Candace Lane Schell
Current Organizations / Institutes
The organizations/institutes from the scholar's latest article
Candace Lane Schell has a total of 6 co-authors. Here are the top co-authors by number of shared publications:
- Martin Karlberg
Department of Education, Uppsala University, Uppsala, Sweden
1 shared publication - Nina Klang
Mälardalen University
1 shared publication - Samantha Riggleman
Loyola University Chicago
1 shared publication - Shanna Eisner Hirsch
University of Maryland, College Park, USA
1 shared publication - Stefan Bostrom
Department of Education, Uppsala University, 750 02 Uppsala, Sweden
1 shared publication - Steven Powell
Louisiana State University in Shreveport, Shreveport, USA
1 shared publication
Latest Publications
- Open Access
- 27 February 2024
- Published by MDPI AG in Education Sciences
- Vol. 14 (3) , 245
Evaluation of the Collaborative and Proactive Solutions Model in an Alternative Educational Setting
The aim of this study was to evaluate the Collaborative and Proactive Solutions (CPS) intervention in an alternative educational setting for students with behavioural problems. The effect of the CPS intervention on students’ off-task behaviour was studied using a single-subject experimental design that included two students with behavioural problems via systematic direct observations and direct behaviour ratings. The usability of the CPS intervention was investigated through questionnaires and interviews with the participating students and teacher assistant. The results revealed no significant effects of the CPS intervention on students’ off-task behaviour. The students and teacher assistant viewed the CPS intervention as acceptable but the teacher assistant’s ratings of the feasibility of the intervention were lower, together with the ratings of the extent to which the intervention matched the socio-political climate of the educational setting.
- 27 February 2024
- Published by MDPI AG in Education Sciences
- Vol. 14 (3) , 245
Open AccessEvaluation of the Collaborative and Proactive Solutions Model in an Alternative Educational Setting
The aim of this study was to evaluate the Collaborative and Proactive Solutions (CPS) intervention in an alternative educational setting for students with behavioural problems. The effect of the CPS intervention on students’ off-task behaviour was studied using a single-subject experimental design that included two students with behavioural problems via systematic direct observations and direct behaviour ratings. The usability of the CPS intervention was investigated through questionnaires and interviews with the participating students and teacher assistant. The results revealed no significant effects of the CPS intervention on students’ off-task behaviour. The students and teacher assistant viewed the CPS intervention as acceptable but the teacher assistant’s ratings of the feasibility of the intervention were lower, together with the ratings of the extent to which the intervention matched the socio-political climate of the educational setting.