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CLASS DOJO AND STUDENT SELF-REGULATION: An Examination of Behavior Patterns and Academic Outcomes

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  • Bernard Charles

    (N/A)

Abstract

This paper focuses on the impacts of Positive Behavior Intervention Supports (PBIS/PBI/PBS) on the progression of positive student behavior traits. Specifically, there will be a focus on the ways that PBIS impact student behaviors in the classroom. The research will focus on: the benefits and detriments of enacting PBIS into the classroom, the role PBIS can have on the academic outcomes of students, and the role technology can have in promoting student self-regulation in the 21st century. In conducting this study, the goal is to connect my desired research with that of prior analysis to support my argument that PBIS is essential to positive classroom and school culture that fosters educational success in all learning environments.

Suggested Citation

  • Bernard Charles, 2019. "CLASS DOJO AND STUDENT SELF-REGULATION: An Examination of Behavior Patterns and Academic Outcomes," International Journal of Teaching and Education, International Institute of Social and Economic Sciences, vol. 7(1), pages 14-40, April.
    • Handle: RePEc:sek:jijote:v:7:y:2019:i:1:p:14-40
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    More about this item

    Keywords

    Positive Behavior Intervention (PBI)Positive Behavior Intervention Supports (PBIS)Kuwaitaffluentlow-incomestudentshigh-performinglow-performingeducationprivate schools;

    JEL classification:

    • A12 - General Economics and Teaching - - General Economics - - - Relation of Economics to Other Disciplines
    • A13 - General Economics and Teaching - - General Economics - - - Relation of Economics to Social Values
    • D71 - Microeconomics - - Analysis of Collective Decision-Making - - - Social Choice; Clubs; Committees; Associations

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