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(1 - 12 of 12)
- Title
- The effect of a student achievement curriculum on grade 9 completion rate and student engagement.
- Creator
- Renda, Melissa Rose, Brigman, Greg, Florida Atlantic University, College of Education, Department of Counselor Education
- Abstract/Description
-
The purpose of the current outcome study was to investigate the difference in grade 9 completion rate and student engagement between grade 9 students in the treatment group who received the Student Success Sills (SSS) classroom program (Brigman & Webb, 2010) and grade 9 students in the comparison group who did not receive the SSS classroom program. The sample consisted of grade 9 students enrolled in Intensive Reading classes, a required course for all high school students in the state of...
Show moreThe purpose of the current outcome study was to investigate the difference in grade 9 completion rate and student engagement between grade 9 students in the treatment group who received the Student Success Sills (SSS) classroom program (Brigman & Webb, 2010) and grade 9 students in the comparison group who did not receive the SSS classroom program. The sample consisted of grade 9 students enrolled in Intensive Reading classes, a required course for all high school students in the state of Florida who are below reading proficiency. School A served as the treatment group (n=98) and School B served as the comparison group (n=99). Certified school counselors in the treatment group implemented five, 45 minute SSS lessons and three booster lessons after being trained in the manualized use of the program and other related study procedures. A quasi-experimental pretest posttest research design was employed to examine the impact of the SSS classroom program on grade 9 completion rate and student engagement. The unit of analysis was individual grade 9 students. Grade 9 completion rate was measured by academic credits. Student engagement was measured by attendance rate and the Student Engagement in School Success Skills (SESSS) instrument.
Show less - Date Issued
- 2014
- PURL
- http://purl.flvc.org/fau/fd/FA00004322, http://purl.flvc.org/fau/fd/FA00004322
- Subject Headings
- Achievement in education, Counseling in middle school education, Curriculum planning, Education -- Aims and objectives, Educational counseling, Educational evaluation, Motivation in education
- Format
- Document (PDF)
- Title
- The Impact of a School Counselor Led Intervention on Grade 5African American Student Self-Regulation, Test Anxiety andSchool Attendance.
- Creator
- Mack, Clifford Henry Jr., Brigman, Greg, Florida Atlantic University, College of Education, Department of Counselor Education
- Abstract/Description
-
The purpose of this study is to evaluate the impact of the Student Success Skills (SSS) classroom intervention on grade 5 African American students’ self-regulation, test anxiety and school attendance. This study analyzed pre-existing, non-identifiable student data collected by school counselors at 30 elementary schools in South Florida. A multivariate analysis of covariance (MANCOVA) was used to determine differences in self-regulation, test anxiety, and school attendance between the...
Show moreThe purpose of this study is to evaluate the impact of the Student Success Skills (SSS) classroom intervention on grade 5 African American students’ self-regulation, test anxiety and school attendance. This study analyzed pre-existing, non-identifiable student data collected by school counselors at 30 elementary schools in South Florida. A multivariate analysis of covariance (MANCOVA) was used to determine differences in self-regulation, test anxiety, and school attendance between the students who participated in the SSS classroom intervention compared to those students who did not participate. Statistically significant differences were found between groups in all three factors and support the use of SSS classroom school counseling intervention with grade 5 African American students. Effect size estimates were reported for each of the measures.
Show less - Date Issued
- 2016
- PURL
- http://purl.flvc.org/fau/fd/FA00004644, http://purl.flvc.org/fau/fd/FA00004644
- Subject Headings
- African American students -- Education, Educational counseling, Motivation in education, Personality assessment of children, School improvement programs, Self control
- Format
- Document (PDF)
- Title
- The Impact of Ready to Learn, A School Counselor-Led Intervention on Pro-Social Skills and Reading Skills of First Grade Students.
- Creator
- Cohen, Laura J, Brigman, Greg, Florida Atlantic University, College of Education, Department of Counselor Education
- Abstract/Description
-
The purpose of this study was to examine differences in pro-social behaviors and reading skills between a treatment group of first grade students who received the Ready to Learn (Brigman, Lane, & Lane, 2008) intervention, delivered by a certified professional school counselor, and a comparison group of first grade students who did not receive this intervention. Counselors in the treatment group were trained in the proper implementation of the manualized Ready to Learn program during a...
Show moreThe purpose of this study was to examine differences in pro-social behaviors and reading skills between a treatment group of first grade students who received the Ready to Learn (Brigman, Lane, & Lane, 2008) intervention, delivered by a certified professional school counselor, and a comparison group of first grade students who did not receive this intervention. Counselors in the treatment group were trained in the proper implementation of the manualized Ready to Learn program during a professional development session. They were also trained in other study-related procedures, such as the online check-in tool and the regular site visits by the researcher. The study followed a quasi-experimental design. The Child Behavior Scale (CBS; Ladd, Herald-Brown & Andrews, 2009) was used to measure pro-social behaviors, and Rigby Running Records (Rigby, 2010) was used to assess reading skills. A series of analyses of variance (ANOVAs) were performed to deter mine whether or not there were statistically significant differences between the treatment and comparison group. An analysis of covariance (ANCOVA) using a pretest score as the covariate was performed to test significance in the difference of reading scores. Results indicate a statistically significant increase in pro-social with peers behaviors, as well as statistically significant decreases in hyperactive and distractible behaviors as well as excluded by peers indicators for the treatment group.
Show less - Date Issued
- 2016
- PURL
- http://purl.flvc.org/fau/fd/FA00004579, http://purl.flvc.org/fau/fd/FA00004579
- Subject Headings
- United States.--No Child Left Behind Act of 2001., Personality assessment of children., Readiness for school., Educational counseling., Achievement in education., Education, Primary., School improvement programs.
- Format
- Document (PDF)
- Title
- The Effects of the Student Success Skills Classroom Program on Self-Regulation, School Attendance, and Test Anxiety on Hispanic Fifth-Grade Students.
- Creator
- Bottini, Cheryl L., Brigman, Greg, Florida Atlantic University, College of Education, Department of Counselor Education
- Abstract/Description
-
The purpose of this study was to evaluate the effect of a school counselor led classroom intervention, Student Success Skills (SSS) program (Brigman & Webb, 2010), on Grade 5 Hispanic student’s self-regulation, school attendance, and test anxiety. The study used non identifying archival data from a random controlled trial (RCT) collected at 30 elementary schools in one school district during the school year 2012-2013. Attendance was collected at the end of the school year when students...
Show moreThe purpose of this study was to evaluate the effect of a school counselor led classroom intervention, Student Success Skills (SSS) program (Brigman & Webb, 2010), on Grade 5 Hispanic student’s self-regulation, school attendance, and test anxiety. The study used non identifying archival data from a random controlled trial (RCT) collected at 30 elementary schools in one school district during the school year 2012-2013. Attendance was collected at the end of the school year when students completed Grades 4, 5, and 6. Data were collected at three points: pretest, posttest1, and posttest 2. A series of multivariate analysis of covariance (MANCOVA) tests and univariate analyses were conducted to determine statistical significance between the treatment group and comparison group in self- regulation, school attendance, and test anxiety. Effect sizes using a partial eta square were calculated for each dependent variable. The results support the Student Success Skills (SSS) classroom program (Brigman & Webb, 2010) implemented by certified school counselors was documented.
Show less - Date Issued
- 2017
- PURL
- http://purl.flvc.org/fau/fd/FA00004897, http://purl.flvc.org/fau/fd/FA00004897
- Subject Headings
- Motivation in education., Hispanic Americans--Education., Minority students--Social conditions., Minorities--Education--United States., Educational counseling., Academic achievement., Educational equalization., School improvement programs.
- Format
- Document (PDF)
- Title
- The effect of student participation in student success skills on the academic behaviors and key learning skills and techniques associated with college-career readiness.
- Creator
- Kane, Michael C., Brigman, Greg, Florida Atlantic University, College of Education, Department of Counselor Education
- Abstract/Description
-
The purpose of the current outcome study was to determine the impact of Student Success Skills (SSS) classroom guidance lessons on the Academic Behaviors (motivation, social engagement, self-regulation) and Key Learning Skills and Techniques associated with college-career readiness (CCR) indicators for Grade 5 students (ACT, 2008a; Brigman & Webb, 2012; Conley, 2010; Robbins, Allen, Casillas, Peterson, & Le, 2006). School counselors in the treatment schools were trained in the implementation...
Show moreThe purpose of the current outcome study was to determine the impact of Student Success Skills (SSS) classroom guidance lessons on the Academic Behaviors (motivation, social engagement, self-regulation) and Key Learning Skills and Techniques associated with college-career readiness (CCR) indicators for Grade 5 students (ACT, 2008a; Brigman & Webb, 2012; Conley, 2010; Robbins, Allen, Casillas, Peterson, & Le, 2006). School counselors in the treatment schools were trained in the implementation of the SSS classroom program and subsequently taught the material to Grade 5 students. Comparison school counselors conducted business as usual. The study applied a quasi-experimental pre/post1/post2 design utilizing student self-report instruments (Student Engagement in School Success Skills Survey [SESSS], Motivated Strategies for Learning Questionnaire [MSLQ]), and a teacher survey instrument (Student Participation Questionnaire [SPQ]).
Show less - Date Issued
- 2015
- PURL
- http://purl.flvc.org/fau/fd/FA00004448, http://purl.flvc.org/fau/fd/FA00004448
- Subject Headings
- Achievement in education, College school cooperation, College student development programs, School improvement programs, School to work transition, Student centered learning
- Format
- Document (PDF)
- Title
- The effect of ready for success, a counselor-led intervention program, on reading scores of Hispanic and African American 3rd grade students in title one elementary schools.
- Creator
- Brown, Sherron N., Brigman, Greg, Florida Atlantic University, College of Education, Department of Counselor Education
- Abstract/Description
-
This study focused on evaluating the impact of a school counselor-led program, Ready for Success (RFS), on the academic achievement of third grade students. The research questions that were investigated in the study were: (a) Does participation in the Ready for Success Program, a counselor-led classroom intervention, increase reading scores among 3rd grade African American, Hispanic, and White students as measured by the FCAT third grade reading test? and (b) Does participation in the Ready...
Show moreThis study focused on evaluating the impact of a school counselor-led program, Ready for Success (RFS), on the academic achievement of third grade students. The research questions that were investigated in the study were: (a) Does participation in the Ready for Success Program, a counselor-led classroom intervention, increase reading scores among 3rd grade African American, Hispanic, and White students as measured by the FCAT third grade reading test? and (b) Does participation in the Ready for Success Program, a counselor-led classroom intervention, increase reading scores among third grade African American, Hispanic, and White students as measured by the SSSDT reading test? The significance of the study lies in its focus on the need for more outcome research linking school counselor-led interventions to student achievement. The importance of counselor-led research based interventions in positively affecting student achievement addresses a national mandate delineated by the No Child Left Behind Act of 2001, which calls for evidence-based interventions in education. The population for this study included male and female, third grade, general education students from diverse backgrounds, from one large school district located in south Florida, herein referred to as Pineapple State School District. A standardized objective statewide assessment instrument, the Florida Comprehensive Assessment Test (FCAT) and the school district generated standardized test, Sunshine State Standards Diagnostics Test (SSSDT), were used to measure academic achievement. Analysis of the results in this study was done using an analysis of covariance (ANCOVA) with Pretest scores on the SSSDT 3rd grade reading (2010-2011) as covariates on the dependent variables to account for differences at pretest.
Show less - Date Issued
- 2014
- PURL
- http://purl.flvc.org/fau/fd/FA00004181, http://purl.flvc.org/fau/fd/FA00004181
- Subject Headings
- Academic achievement, Achievement in education, Affective education, Counseling in elementary education, Educational counseling, Educational tests and measurements, Minority students, Counseling of United States -- No Child Left Behind Act of 2001
- Format
- Document (PDF)
- Title
- THE EFFECTS OF MINDFULNESS TRAINING ON BDNF LEVELS, DEPRESSION, ANXIETY, AND STRESS LEVELS OF COLLEGE STUDENTS.
- Creator
- Bosso, Kathryn B., Brigman, Greg, Florida Atlantic University, Department of Counselor Education, College of Education
- Abstract/Description
-
The purpose of this randomized control study was to examine the effects of the use of a mindfulness smartphone app on student self-reported levels of depression, anxiety, and stress, and serum levels of brain-derived neurotrophic factor (BDNF). The sample included college students enrolled in courses at a university in South Florida. Forty-four students were randomly allocated to either the mindfulness app group (n = 22) or the control group (n = 22). Participants in the mindfulness app group...
Show moreThe purpose of this randomized control study was to examine the effects of the use of a mindfulness smartphone app on student self-reported levels of depression, anxiety, and stress, and serum levels of brain-derived neurotrophic factor (BDNF). The sample included college students enrolled in courses at a university in South Florida. Forty-four students were randomly allocated to either the mindfulness app group (n = 22) or the control group (n = 22). Participants in the mindfulness app group were instructed to complete a guided meditation on the app for 10 minutes per day for 5 weeks. Participants in the control group were offered the intervention after the 5-week protocol ended. A pretest-posttest design was used to investigate the effects of the mindfulness app intervention on self-reported levels of depression, anxiety, and stress, in addition to serum level BDNF.
Show less - Date Issued
- 2020
- PURL
- http://purl.flvc.org/fau/fd/FA00013452
- Subject Headings
- College students, Mindfulness (Psychology), Brain-Derived Neurotrophic Factor, Depression, Anxiety, Stress
- Format
- Document (PDF)
- Title
- Convergent and Divergent Validity of the Student Engagement in School Success Skills Survey.
- Creator
- Villares, Elizabeth, Colvin, Kimberly, Carey, John, Webb, Linda, Brigman, Greg, Harrington, Karen
- Date Issued
- 2014-12
- PURL
- http://purl.flvc.org/fau/flvc_fau_islandoraimporter_10.15241_ev.4.5.541_1638462622
- Format
- Document (PDF)
- Title
- Effect of Participation in Student Success Skills on Prosocial and Bullying Behavior.
- Creator
- Mariani, Melissa, Webb, Linda, Villares, Elizabeth, Brigman, Greg
- Date Issued
- 2015-06
- PURL
- http://purl.flvc.org/fau/flvc_fau_islandoraimporter_10.15241_mm.5.3.341_1638554476
- Format
- Document (PDF)
- Title
- A Social-Emotional Leadership Framework for School Counselors.
- Creator
- Bowers, Hannah, Lemberger-Truelove, Matthew E., Brigman, Greg
- Date Issued
- 2017-01-07
- PURL
- http://purl.flvc.org/fau/flvc_fau_islandoraimporter_10.1177_2156759X18773004_1638554912
- Format
- Document (PDF)
- Title
- Development of an Instrument to Measure Student Use of Academic Success Skills: An Exploratory Factor Analysis.
- Creator
- Carey, John, Brigman, Greg, Webb, Linda, Villares, Elizabeth, Harrington, Karen
- Date Issued
- 2014-07-08
- PURL
- http://purl.flvc.org/fau/flvc_fau_islandoraimporter_10.1177_0748175613505622_1638465904
- Format
- Document (PDF)
- Title
- Psychometric Properties and Confirmatory Factor Analysis of the Student Engagement in School Success Skills.
- Creator
- Brigman, Greg, Wells, Craig, Webb, Linda, Villares, Elizabeth, Carey, John C., Harrington, Karen
- Date Issued
- 2015-01-07
- PURL
- http://purl.flvc.org/fau/flvc_fau_islandoraimporter_10.1177_0748175614544545_1638468828
- Format
- Document (PDF)
