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dc.contributor.advisorGottfredson, Garyen_US
dc.contributor.authorBruckman, Katherineen_US
dc.date.accessioned2010-07-02T05:45:17Z
dc.date.available2010-07-02T05:45:17Z
dc.date.issued2010en_US
dc.identifier.urihttp://hdl.handle.net/1903/10278
dc.description.abstractThe current study examines the influence of student problem behavior (as rated by teachers), teacher disposition to tolerate problem behavior, and interaction effects on student grade point average, reading grades, and math grades. The sample includes 3rd through 5th grade students (N = 12,993) and their classroom teachers (N = 562) from 45 schools. Multilevel models, with students nested within classrooms, test the influence of student problem behavior and teacher tolerance on student grades. Results imply that problem behavior negatively influences grades for students at each grade level, controlling for standardized academic achievement and other student and classroom-level covariates. Results also indicate that low teacher tolerance predicts higher current student grades in some analyses. Finally, tests for interactions of teacher tolerance with student problem behavior indicate that 5th grade students rated as having extreme problem behaviors receive lower grades in classrooms with more tolerant teachers, and higher grades in classrooms with less tolerant teachers.en_US
dc.titleInfluence of Student Problem Behavior and Teacher Tolerance on Student Gradesen_US
dc.typeThesisen_US
dc.contributor.publisherDigital Repository at the University of Marylanden_US
dc.contributor.publisherUniversity of Maryland (College Park, Md.)en_US
dc.contributor.departmentCounseling and Personnel Servicesen_US
dc.subject.pqcontrolledEducation, Educational Psychologyen_US
dc.subject.pqcontrolledPsychology, Generalen_US
dc.subject.pquncontrolledBehavioren_US
dc.subject.pquncontrolledGrading Practicesen_US
dc.subject.pquncontrolledStudent Achievementen_US
dc.subject.pquncontrolledTeacheren_US


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