Hello friends! We hope you'll spend a minute viewing our Why It Matters page to better understand the context of LiveSchool and our mission. As we've built the LiveSchool platform, we've relied on a significant body of academic research on student behavior and school culture. Below are citations of the work we draw from on this website. We encourage you to use this as a starting point for your own research.
IT ALL STARTS HERE : When school culture improves, so does student achievement.
Macneil, A., Prater, D., & Busch, S. (2009). The effects of school culture and climate on student achievement. International Journal of Leadership in Education,12 (1), 73-84. Retrieved from http://donnieholland.wiki.westga.edu/file/view/school culture climate & achievement.pdf
Students score up to 20 percentile points higher when a teacher properly manages the classroom culture.
Marzano, R., Marzano, J., & Pickering, D. (2003).Classroom management that works: Research-based strategies for every teacher. (First ed.). Alexandria, VA: Association for Supervision & Curriculum Deve.
The #1 factor in student achievement is whether or not teachers are able to keep order in their classroom and create a controlled environment of learning.
Kane, T., & Cantrell, S. (2012). Learning about teaching: Initial findings from the measures of effective teaching project. In Met Project. Bill & Melinda Gates Foundation.
The Problem? Student Behavior & School Culture is a Major Challenge for US Schools
50% of teachers spend as much time dealing with behavior issues as they do actually teaching.
Walker, H. M., Colvin, G., & Ramsey, E. (1995). Antisocial behavior in school: Strategies and best practices. Pacific Grove, CA: Brooks/Cole.
1 in 3 teachers has seriously considered leaving the profession - or know of a colleague that has - because student discipline and behavior have become intolerable.
77% of teachers say they would be more effective if they could reduce classroom disruptions.
African-American and minority students are less likely to get equal treatment when it comes to discipline, especially in schools that lack written rules that specify consequences.
94% of teachers say finding ways to hold parents more accountable for kids’ behavior would be an effective solution to schools’ discipline problems.
78% of teachers say students are quick to remind them their parents can sue.
The US Dept. of Education encourages schools to use behavior tracking systems to improve school culture.
Jennings, K. U.S. Department of Education, Office of Safe and Drug-Free Schools (2009). Federal education priorities and creating safe schools
School-wide behavior tracking systems can improve school culture.
Paycheck / Token Economy / Behavior Bucks
70% Fewer Negative Behaviors School-Wide
Zlomke , K. (2003). Token economy plus self: Monitoring to reduce disruptive classroom behaviors. The behavior analyst today, 4 (2), 177-182.
Attendance Goes Up
Schnofield, B. (1990). Improving attendance of kindergarten students through behavior modification techniques. Remedial and Special Education, 14, 20-24.
School-Wide Behavior Tracking & Intervention Systems: (PBIS, SWBIS)
60% Fewer discipline reports
Sugai, G., Horner, R., Dunlap, G., Hieneman, M., Lewis, T.J., Nelson, C.M., Scott, T., Liaupsin, C., Sailor, W., Turnbull, A.P., Turnbull, H., Wikham, D., Wilcox, B., & Ruef, M. (2000). Applying positive behavior supports and functional behavioral assessment in schools. Journal of Positive Behavior Interventions, 2, 131-143.
75% Fewer Suspensions and Detentions
Scott, T. M. (2001). A school-wide example of positive behavioral support. Journal of Positive Behavioral Interventions, 3, 88-94.
Discipline problems down, student achievement up.
Mathur, S., Quinn, M., & Rutherford, R.B. (1996). Teacher-mediated behavior management strategies for children with emotional/behavioral disorders. Children with Behavioral Disorders Council, 3-6.
A major reason PBIS and token economies FAIL is because the process can be confusing and not all teachers buy-in”.
Benner, G., Beaudoin, K., Chen, P., Davis, C., & Ralston, N. (2010). The impact of intensive positive behavioral supports on the behavioral functioning of students with emotional disturbance: How much does fidelity matter?. The journal of behavior assessment and intervention in children, 1(1), 85-100.