Tesis sobre el tema "Rewards and punishment in education"
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Wong, Oi-hing Fanny. "Perceived effectiveness of reward and punishment by secondary school students". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B2978914X.
Texto completoWong, Kwai-lan Michelle. "Rewards and punishments : primary teachers' perceptions of their pupils' views /". Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14710274.
Texto completoWong, Kwai-lan Michelle y 黃桂蘭. "Rewards and punishments: primary teachers' perceptions of their pupils' views". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958308.
Texto completoDi, Santo Rebecca L. "The effect of extrinsic rewards on intrinsic motivation in preschool children /". View online, 1989. http://repository.eiu.edu/theses/docs/32211998880652.pdf.
Texto completoKalipa, Velelo Clifton. "Supporting the implementation of alternatives to corporal punishment in the Eastern Cape secondary schools : towards a framework for school management teams and teachers". Thesis, University of Fort Hare, 2015. http://hdl.handle.net/10353/5664.
Texto completoNg, Hoi-yan y 吳凱欣. "The mediating role of engagement in the relation between incentives and task value". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hdl.handle.net/10722/196512.
Texto completopublished_or_final_version
Educational Psychology
Master
Master of Social Sciences
James, Simon J. "Money and narrative : Dickens, Gissing and Wells". Thesis, University of Cambridge, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343894.
Texto completoMyers, Kristin Ratzlaff. "The effect of whole class rewards on motivating students to turn in homework assignments in a timely manner". Theological Research Exchange Network (TREN) Access this title online, 2005. http://www.tren.com.
Texto completoLeung, Yuk-wah. "Rewards and punishments in schools : a study of their effectiveness as perceived by secondary school students and their teachers /". Hong Kong : University of Hong Kong, 1991. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14419890.
Texto completoGadomski, Marilyn L. "The effects of rewarding on first and second grade children's computer task performance according to classroom rewarding experiences". Diss., Virginia Tech, 1991. http://hdl.handle.net/10919/39823.
Texto completoPh. D.
Leung, Yuk-wah y 梁玉華. "Rewards and punishments in schools: a study of their effectiveness as perceived by secondary school students andtheir teachers". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1991. http://hub.hku.hk/bib/B31956014.
Texto completoAngus, Gail Pamela. "The effects of school-wide positive behavior interventions and supports on student achievement and other outcomes". CSUSB ScholarWorks, 2011. https://scholarworks.lib.csusb.edu/etd-project/1805.
Texto completoSun, Yanling. "Effects of web page design and reward method on college students' participation in web-based surveys". Ohio : Ohio University, 2006. http://www.ohiolink.edu/etd/view.cgi?ohiou1150392670.
Texto completoWagner, Sandra Lee. "Elementary teachers' perspectives of incentives desired from school districts". Diss., Virginia Polytechnic Institute and State University, 1986. http://hdl.handle.net/10919/82611.
Texto completoEd. D.
Khewu, Noncedo Princess Dorcas. "A study of practices in the alternatives to corporal punishment strategy being implemented in selected primary schools in Buffalo city metro municipality: implications for school leadership". Thesis, University of Fort Hare, 2012. http://hdl.handle.net/10353/533.
Texto completoBanner, Amy Bennett. "A Comparative Study of the Perceptions of Elementary School Administrators, Teachers, and Students Regarding recess and Free Play in the Public School". Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etd/1005.
Texto completoLuttrull, Pamelia D. "Impact of School-Wide Positive Behavior Intervention Supports for African American Males in American Public Schools". Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc699957/.
Texto completoFox, James, Michael LaPaglia, Neal Miller y Joseph Wehby. "Debate: the Use of Rewards or Incentives". Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/4178.
Texto completoArtenosi, Daniel. "Constructing a moral education theory of punishment". Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=79282.
Texto completoFox, James J., M. LaPaglia, N. Miller, J. Wehby, A. P. Juarez y B. Davis. "Debate: The Use of Rewards or Incentives". Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/159.
Texto completoChan, Yuen-ching Grace. "An analysis of the administration of rewards and punishments in correctional institutions of the Department of Social Welfare". Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21037334.
Texto completoWait, Sasha Ann. "Investigation into the relationship between intrinsic motivation, intrinsic rewards, extrinsic rewards and work engagement among teachers in South Africa". Thesis, Nelson Mandela University, 2017. http://hdl.handle.net/10948/13557.
Texto completoFreise, Lawrence Michael. "The effects of extrinsic rewards on high school student attendance". Scholarly Commons, 2002. https://scholarlycommons.pacific.edu/uop_etds/2541.
Texto completoShollenberger, Tracey Lynn. "Essays on Schools, Crime, and Punishment". Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:17465320.
Texto completoSocial Policy
Humble, Daniel K. "Perceptions of Corporal Punishment in Missouri Public Schools". Thesis, Lindenwood University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3605500.
Texto completoThe use of corporal punishment as a form of student discipline has long been a controversial form of student discipline used in schools throughout the world. Research gathered showed that the use of corporal punishment has supporters and opponents. The supporters usually reference the Bible or corporal punishment as a traditional form of punishment. Opponents fear that physical punishment is a thing of the past and a form of physical abuse. Qualitative data were gathered from 12 superintendents in Missouri, one communications director from a Missouri professional teacher organization, and two attorneys who specialize in school law and policy to gain their perceptions of corporal punishment. The perceptions of superintendents regarding corporal punishment ranged from strongly disagreeing with the use to strongly believing it is an effective form of discipline. A few superintendents were hesitant to explain its practical use. The comments from the attorneys who were interviewed centered on legal and policy issues, while the communications director from the teacher organization expressed support of the teacher based on the school district's policy of allowing or not allowing corporal punishment. Results and conclusions from this study may assist local school boards in deciding if corporal punishment should be used within their school districts.
Guillory, Melanie K. "An Analysis of Corporal Punishment Practices in the State of Tennessee". Thesis, University of Louisiana at Lafayette, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10269344.
Texto completoThis dissertation examines the use of corporal punishment in 142 Tennessee public school districts, as well as the data from the United States Department of Education Office of Civil Rights to identify demographic patterns and trends regarding corporal punishment in the state of Tennessee. This project also studies the relationship between school district enrollment and corporal punishment. This dissertation uses quantitative methods to analyze the data.
The results of this study finds that medium-sized school districts (student enrollment between 500 and 1500 students) report the greatest number of corporal punishment incidents. Also, a higher percentage of white students experience corporal punishment than nonwhite students in a majority of the years studied. The study also finds that a relationship exists between district size and corporal punishment practices. Corporal punishment rates in Tennessee's 10 largest districts are quite low. The findings of this research are similar to those found in past research in Texas, Mississippi, and North Carolina.
Olivier, Gerhard Hercules. "Educators' perceptions of corporal punishment". Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/25323.
Texto completoDissertation (MEd)--University of Pretoria, 2010.
Education Management and Policy Studies
unrestricted
Broussard, Jessie. "An Analysis of Corporal Punishment Practices in the State of Georgia". Thesis, University of Louisiana at Lafayette, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3622925.
Texto completoMost research concludes that corporal punishment in schools does not lead to better student behavior, more respect for teachers, or higher scores on the Achievement Composite Test (ACT). In addition, some research points to the conclusion that corporal punishment of children is associated with Post-Traumatic Stress Disorder, which can include such symptoms as depression, and anxiety. One researcher has even identified a medical condition entitled Educationally Induced Post-Traumatic Stress Disorder, which, I concluded, was brought about by excessive corporal punishment.
This research study is a comprehensive analysis of corporal punishment practices in the state of Georgia. The research approach adopted in this comprehensive analysis of corporal punishment in Georgia includes the use of online literature, print literature, legal databases, and research database sites.
The findings from this research provide evidence that Georgia currently has many districts reporting high incidences of corporal punishment while other districts have either abolished corporal punishment by local policy or simply do not practice it. The main conclusions drawn from this study are that corporal punishment in Georgia schools is largely a nonurban phenomenon and that its use is not evenly distributed among districts but rather concentrated in smaller districts. Although overall incidents of corporal punishment have gone down in Georgia over the last several years, its use has actually increased in some districts.
Williams-Damond, Twyla A. "An Analysis of Corporal Punishment Practices in the State of Mississippi". Thesis, University of Louisiana at Lafayette, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3622963.
Texto completoThe focus of this research mainly centers on a quantitative descriptive overview of corporal punishment practices in the state of Mississippi, but this study also includes a legal document analysis component. This study forms the Mississippi portion of a comprehensive analysis of the demographics of corporal punishment in the public schools of the South and follows in the path of dissertation research completed at the University of North Texas on the demographics of corporal punishment in Florida and Texas.
The research approach adopted in this analysis of corporal punishment in Mississippi includes the use of online literature, print literature, legal database, and research database sites. The findings from this research identify patterns of corporal punishment practiced in the public schools in the state of Mississippi, the state that has historically reported the highest rates of school-based corporal punishment in the United States. One of the main assumptions surrounding this study is that Mississippi's corporal punishment is a rural and small district phenomenon, most commonly practiced in Mississippi's smaller school towns. The data reveals that some districts administer excessive amounts of corporal punishment, with some districts paddling three times as many as the total state average percent or more of their students on an annual basis. Finally, the study found some Mississippi school districts have actually increased the amount of corporal punishment being administered in recent years, a pattern contrary to the national trend, which has been to reduce the amount of corporal punishment being administered in the public schools.
Carnes, Susan Carle. "Corporal Punishment in American Education from a Historical, Legal, and Theoretical Perspective". Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc500419/.
Texto completoSeagrave, Jayne. "The death penalty will Canada or Britain restore this punishment?" Thesis, University of Ottawa (Canada), 1986. http://hdl.handle.net/10393/5230.
Texto completoScott, Sydney R. "Defending the Social Good Theory of Punishment". Scholarship @ Claremont, 2016. http://scholarship.claremont.edu/pomona_theses/164.
Texto completoLam, Chin. "Roles, responsibilities, challenges, and rewards| The lived experience of ESL department chairs in community colleges". Thesis, California State University, Fullerton, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3580609.
Texto completoShelton, Stacy Ann. "The relationship between intrinsic rewards, personality and emotional intelligence within the education sector". Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/20440.
Texto completoChan, Yuen-ching Grace y 陳婉貞. "An analysis of the administration of rewards and punishments in correctional institutions of the Department of Social Welfare". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B3196574X.
Texto completoWeisenhorn, David A. "ATTITUDES TOWARD CORPORAL PUNISHMENT: THE EFFECTS OF SEX, ETHNICITY, MILITARY CULTURE, AND RELIGION". UKnowledge, 2017. http://uknowledge.uky.edu/hes_etds/53.
Texto completoGilmore, Michael Richard. "Safety belt promotion at community swimming pools : effects of policy, rewards, prompts, and education /". Thesis, This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-05022009-040555/.
Texto completoLambropoulos, Harilaos. "Human capital and the demand for education in post-war Greece : incentives and rewards". Thesis, London School of Economics and Political Science (University of London), 1990. http://etheses.lse.ac.uk/1157/.
Texto completoHilli, Pia Elisabet Angelique. "Educating professionals and professionalising education in research-intensive universities : opportunities, challenges, rewards and values". Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/25110.
Texto completoBroussard, Mary R. "Corporal Punishment in the State of Louisiana| A Descriptive Study of Policies and Practices". Thesis, University of Louisiana at Lafayette, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3622926.
Texto completoLouisiana is currently one of the 19 states in the United States that still allow the use of corporal punishment in public schools. The research questions that drove this study explored Louisiana-published court cases involving corporal punishment in public schools, district policies regarding the use of corporal punishment, reported instances of corporal punishment in public schools, and potential relationships between whether or not a district allows corporal punishment and its enrollment size.
As a result of this study, it was discovered that Louisiana has an unusually large body of published court cases involving corporal punishment in public schools. Of those cases, three categories were defined including: cases filed by an employee, cases filed by a parent on behalf of a student, and criminal cases regarding excessive amounts of corporal punishment. It was concluded that the courts will generally uphold a School Board's decision in regards to disciplining teachers for excessive corporal punishment. Furthermore, School Boards and teachers also won a majority of the cases that were filed by a parent on behalf of a student.
After examining Louisiana district's policy regarding the use of corporal punishment in public schools, it was concluded that the majority of Louisiana's public school students attend schools that allow the use of corporal punishment. From the number of instances recorded it was discovered that the majority of Louisiana districts that still use corporal punishment are experiencing a decline in the number of instances recorded. Finally, corporal punishment is still being practiced is some of the largest districts according to student enrollment. A chi-square test was performed and a statistical significance between a district's policy regarding corporal punishment and its size was not found.
In conclusion, this study revealed that Louisiana is still one of the 19 predominately Southern states that still allow corporal punishment in public schools. In order for Louisiana to join the other states in abolishing corporal punishment, it is important that Louisiana School Board members and others who are involved in deciding whether or not corporal punishment is allowed know where Louisiana currently stands on this issue.
Patterson, Cecil. "An ex post facto study: effects of suspension and corporal punishment on student behavior". DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1990. http://digitalcommons.auctr.edu/dissertations/2797.
Texto completoTimoll, Quentina. "An Analysis of Corporal Punishment Practices in the Louisiana Public Schools". Thesis, University of Louisiana at Lafayette, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3714268.
Texto completoCorporal punishment is a controversial method of student discipline used in schools world-wide. There are opposing viewpoints to this practice; corporal punishment is considered as a viable means of discipline, while on the other hand, non-advocates associate corporal punishment with abuse. Currently, corporal punishment is permitted in 19 states, while 31 states have abolished corporal punishment in the school setting. The practice is most predominant in the south, which includes Louisiana. Louisiana is one of 19 states where corporal punishment is deemed legal in a school setting.
The purpose of this study was two-fold. The primary purpose was to examine and describe Louisiana corporal punishment data retrieved from the Louisiana Department of Education. Secondly, potential relationships between corporal punishment data and three demographic variables (at-risk student counts, district locale, and district performance scores) were explored. There are 54 districts that authorize such practices, but only 42 have reported data to the state for the three reporting cycles. The essential questions dictating this research are: 1) What were corporal punishment practices (student numbers and events) in Louisiana public schools for school years 2011-12, 2012-13, and 2013-14? 2) What distributional characteristics exist for students corporally punished and corporal punishment events in Louisiana during the school years 2011-12, 2012-13, and 2013-14? 3) What percentage of Louisiana school districts experienced changes in corporal punishment practices between school years 2011-12, 2012-13, or 2013-14? 4) What is the relationship between at-risk student count, district locale type, and district performance scores with corporal punishment (student numbers) from an analysis of school districts for school year 2013-2014?
The federal government has outlawed physical punishment in prisons, jails, and medical facilities, yet students sitting in a classroom are targets for getting hit. It has been 150 years since the first state banned this practice in schools. Since then, an additional 31 states have done the same, but it is still occurring every day in this nation and in Louisiana.
Results and conclusions from this study may assist local school boards in deciding if corporal punishment should be used within their school districts.
Palmer, Jason S. "Performance Incentives, Teachers, and Students: Estimating the Effects of Rewards Policies on Classroom Assessment Practices and Student Performance". Connect to this title online, 2002. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1024404726.
Texto completoTitle from first page of PDF file. Document formatted into pages; contains xiv, 169 p.; also includes graphics. Includes abstract and vita. Advisor: Mary K. Marvel. Includes bibliographical references (p. 150-169).
Mayisela, Simangele Gladys. "Corporal punishment: cultural-historical and socio-cultural practices of teachers in a South African primary school". Doctoral thesis, University of Cape Town, 2017. http://hdl.handle.net/11427/24915.
Texto completoJohnson, Jessica Ann. "Public Research Universities as Gendered Organizations: Institutional Rewards and the Faculty Salary Gap". Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984157/.
Texto completoShah, Rokni Shirin. "Injuries, rewards and promises of educational mobility from a minority perspective : school success narratives of descendants of North African immigrants in France". Thesis, University of Cambridge, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.648664.
Texto completoAbdi, Mustafa y Samuel Sjökvist. "Piska och Morot : En vetenskaplig essä om belöning och bestraffning i skolan". Thesis, Södertörns högskola, Lärarutbildningen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-43681.
Texto completoDenna uppsats tar avstamp i två berättelser där vi beskriver varsitt egen upplevt dilemma. Genom att använda berättelserna som utgångspunkt syftar uppsatsen till att ta reda på vilka för- och nackdelar som belöning och bestraffning har samt varför de har en så stor plats i skolan. Uppsatsen syftar också till att redogöra för alternativa metoder utöver belöning och bestraffning. Vi använder oss av metoden vetenskaplig essä som innebär att vi, genom att låta våra berättelser möta forskning, teorier och litteratur, reflekterar kring vårt agerande och på så sätt försöker skapa ny kunskap. Vi vänder oss till B. F. Skinner och behaviorismen för att få ett historiskt perspektiv på belöning och bestraffning. För att närma oss beteendeproblem och metoder för att bemöta dem har vi använt oss av Ross W. Greene och hans motto “barn uppför sig om de kan” samt Bo Hejlskov Elvéns förhållningssätt lågaffektivt bemötande. För att förklara belöningens och bestraffningens närvaro i skolan har vi använt oss av Jesper Juuls och Helle Jensens begrepp lydnadskultur. Vi finner att belöning och bestraffning är stora begrepp som innefattar flera dimensioner och att det inte går att enkelt klassa dem som bra eller dåliga och rätt eller fel. Dock upptäcker vi att de kan leda till objektifiering av barn samt att det finns metoder för att bemöta beteendeproblem som inte innefattar belöning eller bestraffning.
Prejean, Kerri D. "An Analysis of Corporal Punishment Practices in Texas Public Schools| Race, School District Size, Academic Performance, and Policy Influences". Thesis, University of Louisiana at Lafayette, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3712834.
Texto completoCorporal punishment in the public schools is legally authorized in 19 US states. Research suggests that inflicting corporal punishment to control student behavior does not produce the intended results. Research demonstrates that this form of punishment is associated with aggressive behavior, lack of confidence and self-worth, lower student achievement scores, and limited cognitive functioning, and also may result in a future of violent and criminal behaviors. Research suggests that using alternative forms of discipline and control, such as Positive Behavior Support (PBS), may produce the exact opposite effect – higher test scores, higher self-esteem, and a more positive outlook and proactive problem solving.
The research adopted in this analysis of corporal punishment in Texas public schools includes a multiple methods approach with the use of online literature, print literature, school board polices, and research database sites. The findings from this research identify patterns in corporal punishment policies and practice, including analyses of district type, race, academic performance, and socioeconomic status. Research methods used in this analysis of corporal punishment in Texas include document, descriptive, and statistical analyses.
Colvin, Ayris Bonet. ""Spare the Rod and Teach the Child" Exploring Alternative Approaches to Punishment in a Third Grade Jamaican Classroom". Master's thesis, Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/202682.
Texto completoEd.M.
Corporal punishment is a common practice that has been employed in classrooms in Jamaica for many years. This practice, as it is used to manage classroom behavior, although viewed as valuable by some, presents extremely detrimental effects. This study outlines positive approaches to classroom management to provide Jamaican classrooms with alternatives to corporal punishment. This is done by investigating the effectiveness of two Applied Behavior Analysis techniques, the Good Behavior Game and Differential Reinforcement of Low Rate Response, on disruptive behavior in a third grade classroom in a rural school in Jamaica. Results from the implementation of both procedures display positive outcomes and reveal that positive approaches to classroom management are effective in improving disruptive behavior. These procedures demonstrate the effectiveness of promoting positive behavior and refrain from utilizing corporal punishment. Such strategies also motivate students, increase instructional time, are cost efficient, and can be easily implemented by teachers.
Temple University--Theses
Chan, Su Hoon. "A theory of cooperative learning as incentive-values-exchange: studies of the effects of task-structures, rewards and ability on academic and social-emotional measures of mathematics learning". Thesis, Chan, Su Hoon (2004) A theory of cooperative learning as incentive-values-exchange: studies of the effects of task-structures, rewards and ability on academic and social-emotional measures of mathematics learning. PhD thesis, Murdoch University, 2004. https://researchrepository.murdoch.edu.au/id/eprint/512/.
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