin, 2015). The use of in-school suspension (ISS), out-of-school suspension (OSS), and expulsion are referred to as exclusionary discipline (Belway et al., 2015). Educational leaders are unintentionally contributing to the achievement gaps that the No Child Left Behind (NCLB) legislation intended to close by not addressing student suspensions and expulsions (Belway et al., 2015). This study used quantitative data with an ex post facto design to determine if the implementation of school-wide positive behavioral interventions and supports (PBIS) resulted in a change in student absences, office discipline referrals, and suspensions in one middle school and to determine what difference, if any, was there in student absences, office discipline referrals, and suspensions between a school implementing PBIS and a school not implementing PBIS. Two suburban middle schools in one Virginia school division were included in this study. Following the conceptual framework for this study, it was anticipated that implementation of PBIS would decrease student absences, office discipline referrals, and suspensions. The results of the study revealed that there was a reduction in office discipline referrals following the first year of implementation in the PBIS Middle School. When comparing a school that implemented PBIS to one that did not, this study found that student suspensions decreased by the second year of implementation in the school that implemented PBIS. This study also yielded other findings that were inconsistent with existing research. The results of this study are of significance for education leaders who want to decrease student office discipline referrals and suspensions
Ed. D.

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Predy, Larissa Kristine. "Predicting student outcomes using office referral data from a national sample of middle school students." Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/43817.

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This study examined the adequacy of using Office Discipline Referral (ODR) data to predict student behaviour outcomes. Specifically, the study identified rates of ODRs and student trajectories in a middle school population and assessed whether end-of-year behaviour outcomes can reliably be predicted as early as the first few months of Grades 6, 7, and 8. Participants were 401,852 students from 593 public middle schools (serving Grades 6 to 8) in the United States whose ODR data had been entered in the School-wide Information System (SWIS, 2012) during the 2009-2010 school year. ODRs were categorized by final ODR cut points used in positive behaviour support systems (0-1, 2-5, and 6+ total ODRs per year). Descriptive analyses and multilevel multinomial logistic regression analyses were performed; Receiver Operating Characteristic (ROC) analyses were used to assess diagnostic accuracy. Results showed relatively stable mean increases in ODRs throughout the school year for students in each final ODR category, though median growth trajectories revealed a comparatively large increase in ODRs received in November and February. Results also showed that ODRs received in September, October, and November were statistically significant predictors of final behaviour outcomes, and the inclusion of types of referrals (especially for defiance) significantly improved prediction of the final ODR category. These results are discussed with regards to previous and future research, limitations, and the utility of ODRs for intervention decision-making in middle schools.

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Cabral, Robin Morales. "Student learning behaviors and intervention practices cited among Midwestern teachers referring bilingual CLD students for special education evaluation." Diss., Manhattan, Kan. : Kansas State University, 2008. http://hdl.handle.net/2097/932.

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Woodson, Lorenzo Adrian. "Teacher and Student Variables Affecting Special Education Evaluation and Referral." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4490.

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Past research has revealed that African American/Black boys are referred for special education evaluation at disproportionately higher rates than boys of other racial/ethnic groups. This correlational study used survey methodology to examine whether student and teacher demographic variables predicted how likely a teacher would refer boy students for special education evaluation. The following questions guided this research: 1) To what degree does student race/ethnicity, teacher gender, teacher race/ethnicity, and teacher attitude toward inclusion predict how likely a teacher would refer boys' to special education after controlling for teacher's years of experience in general and special education? 2) What are the differences in teacher ratings regarding the severity of classroom behaviors based on the students' race/ethnicity? Cultural theory and social exclusion theory were used to guide this research. Data were collected through the researcher developed Teacher Rating Form from 110 teachers. Results from a multiple linear regression revealed that years of teaching experience, race of teacher, race the student, and teacher attitude toward inclusion were statistically significant predictors of teacher referral to special education. However, the effect size was small. Results from the ANOVA procedure revealed no statistically significant differences in teacher ratings for severity of described classroom behaviors based on the students' race/ethnicity. Findings form this study could be used to promote social change by increasing teacher awareness of how certain teacher demographics affect teacher referral of boys to special education. Findings can be used to advocate for training and seminars that could promote cultural understanding among teachers that may lead to and reduce the number of referrals.

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Epperson, Sidney Reins. "Models of Consultation, Referral Problems and the Perceived Effectiveness of Parent and Teacher Consultation." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc501027/.

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This study evaluated the school psychologist's perception of effective models of consultation based upon referral problem and parent, teacher, and student response to treatment. Analyses of covariance determined that (a) parents' receptivity and total number of teacher contacts significantly influenced the parents' response to treatment; (b) teacher receptivity and total number of parent contacts significantly affected teachers' response to treatment; (c) students' response to treatment was significantly affected by the model of teacher consultation and the average number of minutes spent with the school psychologists; and (d) students in a Mental Health consultation group responded significantly more favorably than s tudents in Behavioral or Collaborative consultation groups.

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Gunn, Reamous Jr. "The Effects of Conflict Resolution Training on Students with Previous Discipline Referrals." Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/40391.

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The purpose of this study was to determine the effects of conflict resolution training on the number and severity of discipline referral offenses committed by high school students in one urban school. Effectiveness was measured by the number and severity of student discipline referrals to the school administration. Additionally, data were gathered and analyzed regarding student perceptions following application of conflict resolution training. The population (N=155) consisted of black and white students in grades nine through 12 who had previously received conflict-related discipline referrals. The samples (n=32) were selected using simple random sampling. Identified students were randomly assigned to one of two groups (treatment v. control). The treatment group received twelve hours of conflict resolution training. In addition, a four hour follow-up training session was conducted 60 days later. The control group did not receive training. Both quantitative and qualitative methodologies were used to determine the effects of conflict resolution training in this study. The independent variables were conflict resolution training, gender, and eligibility. The dependent variables were number of referrals and level of referrals. Data were collected from student discipline records and by conducting focus groups and individual interviews. The quantitative data were analyzed using the Statistical Package for the Social Sciences (SPSS-X). Two three-way analysis of variance (ANOVA) were used to test all hypotheses. When an alpha level of .05 was used, only the interaction between gender and eligibility was significant with respect to both the number and level of discipline referrals. Further analyses were conducted to "tease apart" the interactions. In order to ascertain participants' perceptions of the effects of conflict resolution training, the qualitative data were content analyzed to record emerging themes. When the data were content analyzed, 10 themes emerged with respect to the participants' perceptions. These themes revealed that participants' perceptions were mostly positive. Participants reported that the training influenced positive changes in their own behavior and the behavior of others.
Ed. D.

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Miller, Patricia S. "Teaching efficacy and referral of students to special education." Diss., Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/53647.

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The primary purpose of the study was to determine the extent to which teaching efficacy, a motivational construct derived from Bandura's theory of self-efficacy, is related to the referring of students for special education services. Secondary purposes were to gather information on the validity of The Teacher Efficacy Scale (Gibson, 1983) and to obtain a better understanding of the construct of teaching efficacy, and how it is manifested in high and low efficacy teachers. A three-phase study was designed to investigate the problem. A survey of all first, second and third grade teachers in a mid-size urban school district in Virginia resulted in individual referral numbers and a volunteer sample of eighty-one teachers. After elimination of ten of those respondents, a second survey was conducted to gain a measure of efficacy and potentially related environmental variables. Scores from the second survey defined a sample for the interview phase of the study. Findings suggest that high efficacy teachers refer fewer students to special education than do low efficacy teachers. Variables which appear to be related to a teacher's sense of efficacy include support from the administration, assistance I and personal support from the principal, type of school (high or low SES), successful experiences with low-achieving students, and a personal need to be successful with all students. Implications for building teachers' sense of efficacy indicate a two-pronqed change effort: assuring that teachers have the skills to be successful with a wide range of learning needs, and creating an environment which enables teachers to be decisive, independent professionals.
Ed. D.

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Jones, Robin A. "Relationship of Teacher Training Levels to Teacher Referrals for Twice Exceptional Students." Thesis, Walden University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3645228.

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Although previous studies have acknowledged the role of teacher training in working with children with special needs, none have investigated the relationship between teacher training and referrals. There is a need to understand the factors that affect K-12 classroom teachers' referrals of twice exceptional (2E) students into gifted programs. Supported by the optimal stimulation theory, the purpose of this quantitative study was to determine if there is a relationship between teacher training and 2E student referrals. The survey method was used to collect data from 102 K-12 teachers in the Ohio school district on their teaching credentials, ranging from no training to being certified to teach gifted children.The teachers read a vignette about a hypothetical student who had an emotional behavior disorder and indicated their decision for referral. Phi and Cramer's V tested the validity of the hypothesis that teachers will make referrals according to their level of training. A binary logistic regression was performed to determine which factors predicted the referral of the hypothetical 2E student described in the vignette and the number of self-reported referrals during the previous year. Teachers who received training in the education and learning of exceptional students beyond the current level of degree for K-12 teachers were significantly more likely to refer 2E students to their school's gifted program. Teachers who received advanced training in working with exceptional students were significantly more likely to have made referrals of 2E students during the previous academic year. The results of this study can initiate positive social change by aiding teacher-educators or leaders in education to make specific recommendations for teacher training in an attempt to respond to the needs of 2E students.

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Jones, Robin A. "Relationship of Teacher Training Levels to Teacher Referrals for Twice Exceptional Students." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1170.

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Although previous studies have acknowledged the role of teacher training in working with children with special needs, none have investigated the relationship between teacher training and referrals. There is a need to understand the factors that affect K-12 classroom teachers' referrals of twice exceptional (2E) students into gifted programs. Supported by the optimal stimulation theory, the purpose of this quantitative study was to determine if there is a relationship between teacher training and 2E student referrals. The survey method was used to collect data from 102 K-12 teachers in the Ohio school district on their teaching credentials, ranging from no training to being certified to teach gifted children.The teachers read a vignette about a hypothetical student who had an emotional behavior disorder and indicated their decision for referral. Phi and Cramer's V tested the validity of the hypothesis that teachers will make referrals according to their level of training. A binary logistic regression was performed to determine which factors predicted the referral of the hypothetical 2E student described in the vignette and the number of self-reported referrals during the previous year. Teachers who received training in the education and learning of exceptional students beyond the current level of degree for K-12 teachers were significantly more likely to refer 2E students to their school's gifted program. Teachers who received advanced training in working with exceptional students were significantly more likely to have made referrals of 2E students during the previous academic year. The results of this study can initiate positive social change by aiding teacher-educators or leaders in education to make specific recommendations for teacher training in an attempt to respond to the needs of 2E students.

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Massey, Alan. "Referral to occupational health : a Foucauldian discourse analysis of statutory documents and student nurses' perceptions." Thesis, University of Chester, 2015. http://hdl.handle.net/10034/620344.

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This study was carried out using a Foucauldian discourse analysis and involved the examination of three statutory reports into the provision of occupational health in the workplace. The reports analysed were the Report of the Select Committee on the Bill for the Regulation of Factories (1832); the Safety and Health at Work Report (1972); and Working for a Healthier Tomorrow (2008). Additionally, analysis was carried out on oral events with nursing students, which sought to understand their perceptions of referral to occupational health. The objective of this study is to explore how referral is constructed through discourse, categorising how this practice is constrained or liberated by specific discourses and how nursing students are positioned by these discourses. My study highlights both structural and subjective barriers to the use of occupational health. At the structural level, it is observed that referral to occupational health commenced as a form of governmentality, introducing dividing practices which subjected the workforce to forms of classification and surveillance. For those classified as healthy a culture developed within workplaces in which health behaviours needed to comply with the standards set down by occupational health and by the risk management approach. Risk management processes and stigmatisation are used to ensure compliance with the state’s wishes for a healthy and productive workforce. This trend is seen across the reports analysed, and is increased within the Black Report to the surveillance of health both in and out of the workplace for those of a working age. Subjectively, occupational health was identified as a disciplining and subjugating structure by the nursing students. The students evidenced notions of Cartesian duality in their discussions of the outcomes of referral, as they readily accepted surveillance of the body whilst seeking to avoid surveillance of their mental health capabilities. Through observation of architectural signs and organisational images of discourse, students categorised occupational health as an instrument of the higher education institute and not as a form of holistic health support. The research highlights how occupational health acts as a barrier to the students’ fulfilling their societal roles as good students and good nurses. The research also highlights a desire on the part of the student nurses to utilise occupational health within a public health framework which addresses their health in a preventative rather than punitive manner.

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MacPherson, Kelly-Robin St John. "Reducing Disproportional Discipline Referrals for African American Male Students at The Elementary Level." W&M ScholarWorks, 2016. https://scholarworks.wm.edu/etd/1499449719.

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The National Center for Educational Statistics documents that most teachers in urban/city schools are White, female teachers. Differences in communication styles, culture and involvement can have a negative impact on the educational experiences of minority and male students. However, there are White, female teachers who can demonstrate the ability to engage their students that have helped to the reduce the disciplinary disparity in their schools. This study focuses on answering the overarching question, what dispositional characteristics/qualities, instructional methods, environmental parameters and classroom management techniques do White, female teachers perceive contribute to lower classroom disciplinary referrals for African American males in the elementary classroom? to answer this question, three separate interviews were conducted with each participant utilizing an established protocol, two classroom observations were conducted of each participant utilizing an observation protocol and reviewing three years of discipline data for each participant. Findings revealed students need to be actively involved in the educational process. Settings need to be structured and procedures established that allow students to demonstrate independence. Teachers need to engage parents by providing opportunities for communication through various means. There needs to be a common vocabulary that transcends cultural differences and personal bias and experiences. Lastly, teacher preparation programs need to provide students with courses that speak to the cultural and socioeconomic differences within society that are reflected in the urban/city school environment and opportunities to engage in hands-on learning opportunities within urban/city school settings with cooperative teachers.

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Ruger, Johnathan Joseph. "The effect of backround information on a student referral for special education." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003rugerj.pdf.

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Jones, Elizabeth J. "Rebel without a voice : developing student voice in a pupil referral unit." Thesis, University College London (University of London), 2013. http://discovery.ucl.ac.uk/10020760/.

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This study explores the development of student voice in a Pupil Referral Unit. The research offers a unique perspective since it is situated outside mainstream school settings and reflects strategies which are beyond the conventional participative models of student voice. Previous research within the organisation indicates that excluded students in urban settings lack the skills to communicate effectively, particularly with those in authority. This limits their ability to articulate their opinions and ideas both inside the organisation and in the wider community. The thesis aims to develop strategies that will support excluded students in establishing their voice by exploring the idea of a specialised curriculum which develops the skills of empowerment and self advocacy so that students become more articulate, confident and able to communicate successfully. The methodology is practitioner research within the wider context of an on-going action research project in the organisation. A series of focus groups involved staff and students in a critical analysis of current practice and identifying the key elements of a specialised curriculum. Three strands of theoretical analysis are used: (1) Theories that place excluded students in the wider social and political context, which provide an insight into the consequences of exclusion and the discourses of difference that emerge. (2) Models of education based on social justice and empowerment, linked to a critical pedagogy. (3) Work on student voice and how this can inform the development of strategies that support excluded young people in establishing a coherent and articulate voice. Research outcomes indicate the need for a specialist curriculum including key elements that would support excluded students in developing their voice. Essential to this is a critical pedagogy and a range of teaching and learning strategies that are integrated throughout the whole college curriculum.

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Griffin, Brindlea Wilson Witte James E. "Investigation of the effects of office referrals and absentees on the grade point average of career technical students." Auburn, Ala, 2008. http://repo.lib.auburn.edu/EtdRoot/2008/SPRING/Educational_Foundations,_Leadership_and_Technology/Dissertation/Griffin_Brindlea_8.pdf.

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Deo, Ishani. "Cultural Factors in Mental Health Referral Among Asian Americans." Scholarship @ Claremont, 2014. http://scholarship.claremont.edu/scripps_theses/413.

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Epidemiological studies have shown that disparities in mental health service utilization still exist among ethnic minority groups in the United States. This study looks specifically at the lay referral system and what factors influence the likelihood of an individual referring a friend to mental health services. Since college student populations have fewer barriers than most to seeking treatment, 60 Asian American and 49 White American college students were sampled for the purposes of this study. They evaluated one of four vignettes in which cultural competency of the potential therapist and type of symptoms being presented were manipulated. Though there was no significant interaction found, implications of the current findings and corrections to the methodology for future research are discussed.

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Whitford, Denise K. "Office Disciplinary Referral Patterns of American Indian Students in Special Education." Diss., The University of Arizona, 2014. http://hdl.handle.net/10150/315855.

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Office disciplinary referrals (ODR) and classroom exclusions among students from minority backgrounds have been a persistent concern for decades. The purpose of this dissertation was to assess disciplinary characteristics of American Indian students in special education. More specifically, the purpose was to determine (a) the rate at which American Indian students in special education programs received ODRs in comparison to students in special education programs of differing races/ethnicities significantly represented in the population, (b) the rate at which American Indian boys in special education programs received ODRs in comparison to American Indian girls in special education programs, (c) the rate at which American Indian students in special education programs received ODRs in comparison to American Indian students who were not in special education programs, (d) the specific types of ODRs American Indian students in special education received, and (e) the impact race/ethnicity had on administrative decisions stemming from behavior violations. Logistic regression was used to examine ODRs for 10,469 students from kindergarten through 12th grade in two Southwestern public school districts with a large combined American Indian population (23.2%). Results indicated that although American Indian students in special education are less likely to obtain an ODR than Caucasian students in special education, and those ODRs are most often given for defiance, disrespect, and noncompliance, American Indian students in special education are still more likely to be given out-of-school suspensions and expulsions as an administrative consequence, than Caucasian students also in special education. Additionally, American Indian boys in special education were referred more than four times higher than American Indian girls in special education. Implications for practice and directions for future research which highlight culturally responsive disciplinary practices are provided.

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Hoffman, Jennifer Marie. "REFERRAL DECISIONS OF TEACHERS AND SCHOOL PSYCHOLOGISTS FOR TWICE-EXCEPTIONAL STUDENTS." UKnowledge, 2014. http://uknowledge.uky.edu/edp_etds/28.

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The accurate and timely referral and identification of twice-exceptional students remains a challenge. In a statewide study, the referral decisions for both special education and gifted programming evaluations made by four participant groups (i.e., general education teachers, special education teachers, gifted education teachers, and school psychologists) were compared. Participants were randomly assigned to read one of three identically described students in a vignette that differed only in the presence of a diagnostic label—autism spectrum disorder (ASD), specific learning disability (SLD), or no diagnostic label. In all, special education teachers made the most special education referrals, while gifted education teachers made the most gifted programming referrals, both regardless of the diagnostic label present. The students with diagnostic labels were recommended for special education referrals significantly more than for gifted programming, while this difference was not evident in the no diagnostic label condition. Moreover, the student with the ASD label was the most likely to be referred for evaluations for both special education and gifted programming out of all three vignette conditions. Overall findings indicated the importance of considering the referral source as well as how the presence of a diagnostic label might influence educational referral decisions, particularly in how this might influence overall multidisciplinary team decisions for these unique learners.

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Simmons, Richard K. Wheeler Pamela H. Smith Paula J. "Factors affecting referral of African American male students for case study evaluations." Normal, Ill. Illinois State University, 1993. http://wwwlib.umi.com/cr/ilstu/fullcit?p9323744.

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Thesis (Ed. D.)--Illinois State University, 1993.
Title from title page screen, viewed February 20, 2006. Dissertation Committee: Pamela H. Wheeler, Paula J. Smith (co-chairs), Lanny E. Morreau, John V. Godbold, Kenneth H. Strand. Includes bibliographical references (leaves 59-63) and abstract. Also available in print.

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Hollyhand, Leigh Smitherman. "Effect of students' behavioral characteristics on teachers' referral decisions in gifted education." Thesis, The University of Alabama, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3612093.

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Research shows that biases exist in regard to teacher nominations for gifted programs in the areas of student gender, ethnicity, and SES. On the other hand, there is a lack of research regarding behavioral characteristics of the student and the impact of those characteristics on teacher nominations to a gifted program. Additionally, there is a paucity of research that has examined the collective impact of behavioral characteristics of the student in conjunction with other student attributes such as gender, ethnicity, SES, and teacher nominations to gifted programs. For purposes of this study, the behavioral characteristics discussed were positive and negative gifted characteristics found in the literature. This was a quantitative research study using survey research where participants were asked to read and respond to a case vignette. Participants were 633 elementary education teachers from two mid-size school districts in the Southeastern United States. Each participant was randomly assigned one of 16 case vignettes. Eight of the vignettes depicted a student displaying positive gifted characteristics, while the other eight depicted a student displaying negative gifted characteristics. The other student characteristics of gender, ethnicity, and SES were interchangeable among the 16 vignettes. The results of this study show that the student's behavior does play a significant role in the teacher's nomination decision for the gifted program. Results indicated students displaying positive gifted characteristics were three times more likely to be nominated to a gifted program than a student exhibiting negative gifted characteristics. When stratified by various student characteristics (i.e. gender, ethnicity, and SES), teacher nominations were significantly associated with student behavior, with students exhibiting positive gifted characteristics more likely to be nominated than those displaying negative gifted characteristics.

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Smith, Darlene. "Teachers' and Parents' Perceptions of Special Education Referral for African American Students." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3634.

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Patterns of representation of African Americans in K-12 special education programs vary across the United States. A school district in Arizona has a 13% African American population, yet the African American special education representation is 17%. The purpose of this grounded theory study was to generate an understanding of the processes related to special education referral and assignment of African American elementary students as perceived by 7 teachers and 6 parents in the school district. Inductive analysis including open, axial, and selective coding led to the categorization of three themes: complexity in the referral process, inadequate teacher-parent communication and lack of shared knowledge, and inadequate teacher training. A key finding was parents' dependency on teachers for placing children in special education without the requisite knowledge to ask questions or make critical choices for their children. Parents' powerlessness and lack of knowledge may contribute to the overrepresentation of African American children in special education programs in the district. Findings may be used to educate parents and train teachers in the processes of referral and assignment of students to special education programs.

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Ray, Patricia. "Defining Defiance| African-American Middle School Students? Perspective on the Impact of Teachers? Disciplinary Referrals." Thesis, Loyola Marymount University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3723083.

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The purpose of this study is to understand how African-American males enrolled in middle school in Los Angeles County experienced and understood the application of the California educational code regarding discipline. Disproportionate numbers of African-American students are being suspended and expelled from public schools. This overreliance on exclusionary punishment has led to the School-to-Prison Pipeline, and the statistics related to suspension rates from school mirror that of the criminal justice system. This study captures the voices of students who are consistently referred to the office by classroom teachers in order to understand how they perceive and articulate their experiences with the school disciplinary process and how those experiences impact their academic and personal lives. Findings indicate that participants want to do well in school. The participants described many of the behaviors that triggered an office referral as trivial, such as being tardy to class, talking, or not doing their work. When their infractions were more serious, students stated that they acted out because the teacher had been disrespected or antagonized them. More than anything, participants want teachers to listen to them and to respect them, and they want to be active participants in their learning.

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Martin, Chris Elizabeth. "Disproportionality of African American students in special education: the influence of aversive racism on referrals." Diss., University of Iowa, 2014. https://ir.uiowa.edu/etd/1361.

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This study examined whether the disproportionality of African American children referred to special education is influenced by the level of implicit racial bias among teachers, using the aversive racism theory. Data were collected from teachers of kindergarten through sixth grade in the Iowa City Community School District through email recruitment. Using a factorial survey design, teachers evaluated five vignettes, each with five questions mirroring the referral process to special education, an implicit and explicit racial bias measure, and demographics. Of the 307 teachers emailed, only 21 completed the full survey. The small sample size hindered the analysis due to violations of two of the major assumptions of linear regression: normality and constant variance. Due to these violations, only limited interpretations can be concluded from the linear models. A logistic regression was also completed on the referral for special education dependent variable and yielded the following significant results: The teachers who scored high on the explicit racism measure were more likely to refer a child to a special education assessment and other results revealed associations between certain characteristics and behaviors of the children and their likelihood of referral. The majority of teachers in the sample (67%) scored high in implicit racial bias but none of the models indicates a relationship between the child's race and referral to special education. The study suggests there is some connection between implicit racial bias and referrals to special education but not due to race. However, the complexity of relationships among these and other factors in both interpersonal relationships and classroom dynamics makes it necessary to further investigate this question and potentially remedy the problem of disproportionality in special education.

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Ward, Gwendolyn. "A Blended Behavior Management Approach, Student Behavior, and Achievement." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2107.

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Disruptive classroom behavior has led many schools to implement positive behavioral strategies intended to create orderly learning environments. Despite initiation of such a strategy, an elementary school in the mid-Atlantic region still experienced an increase in office referrals and a decline in student achievement. The purpose of this mixed methods case study was to investigate the connections between a blended behavior program and student behavior and academic achievement, as well as staff perceptions about their experience with the program, and the degree to which the practices were implemented with fidelity. Skinner's behavioral theory served as the theoretical basis for the investigation. Office referrals and standardized math scores of 72 students were analyzed across 3 years, including the year before and the 2 years following the implementation of the blended behavior program, to determine whether significant differences existed within-subjects. Interviews were conducted with 9 teachers, representing kindergarten-6th grade, to explore staff perceptions of the blended behavior program. Quantitative results indicated a reduction in referrals after the 1st year of implementing the blended program and an improvement in math achievement after the 2nd year. While a decline in math scores occurred the 1st year of implementation and an increase the 2nd year, the difference in net performance rendered the results inconclusive to determine the influence of the program on achievement. Qualitative results revealed inconsistencies in the way teachers implemented the program initiatives. This study contributes to positive social change by providing stakeholders a deeper understanding of the blended program and increasing staff capacity to manage challenging behaviors.

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Anthony, Stephanie Nichole. "Teacher attributions, expectations, and referrals for students involved in the child welfare and juvenile justice systems." Diss., University of Iowa, 2014. https://ir.uiowa.edu/etd/1426.

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The primary purpose of this study was to examine differences in the attributions teachers make toward students in the child welfare and juvenile justice systems. The study utilized vignettes and asked teachers to attribute the responsibility for declines in behavior and academic performance to one of five sources (the student, the parents, the teacher, the court system, or the student's friends). The study further asked teachers to identify the extent to which the changes were due to the student's internal traits and external factors, the likelihood of changes in behavior and academic performance with and without intervention, the teachers' beliefs about their ability to impact change, the amount of time the teachers reported being willing to spend with the students outside of class, and the likelihood of the student pursuing post-secondary education. Teachers were also asked to identify to whom they would first refer the student in the vignette for outside assistance due to declines in behavior and academic performance and then provide all referrals they would make. A total of 224 certified 6th -12th grade teachers in the state of Iowa completed the vignette survey between January 2014 and April 2014. Results indicated that teachers made different attributions toward students on the basis of their involvement in either the child welfare or juvenile justice system. Specifically, teachers attributed the reason for behavioral and academic declines to different sources for students in the child welfare system, the juvenile justice system, and the control condition. Teachers were more likely to attribute academic and behavioral declines to internal factors for students in the juvenile justice system and external factors for students in the child welfare system. Teachers reported students in the juvenile justice system as least likely to change without intervention. The majority of teachers across the three conditions indicated their first referral would be to mental health services within the school. Teachers did not differ in the total number of referrals made, the amount of time until making the referral, the amount of time they would be willing to spend with the student outside of class time in order to impact change, their feelings of efficacy to impact change, and the likelihood of the student obtaining post-secondary education. Finally, limitations of the study are presented, suggestions for future research are discussed, and the implications of this study for teachers and school psychologists are discussed.

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Egyed, Carla J. "The relationship of teacher efficacy, burnout, experience and the referral of disruptive students /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9988656.

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Udall, Anne Jeannette, and Anne Jeannette Udall. "Peer referral as a process for locating Hispanic students who may be gifted." Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/184312.

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The underrepresentation of minority students in gifted programs is well documented, and is due, in large part, to limited definitions of giftedness and inadequate identification techniques. New methods of locating and identifying gifted minority students must be developed. The peer referral procedure has been cited as one method for locating students who may be gifted but are overlooked by the most common referral source--classroom teachers, but researchers have not investigated directly the use of peer referral for locating minority students in any ethnic group. The subjects were the fourth, fifth, and sixth grade students (N = 1564) and their teachers in nine selected schools, divided into three groups: (a) schools with a Hispanic population of over 75%, (b) schools with an equal proportion of Hispanics and Anglos, and (c) schools with less than 25% Hispanic students. Students completed a peer referral form designed to reflect traits of gifted Hispanic students. Also, the number of teacher referrals using the traditional school district procedures was collected. Primary areas of investigation included the (a) relationship between the ethnicity of the nominator and nominee, (b) relationship between the gender of the nominator and nominee, (c) usefulness of peer referral to locate Hispanic students who may be gifted and (d) sensitivity of the peer referral instrument to Hispanic students. Qualitative and quantitative statistical techniques were used, including stepwise logistic regression, cluster analyses, odds ratios, and content analysis. Findings indicated that peer referral was a useful technique for locating Hispanic and Anglo students that teachers did not refer. Few differences were discovered between the Hispanics and Anglos on the instrument. Students referred peers who matched a stereotypical profile of the academically gifted student. In the balanced schools, Anglos tended to nominate other Anglos and Hispanics tended to nominate other Hispanics. Gender nomination patterns varied, depending on the question focus. Peer referral is a promising practice for locating some Hispanic students who may be gifted; however, if minority students who are different from the majority gifted student are going to be found, other methods of referral, besides teachers and peers, are needed. Researchers must continue to explore the differences and similarities between majority and minority children who are gifted.

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Kerry-Henkel, Laura, and Laura Kerry-Henkel. "Teacher Burnout, Self-Efficacy, and the Identification and Referral of At-Risk Students." Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/625374.

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Teachers face great demands on their time, energy, and level of commitment. Previous studies have established that high numbers of teachers leave the profession each year due to burnout. Burnout is frequently caused by difficulties with classroom management and behavior problems, as well as time pressures, and social isolation. Despite these obstacles, other teachers have been able to maintain positivity and dedication in their practice. Teachers' sense of self-efficacy has been found to be a predictor of better job satisfaction, less burnout, and more positive and productive interactions with students. The current study examined how burnout and self-efficacy may interact and how they might impact teachers' referral of at-risk students for additional school supports. Additionally, this study examined whether burnout and self-efficacy impacted teachers' identification of at-risk students using a screening measure developed to improve the school's ability to identify and start interventions for students experiencing difficulties. Results found a moderate correlation among burnout and self-efficacy, whereby teachers with higher self-efficacy experienced less burnout. Higher teacher self-efficacy was correlated with fewer referrals for students to the student support team and the identification of fewer students at-risk for emotional difficulties. Higher teacher burnout was not correlated with number of referrals but was found to be associated with the identification of more students at-risk for emotional difficulties as well as the number of total students identified as at-risk overall. Implications for practice, limitations, and future research directions are also discussed.

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Kludt, Sandee. "Characteristics necessary for effective rural elementary student study teams as a pre-referral intervention technique." Scholarly Commons, 1988. https://scholarlycommons.pacific.edu/uop_etds/3043.

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PURPOSE: The purpose of the study was two-fold. First, it was conducted to determine if the factors identified as prerequisites for successful general team decision making are also the prerequisites for successful Student Study Team functioning. A secondary purpose was to determine the extent to which these compositional and operational variables are incorporated into current Student Study Team processes.

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Lemon, Stephen C. "Developing a school-based referral system: comparison of factors cited by school counselors and therapists." Thesis, Virginia Tech, 1987. http://hdl.handle.net/10919/45781.

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When school-based behavior problems are not solvable in short-term school counseling, referrals are often made to community therapists. The school-based referral process is described in the literature as an informal process aimed at matching clientsâ needs with therapist skills but the literature also suggests that the referral process is based even more so on the relationship of the school counselor to the therapist. A survey of 19 school counselors was conducted to measure the importance of six factors identified in a pilot study that are used in selecting a referral source; Therapist Accessibility, Therapist Commitment to School, Therapist Philosophy and Belief System, Therapist Reputation, and Therapist Credentials. In addition, 19 community-based therapists were surveyed to measure their ranking of these same factors. When the scores were analyzed it was found that school counselors rated two scales, Therapist Accessibility and Therapist Reputation, significantly higher than did therapists. Surprisingly, Therapist Reputation was rated least important by both groups. This research has the potential to help strengthen the engagement between the school system and the mental health system by first identifying the factors used for school-based referrals and then identifying the differences in how the two systems perceive the importance of these factors.
Master of Science

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Carter, David Andrew. "Time for change : a study of enrolment decision dynamics for admission into English secondary education." Thesis, University of Plymouth, 2018. http://hdl.handle.net/10026.1/12305.

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Cross-sectional studies suggest a prevalence of mental health problems from the age that children change to English secondary schools but there are few longitudinal appraisals of these issues and how enrolment policies influence psychological wellbeing. This research focuses on key factors linking competition for secondary schools and family responses to such challenges to determine enrolment policies that can sustain wellbeing longer-term. Integrated, model-based multimethodology was used in this urban, case-based study. Views were induced from multi-agency, expert practitioners to agree a system dynamics concept model. Parental decision-making behaviours were deduced by survey to understand key factors for model calibration. Dynamic system sensitivities were abduced from the simulation model before comparing long-term psychosocial impacts on children from expert, policy-support suggestions. Modelling demonstrates that two principal feedback loops influence family psychosocial systems when deciding secondary schools (parent-child wellbeing reinforcement plus knowledge of schools balancing parent concerns). Exogenous competition stressors on psychosocial systems can erode parent knowledge while testing student resolve. Competition guidance to remove risk-laden school options (league table comparison) before sequencing any remaining choices by profit (school visits), are not always used deciding urban secondary schools. Instead, families lacking experience can adopt decisive styles based on parent needs alone. Given autocratic leadership, child wellbeing rapidly deteriorates when student needs cannot be met by schools. Rather than ending student-selective entrance tests or raising knowledge of schools at visits, effective multi-agency support policy helps by increasing school choice debate frequency within families to address psychosocial system imbalances. The research makes a clear, three-way contribution to knowledge. Firstly, intrinsic case study theory is enhanced by data triangulation between induced, deduced and abduced research approaches. Secondly, the system dynamics discipline is strengthened by studying compulsory school enrolment. Finally, developing practice-based policy through multi-agency groups endorses cooperative rather than unilateral solutions, for helping change lives.

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Church, Leslie, and James J. Fox. "A Survey of School Administrators' and teachers' views of Discipline Referrals for Students With and Without Disabilities." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/144.

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Church, Leslie, and James Fox. "A Survey of School Administrators’ and Teachers’ Views of Discipline Referrals for Students With and Without Disabilities." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4175.

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Administrators, general and special educators in two city and two county districts estimated time lost to office referrals. Results indicated lost administrative and instructional time depended on disciplinary offense, student disability, and use of PBIS.

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Clough, Leslie Denise. "Effect of self-referral instruction on grade 4 students' utilization of school nursing sevices." Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/27332.

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This study examined the effect of self-referral instruction on Grade 4 students' utilization of school nursing services. Self-referral is a skill needed for self-care. Adult self-care has received emphasis by consumers and health professionals. The focus on adult self-care has not, however, achieved the goal of consumers taking more responsibility for their health. It has been suggested that childhood may be the most appropriate time to teach self-care skills. A review of the literature demonstrated, however, that little is known about child self-care and childrens’ learning and use of the specific skills and knowledge needed to practice self-care. This study therefore contributes to a currently inadequate knowledge base and enhances the ability of nurses to make objective decisions about Instruction of children in the use of a self-care skill, self-referral, in the school setting when nursing time is limited. This experimental study involved 78 Grade 4 students from four schools. The students were randomly assigned to a group that either would or would not be taught self-referral to the school nurse. There were two 20 minute lessons given to the experimental group, a pre and post study questionnaire was given to both groups prior to the lessons and nine weeks later at the conclusion of the study. The questionnaire collected data about the students' knowledge of the school nurse's accessibility, their willingness to self-refer, and their knowledge concerning appropriate reasons to use self-referral, information was also collected from the nurses regarding what students used self-referral and the problems they presented. Analysis of variance and chi-square were selected as appropriate statistical methods of analysis. The findings demonstrated that children who were given instruction in self-referral had significantly greater knowledge about how, when, and why to self-refer. Instruction in self-referral did not, however, encourage a significant number of children to practice this skill as only four children from the experimental group self-referred. It is speculated from comparing the number of self-referrals between the schools that the placement of the self-referral appointment books in the schools was a factor that affected the students' decisions to self-refer, it appears it is important that the book be placed where the children feel comfortable writing in it. Such a place may be away from the scrutiny of adults while providing as much privacy as possible. Based upon this study's findings, implications for nursing practice and recommendations for further research were described.
Applied Science, Faculty of
Nursing, School of
Graduate

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50

Pritchard, Nichol Frances. "EDUCATIONAL VIDEO IMPACT ON COLLEGE STUDENT KNOWLEDGE, OPINIONS, AND REFERRAL ATTITUDES REGARDING ATTENTION-DEFICIT/HYPERACTIVITY DISORDER." MSSTATE, 2008. http://sun.library.msstate.edu/ETD-db/theses/available/etd-11072008-143419/.

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Abstract:

Key controversies surround the ADHD diagnostic category, how well it is understood, and whether the criteria are applied accurately by members of the public, parents, and paraprofessionals. With the exposure provided to the public through online sites, commercials, and media, it is reasonable to ask what the public has learned about ADHD. The purpose of this study was to examine the individual effects of two videos on college students knowledge and opinions regarding ADHD. The videos depicted on two different views currently held regarding ADHD: one very positive in nature and the other focusing on controversies surrounding ADHD. Students were asked to complete a variety of questionnaires regarding their opinions and knowledge about ADHD. Results indicated a small but significant change in students knowledge between pre and posttest. College students tended to change their opinions to be consistent with the video viewed.

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Dissertations / Theses on the topic 'Student referrals'

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