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A direct-effect model. With regard to the direct effect of principals on student outcomes, the result showed that the effects were "nonexistent, weak, conflicting or suspect in terms of validity" (1996, p. 37). It indicates that principals do not directly affect student achievement or, if they do, the effects are quite small.
Social learning theory is a theory of social behavior that proposes that new behaviors can be acquired by observing and imitating others. It states that learning is a cognitive process that takes place in a social context and can occur purely through observation or direct instruction, even in the absence of motor reproduction or direct reinforcement. [1]
This higher level of learning can be achieved through abstract modeling, where observers extract rules governing specific behaviors and use them to generate new instances of behavior. [10] [9] For instance, if a teacher glares at one student who is talking out of turn, other students may suppress this behavior to avoid a similar reaction ...
Positive behavior interventions and supports (PBIS) is a set of ideas and tools used in schools to improve students' behavior.PBIS uses evidence and data-based programs, practices, and strategies to frame behavioral improvement relating to student growth in academic performance, safety, behavior, and establishing and maintaining positive school culture.
Learning theory describes how students receive, process, and retain knowledge during learning. Cognitive, emotional, and environmental influences, as well as prior experience, all play a part in how understanding, or a worldview, is acquired or changed and knowledge and skills retained.
For example, a student may observe a teacher praising a classmate for exceptional creativity and will be incentivized by that praise to recreate/imitate that behavior. However, while Bandura's theory allows us to draw links between social learning and incentivization, it does not consider ‘human agency’, which suggests that people are ...
Positive behavior support is increasingly being recognized as a strategy that is feasible, desirable, and effective. For example, teachers and parents need strategies they are able and willing to use and that affect the child's ability to participate in community and school activities.
Additionally, based on Warden's drive-incentive link, as either the drive or incentive increases, the behavior also increases. [10] According to Hull, due to the interconnected properties of drive and motivation, in the presence of a drive, the discomfort of the individual increases; this discomfort gives them the motivation to dispel the need ...