A Single Case Study Comparing Traditional and Positive Psychology-Based Classrooms in an Elementary School

Autor/in	Finney, Jaren Nicole
Titel	A Single Case Study Comparing Traditional and Positive Psychology-Based Classrooms in an Elementary School
Quelle	(2020), (93 Seiten) PDF als Volltext Verfügbarkeit D.Ed. Dissertation, Xavier University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-7806-4802-4
Schlagwörter	Hochschulschrift; Dissertation; Grade 3; Academic Achievement; Psychology; Well Being; Student Behavior; Mathematics Achievement; Scores; Classroom Environment; Principals; Parents; Elementary School Teachers; Ohio + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; School year 03; 3. Schuljahr; Schuljahr 03; Schulleistung; Psychologie; Well-being; Wellness; Wohlbefinden; Student behaviour; Schülerverhalten; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Klassenklima; Unterrichtsklima; Principal; Schulleiter; Eltern; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	This mixed methods study provides empirical evidence that applying the concept of positive psychology into classrooms enhanced students' academic and behavioral performance in an urban elementary school. In the First Phase, I analyzed the 3rd grade math scores in both positive psychology and traditional classrooms. The results showed that the school-level math performance in positive psychology classrooms was significantly better than that in traditional classrooms. In the Second Phase, I triangulated interview data from school stakeholders including one Principal, nine teachers and five parents. I found that collaborative partnerships among the stakeholders implemented positive psychology-based classrooms by way of a range of activities and programs to enhance overall students' well-being. The improvement of students' overall well-being can prepare students to engage in the learning processes and daily lives, which contributed to their behavioral and academic performance overall. The study's findings provide implications for leadership practices in adopting the concept of positive psychology into teaching practices in elementary schools serving underprivileged students who do not have the same resources provided to those in affluent learning communities. Further, the study provides a direction of future research that is designed as an experimental study showing causality between intervention related to positive psychology and student learning outcomes. Given that this study is delimited to a single urban school in Cincinnati, Ohio, a future study should be conducted in other regions using a broader and larger sample to enhance external validity. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01