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dc.contributor.authorPalmer, Kelly
dc.date.accessioned2013-11-12T19:50:46Z
dc.date.available2013-11-12T19:50:46Z
dc.date.issued12/11/2013
dc.identifier.urihttp://hdl.handle.net/1951/63058
dc.description.abstractHomework is an educational strategy used to improve student understanding of content taught in class. It provides a means for students to further their knowledge through additional, independent practice. Many studies have shown that completing homework correctly has a positive effect on student learning. The problem is that large numbers of students in many classes are not doing their homework and many of those who do complete it incorrectly. The present study showed how the Three Jars intervention package containing group contingencies, small competing teams, and mystery motivators, was used to improve the homework completion, homework accuracy, and decrease negative social behavior rates for a 9th grade Spanish classroom. The Three Jars produced immediate and sustained positive results that improved students’ Spanish homework grades. Intervention effects were replicated across subsequent experimental phases and the teachers and pupils rated intervention goals, procedures, and outcomes quite favorably. Implications for future research and practice are discussed.en_US
dc.language.isoen_USen_US
dc.subjectBehavior disorders in children.en_US
dc.subjectHomework -- Activity programs.en_US
dc.subjectSocial skills -- Study and teaching.en_US
dc.subjectMotivation in education.en_US
dc.subjectSpanish language -- Study and teaching -- United States.en_US
dc.titleThe effects of the Three Jars Game on 9th grade students' academic productivity and social interactions in Spanish II class.en_US
dc.typeThesisen_US


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