Department
Counseling and Human Services
Degree Name
Doctor of Philosophy (PhD)
Date of Award
7-2017
Degree Level
Ph.D.
LCSH subject
Learning, Psychology of
ISBN
9780355415209
Proquest Document ID
1987572416
Identifier
ETD2017Wallace
School/University
St. Mary's University
Size or duration
x, 72 pages
Copyright date
2017
Document Type
Dissertation
First Advisor
Ratliff, Dan
Second Advisor
Gonzalez, Andrea
Third Advisor
Ramirez, Roxanna
Abstract
The Working on What Works (WOWW) school-based intervention applies solution-focused theory and techniques to improve learning at the classroom level. This study evaluated WOWW's impact on student and teacher outcomes. Thirty classrooms were randomly assigned to treatment and control conditions, then compared on teacher-completed measures. Students who received WOWW experienced lower levels of internalizing and externalizing behaviors, including lower anxiety (p=0.000), sense of irrelevance (p=0.002), inattention (p=0.049), hyperactivity (p=0.044), impulsivity (p=0.044), and need for behavior correction (p=0.000). Overall externalizing behavior was also lower in students who had received WOWW (p=0.018). However, students in the treatment condition also scored lower on the closeness scale of the STRS-SF (p=0.000). These conflicting findings suggest that the WOWW intervention warrants further investigation.
Recommended Citation
Wallace, Laura B., "Working on What Works (WOWW) : Classroom-Level Impact on Teacher and Student Outcomes" (2017). Theses & Dissertations. 13.
https://commons.stmarytx.edu/dissertations/13
Creative Commons License
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