Administrators’ And Teachers’ Perceptions of the Effectiveness of the PBIS Framework in Title I Elementary Schools in a Middle Georgia County PDF Download
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Author: Karen A. Phillips Publisher: ISBN: Category : Behavior therapy for children Languages : en Pages : 0
Book Description
This study examined the perspectives of administrators and teachers on the effectiveness of the PBIS framework in Title I elementary schools. This paper reviews the history of the discipline in schools in America and how student behavior has evolved. It includes an overview of socialemotional programs and discusses the need to incorporate them into the school day. The focus was on the PBIS framework in a specific middle Georgia county. Results were obtained through the analysis of the PBIS Self-Assessment survey and semi-structured interviews. Overall, the findings discovered that there was no statistically significant difference in the perceptions of elementary administrators and teachers. The results found that both populations perceived the PBIS framework to be beneficial to school climate, student success, and reduced school violence
Author: Karen A. Phillips Publisher: ISBN: Category : Behavior therapy for children Languages : en Pages : 0
Book Description
This study examined the perspectives of administrators and teachers on the effectiveness of the PBIS framework in Title I elementary schools. This paper reviews the history of the discipline in schools in America and how student behavior has evolved. It includes an overview of socialemotional programs and discusses the need to incorporate them into the school day. The focus was on the PBIS framework in a specific middle Georgia county. Results were obtained through the analysis of the PBIS Self-Assessment survey and semi-structured interviews. Overall, the findings discovered that there was no statistically significant difference in the perceptions of elementary administrators and teachers. The results found that both populations perceived the PBIS framework to be beneficial to school climate, student success, and reduced school violence
Author: Breanna Amegin Publisher: ISBN: Category : Languages : en Pages : 69
Book Description
As a middle school teacher, it is common to hear fellow colleagues complain about their students and their "outlandish behavior." Positive Behavior Interventions and Supports (PBIS) is an evidence-based program that has been shown to improve student behavior and academic performance and is currently being implemented in nearly 26,000 schools nationwide. However, research shows that there are differences in implementation at secondary schools and elementary schools, but reasons for this are not yet fully understood. This study investigated secondary teachers' initial perceptions on PBIS implementation, how they changed during the implementation process, and how leaders can help create more buy-in when implementing a new PBIS program at their site. Teachers were given an anonymous survey about their perceptions of PBIS, then follow-up one-on-one interviews were conducted to gain a deeper understanding of their beliefs. Interviews were also done with both administrators at the focus school. This study shows that while not all teachers were supportive of PBIS initially, their perceptions changed with time as they learned more, and saw it being implemented on their campus. Teachers also expressed the importance of administrator support for PBIS implementation to be successful. This research can help PBIS teams and administrators better understand teacher insights and therefore implement PBIS with higher fidelity at their school sites.
Author: David E. Purpel Publisher: Peter Lang ISBN: 9780820441696 Category : Education Languages : en Pages : 276
Book Description
Viewing formal education and social justice as an odd couple, Purpel (educational leadership and cultural studies, U. of North Carolina-Greensboro) tenders--besides moral outrage-- alternative approaches to education; education in a spiritual voice; and an autobiographical essay on being a Jewish Boston Braves fan. No index. Annotation copyrighted by Book News, Inc., Portland, OR
Author: Bradford Lee Harrison Publisher: ISBN: Category : Educational evaluation Languages : en Pages :
Book Description
The purpose of this study was to identify perceptions of teachers and school administrators in a southern Mississippi school district that could predict the overall effectiveness of a school district. The 7 correlates of effective schools were used in the study and represented the dependent variables while teacher and school administrator demographic variables represented the predictor variables. The study addressed three research questions: (a) what are the descriptive perceptions of teachers and school administrators of school effectiveness of 11 schools in a south Mississippi school district as measured by the School Effectiveness Characteristics and Indicators Questionnaire (SECIQ) (b) which correlates of effective schools and demographic variables, as measured by the SECIQ, are predictive of teachers' perceptions of school effectiveness in a south Mississippi school district and (c) which correlates of effective schools and demographic variables, as measured by the SECIQ, are predictive of administrators' perceptions of school effectiveness in a south Mississippi school district? The demographic variables that were used in the study to predict the effectiveness of the school district as measured by the SECIQ were: (a) educator title - teacher, principal, assistant principal, (b) age, (c) school level - elementary, middle, or high school, (d) degree level - bachelor, master, specialist, doctoral, (e) years experience as an educator, and (f) gender. A total of 314 teachers and 9 administrators participated in the study that resulted in 323 (281 female = 87%, 42 male = 13%) participants. Multiple linear regression analysis was used in the study. The researcher analyzed the data (teacher responses) and concluded that age, school level, and gender were predictive of school effectiveness (seven correlates of effective schools) as measured by the SECIQ. The researcher also analyzed the data (administrator responses) and concluded that degree, age, and experience were predictive of school effectiveness (seven correlates of effective schools) as measured by the SECIQ in the studied school district. Conclusions and recommendations based on the findings of this study indicate that certain teacher and school administrator demographic variables could possibly predict the effectiveness of a school district based on the 7 correlates of effective schools.
Author: Anthony P. Blake Publisher: ISBN: Category : Languages : en Pages : 109
Book Description
This study examines perceptual impediments that lead teachers at a single middle school campus (School Site A) in Riverside County, California to resist the implementation of a disciplinary framework called Positive Behavior Intervention and Support (PBIS). A follow-up question asks how that resistance might be overcome. PBIS has been shown to improve student school-wide student discipline, improve academic success of students, and has been shown to help teachers avoid burn-out. Despite this, many teachers resist faithful implementation of the PBIS framework. This study utilized a mixed-method approach using a teacher survey, a student survey, and interviews of teachers and a counselor to explore the perceptual impediments that lead teachers to resist the PBIS framework. Chief amongst these is a perception that there is a lack of training in the model, a perceived feeling amongst teachers that PBIS is too burdensome in terms of time, and the perception that administrative support needs to be more visible. If PBIS is to be implemented with fidelity, teachers should be better trained so that PBIS is not perceived to be but one more task amongst many, and administrators need to be more visible in the implementation process. This research contributes a valuable, but rarely touched upon perspective on PBIS: resistance to implementation at the secondary level.
Author: Heidi von Ravensberg Publisher: ISBN: Category : Languages : en Pages : 5
Book Description
School-wide positive behavioral interventions and supports (PBIS) is an approach for establishing the systems needed to implement and sustain evidence-based practices to improve student outcomes. When implemented with fidelity, PBIS has been shown to reduce unwanted behaviors, reduce bullying, increase academic achievement, and improve perceptions of school safety. Because of its effectiveness, many administrators and educators at the state and local level seek multiple ways to fund PBIS implementation efforts. One potential source of federal funding includes Title IV, Part A funds from the Every Student Succeeds Act of 2015 (ESSA). A 2018 survey on how districts planned to use their Title IV, Part A funds found that 63% said they planned to use a portion of their allotment on making students safer. When asked how they planned to use their Title IV, Part A funds to improve student health and safety, 61% of districts reported they planned to spend them on PBIS. To assist interested State Educational Agencies (SEAs) and Local Educational Agencies (LEAs), this document provides background details on ESSA and answers common questions about its use to fund PBIS.
Author: Sharroky Hollie Publisher: Solution Tree Press ISBN: 1952812305 Category : Education Languages : en Pages : 158
Book Description
Enhance your positive behavioral interventions and supports (PBIS) to do what's best for all students. With this equity-focused guide by Sharroky Hollie and Daniel Russell, Jr., you will discover a clear roadmap for aligning PBIS with cultural and linguistic responsiveness (CLR). Dive deep into why there is an urgent need for this alignment and then learn how to move forward to better serve your learners, especially those from historically underserved populations. Integrate culturally and linguistically responsive teaching with your PBIS strategies: Learn where PBIS falls short and why issues around discipline persist, especially with Black and Brown students. Gain clarity around culturally and linguistically responsive (CLR) teaching strategies in the classroom. Understand the difference between authentic and inauthentic CLR alignment to PBIS. Acquire practical steps, suggestions, and recommendations for being culturally and linguistically responsive in the classroom as well as across schools and districts. Give students the language, activities, and procedures to be situationally appropriate for school situations affected by PBIS in the classroom. Contents: About the Authors Introduction: The Ubiquity of Positive Behavioral Interventions and Supports Part 1: The Why of Culturally and Linguistically Responsive PBIS Chapter 1: The Basics of a CLR-Managed Classroom Chapter 2: PBIS and Authentic Cultural and Linguistic Responsiveness Chapter 3: The Need for Authentic Culturally and Linguistically Responsive PBIS Part 2: The How of Culturally and Linguistically Responsive PBIS Chapter 4: CLR PBIS Alignment, Assessment, and Activation Chapter 5: Situationally Appropriate Opportunities Within PBIS Chapter 6: The Language of Situational Appropriateness Within PBIS Final Thoughts: A Change in Mindset to Enhance PBIS Appendix: Helpful Abbreviations for Cultural and Linguistic Responsiveness
Author: Karen A. Phillips
Author: Karen A. Phillips
Author: Angela Benton McManigal
Author: Breanna Amegin
Author: Kathy J. Holt
Author: David E. Purpel
Author: Bradford Lee Harrison
Author: Anthony P. Blake
Author: Heidi von Ravensberg
Author: Sharroky Hollie
Author: Jacqueline Nicole Freeman