A Phenomenological Study of Educators' Perspectives of School Climate in Secondary Schools Implementing Positive Behavior Intervention and Support PDF Download

Author: Tory Lawrence
Publisher:
ISBN:
Category : Positive psychology
Languages : en
Pages : 136

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Book Description
Positive Behavior Intervention and Support (PBIS) is a school-wide initiative implemented in many schools across the United States as an approach for addressing discipline concerns and promoting a positive school climate. This study used a phenomenological design to examine the school climate perceptions of 13 staff member from three secondary schools from two school districts in the southeastern region of North Carolina that were implementing PBIS with fidelity. The transformative learning theory, which explains how knowledge may be obtained from lived experiences of individuals, guided the research study in examining three research questions: (a) How do select secondary school staff members describe the influence on school climate of implementing PBIS with fidelity? (b) What benefits, if any, do participants experience in the implementation of PBIS with fidelity? (c) What barriers, if any, do participants experience in the implementation of PBIS with fidelity? Data was collected from individual open-ended interviews, a focus group, and writing prompt responses. Data analysis revealed that all participant used positive terms to describe their school’s climate. Participants also experienced shared benefits and barriers to the implementation of PBIS in their school settings. The results of this study support the implementation of PBIS in secondary schools and addressed implementation barriers. The results could be used to guide the decision-making process of those responsible for the implementation of PBIS at the local school district level as well as at the individual school and classroom level.

Author: Allison M. Gosch
Publisher:
ISBN:
Category : Rural schools
Languages : en
Pages : 106

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Book Description
School climate is a key component in the academic achievement of primary and secondary school students. Using multiple school climate and organizational theories, this study examines school climate from administrator and teacher perspectives using a qualitative, phenomenological process. This study analyzes participant interviews and found four themes: Interpersonal, Surrounding Community, Trickle Effect, and Personal Experiences. These themes were reflective of the literature and clearly answers the two research questions that compare teacher and administrator perspectives and the role of leadership in school climate. This study makes the connection between education and social work and identifies specific gaps in the scholarly literature. This study concludes with a detailed discussion of the proposed themes as well as limitations of the study and recommendations for social work practice in schools.

Author: Steven Bebee
Publisher:
ISBN:
Category : Behavior modification
Languages : en
Pages : 204

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Book Description
Many schools have used school wide behavior management programs such as Positive Behavior Interventions and Supports (PBIS) effectively as a behavior management system to improve student classroom behavior issues. The purpose of this qualitative interpretive study was to explore how PBIS influence high school teachers0́9 perceptions on school climate within a participant school located in Southern Arizona. Through naturalistic inquiry using face-to-face semi structured interviews, seven teachers who have taught on the participant high school campus for four to six years were able to share their personal perceptions regarding PBIS and its influence on their school climate. The data collected for this study included a PBIS teacher questionnaire, semi-structured interviews, and three years of longitudinal student referral data to examine teacher perceptions of school climates and if the school wide behavior programs they implement has had any influence. This study identified possible limitations and advantages of PBIS on student behavior and determined whether perception from the study teachers differed from the general teaching staff regarding the influence PBIS has on school climate perceptions. The findings and conclusions of the study demonstrate that a relationship does indeed exist between having a successful behavior managements system in place such as PBIS and teachers0́9 feelings about their school climate. Themes were developed and identified that may help administrators understand the relationships that may exist.

Author: Nathan Florin Anderson
Publisher:
ISBN:
Category : Rural schools
Languages : en
Pages : 0

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Book Description
"School climate can be complex to measure and to change, but it is clear that it is a critical component of an effective school. One practice that has been shown to positively influence school climate is Positive Behavioral Interventions and Supports (PBIS). PBIS is a framework of evidence-based practices and its power for initiating change has been shown to come from fidelity of implementation of its key components. Although there is a lot of research on PBIS implementation, not a lot is known about implementation in rural schools and the unique challenges that setting provides. This study measures baseline levels of PBIS components, assesses the perceptions of school climate, and analyzes how those two domains are associated in rural schools prior to formal PBIS training and implementation. In this quantitative study, the baseline data for a Randomized Controlled Trial with 40 rural schools across one state is utilized as the sample data. The Schoolwide Evaluation Tool (SET) is used to measure fidelity of PBIS implementation at each school and the Maryland Safe and Supportive Schools (MDS3) Climate Survey provides the perspectives of students, parents, and staff on school climate. Information on the relationship between these variables in the rural setting will contribute important information to researchers and implementers in rural schools. The analysis found that although there is generally a positive perspective on school climate in these rural schools, a lack of fidelity in PBIS implementation is evident, and is associated with climate perceptions. The only PBIS component implemented to fidelity across the schools was a strong discipline system, yet was associated with lower order and discipline. These results suggest that the punishment-heavy approaches that schools are utilizing are not producing the desired outcomes without the foundational practices of teaching and acknowledging expected behavior. In fact, clearly teaching expectations was significantly associated with improved climate perspectives of staff and parents, and having a system for acknowledging those expectations was significantly associated with improved climate perspectives of students. I recommend that future researchers and implementers build on these findings and conclusions to better understand how to implement PBIS in rural schools. Additional research that applies similar methodologies to other demographic groups and more urban settings is needed for further comparison. Additional time points and longitudinal data will also provide more insights to the causes and impacts of PBIS on school climate in small and remote schools."--Boise State University ScholarWorks.

Author: Chelsea McColley
Publisher:
ISBN:
Category : School environment
Languages : en
Pages : 106

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Book Description
Positive school climates have been found to promote pro-social behaviors and increase students' academic achievement. School-wide Positive Behavior Interventions and Supports provides a framework and set of ideals for educators to create a positive school culture. The current study examined differences in staff and student perceptions, as well as perceptions in primary versus secondary buildings, related to several factors of school climate (rules and expectations, safety, student relationships, teacher-student relationships). Data was collected through staff and student ratings on the Delaware School Climate Surveys and the results were compared using a MANOVA. A significant interaction was found on the Rules and Expectations and the School Safety Scales. Ideas for teaching students appropriate behavior, using data to make decisions about building practices, and matching the level of support with the needs of the students were discussed.

Author: Garry Wade McGiboney
Publisher: Cambridge Scholars Publishing
ISBN: 1443896683
Category : Psychology
Languages : en
Pages : 270

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Book Description
Many people have become impatient with school reform and school improvement efforts that fail to include school climate. The importance of a positive school climate is emerging in current research, not only as an essential component of school reform and school improvement, but also as a necessary framework for maintaining excellent schools and providing healthy and safe schools for all students. Research strongly suggests that educators and policy makers have a lot to learn about the importance of school climate for school safety and academic success. With the growing body of research regarding school climate, it is important to study the research and understand how the psychology of school climate and how the elements of school climate can be viewed from a population-based perspective, as well as understanding the impact of school climate on individual students. This review of school climate research includes hundreds of articles and research papers of different perspectives from around the world in numerous cultures. School climate is becoming a science of education and psychology that must be studied further in order to understand the dynamic nature of learning environments, to identify elements that support or threaten the learning environment, and to learn how to improve the conditions for learning in all schools.

Author: H. Jerome Freiberg
Publisher: Routledge
ISBN: 9780750706414
Category : Education
Languages : en
Pages : 230

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Book Description
Like a strong foundation in a house, the climate of a school is the foundation that supports the structures of teaching and learning. This book provides a framework for educators to look at school and classroom climates using both informal and formal measures. Each chapter focuses on a different aspect of climate and details techniques which may be used by heads or classroom teachers to judge the health of their learning environment. The book sets out to enhance understanding of the components of a healthy learning environment and the tools needed to improve that environment. It also looks at ways to assess the impact of change activities in improving and sustaining educational excellence. The international team of contributors bring perspectives from the school systems in America, UK, Australia and Holland.

Author: Chamise S. Taylor
Publisher:
ISBN:
Category :
Languages : en
Pages : 99

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Book Description
The purpose of this qualitative case study was to examine the perceptions of staff regarding the effectiveness of the Schoolwide Positive Behavioral Interventions and Suppports (SWPBIS) program currently being implemented within a center-based special education school located in southeastern Pennsylvania. Specifically, this study focused on the helpfulness of the SWPBIS program on managing the behavior of students identified as emotionally disturbed, its effect on overall schoool climate, and the staff perceptions regarding the quality of the site-based training provided by the school to implement the program. The researcher studied data provided by 35 staff members who volunteered to participate in the study. Participants were provided with an online survey comprised of Likert-scale survey and open-ended response questions. Additional feedback was elicited through individual interviews. Because the study was conducted in the school in which the researcher was employed, interviews were conducted by an independent research assistant. The focus of this study was to ascertain the staff perceptions regarding the program's impact on student behavior, school climate, and the quality of the training provided to implement the program. The findings of this study yielded mixed results regarding the effectiveness of this program for this population in this setting. Staff members reported that this program was effective, however, for students who represented learning and autistic support populations but was less effective for students indentified as emotionally disturbed. Staff perceived students with ED a required more individualized approuch. Although the majority of the study participants did not feel the program improved school climate, staff were highly complementary of both the content and delivery of the training provided.

Author: Steven G. Little
Publisher: Division 16: Applying Psycholo
ISBN: 9781433830143
Category : Psychology
Languages : en
Pages : 422

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Book Description
This book shows psychologists and other mental health providers how to assess and treat emotional and behavioral problems in classrooms, including those arising from autism diagnoses.

Author: Jeffrey Alan Shelby
Publisher:
ISBN: 9781369045499
Category : Dissertations, Academic
Languages : en
Pages : 72

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Book Description
"Teacher well-being continues to be a perennial concern, as a history of increasing teacher turnover rates in the United States suggests. Previous research by Ross, Romer & Horner (2011) indicated that teachers in schools implementing SWPBIS with fidelity had significantly lower levels of burnout and significantly higher levels of efficacy. With this in mind, the current study investigated the relationship between SWPBIS implementation and high school teachers' well-being, as measured by their perceptions of burnout and self-efficacy. Using multiple ANCOVA's, 132 participant surveys across four high schools from both SWPBIS implemented and non-SWPBIS implemented groups were analyzed. Results indicated that teachers' perceptions of burnout were higher at SWPBIS implemented high schools, and SWPBIS implementation did not effect teachers' perceptions of self-efficacy. Results also indicated that there was a inverse effect between primary subject taught and teachers' perceptions of burnout. Limitations of the study and directions for future research are discussed."--Abstract, p. 1.