Understanding Teacher Perceptions of PBIS at a Middle School Site PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Understanding Teacher Perceptions of PBIS at a Middle School Site PDF full book. Access full book title Understanding Teacher Perceptions of PBIS at a Middle School Site by Breanna Amegin. Download full books in PDF and EPUB format.
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: 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: Alicia Tuttle Publisher: ISBN: Category : Classroom management Languages : en Pages : 113
Book Description
Student behavior is an important topic that educators must contend with in the current educational climate. Due to changing laws and movement away from zero tolerance policies, schools have had to adapt to manage student misbehavior differently. Positive Behavior Interventions and Supports (PBIS) is a common framework that has been adopted to help create positive behavior change on school campuses when implemented with fidelity; however, teacher perception is important for implementation fidelity of PBIS. There were two purposes to this study. The first purpose of this quantitative, causal-comparative study was to examine the difference between teacher perception of PBIS and teacher perception of classroom control with implementation fidelity of PBIS at schools scoring low, moderate, and high for fidelity of implementation in order to better inform stakeholders about effective ways to ensure reduced discipline, thus increased school safety, and a positive school culture, on a middle school campus. The second purpose of the study was correlational and examined whether there was a relationship between teacher perception of PBIS and teacher perception of classroom control. The study used a causal-comparative research design as well as a correlational research design to address the two research questions. Middle school teachers at schools scored low, moderate, and high for implementation fidelity of PBIS were surveyed at the end of the 2021 school year. There were no significant differences in teacher perception of PBIS and teacher perception of classroom control at schools scoring low, moderate, and high for implementation fidelity, but there was a significant relationship between teacher perception of PBIS and teacher perception of classroom control.
Author: Victoria Leigh Harr Morley Publisher: ISBN: Category : Classroom management Languages : en Pages : 92
Book Description
With a rise of behavioral concerns in the classroom, education systems have turned to positive behavior interventions and supports (PBIS) to reinforce positive behaviors. The purpose of this quantitative predictive correlational study was to examine the relationship between the fidelity of PBIS implementation, teacher perceived effectiveness of the programs, and time spent implementing the program. The theoretical framework for this study came from the applied behavior analysis theory. The researcher used a quantitative predictive correlational design to examine the relationship between the fidelity of implementation of PBIS programs, teacher perception of effectiveness of the PBIS framework, and time spent implementing PBIS. The study sample was taken from a population of approximately 600 elementary, middle, and high school teachers in a rural school district in East Tennessee during the 2020-2021 school year. The Benchmarks of Quality (BoQ) and the Teacher Perceptions of Positive Behavior Intervention Support Survey (Thornton, 2012) were used to measure implementation fidelity of PBIS programs and teacher perception of PBIS programs, respectively. The assumption of linearity and the assumption of bivariate normal distribution were tested using a scatterplot. A bivariate linear regression was used to examine the relationship between implementation fidelity of PBIS programs and teacher perceptions of program effectiveness, and another was used to examine the relationship between time spent implementing PBIS and teacher perceptions of program effectiveness. The study revealed a significant predictive relationship between implementation fidelity of PBIS programs and teacher perceptions of the programs.
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: 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: Steven G. Little Publisher: Division 16: Applying Psycholo ISBN: 9781433830143 Category : Psychology Languages : en Pages : 422
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: Steven Bebee Publisher: ISBN: Category : Behavior modification Languages : en Pages : 204
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: Kent McIntosh Publisher: Guilford Publications ISBN: 1462524745 Category : Psychology Languages : en Pages : 369
Book Description
Many schools have implemented academic response to intervention (RTI) and schoolwide positive behavioral interventions and supports (PBIS) as separate initiatives. This book provides keys to making these programs more effective, seamless, efficient, and sustainable by combining them into a single multi-tiered system of support (MTSS). Steps and strategies are outlined for integrating data structures, practices, teams, and district systems. Contributing authors present detailed case examples of successful MTSS implementation in three states. In a large-size format with lay-flat binding, the book features 27 reproducible checklists and evaluation tools. Purchasers get access to a companion website where they can download and print the reproducible materials plus other helpful resources. This book is in The Guilford Practical Intervention in the Schools Series, edited by T. Chris Riley-Tillman.
Author: Wendy M. Reinke Publisher: Guilford Press ISBN: 1609182588 Category : Psychology Languages : en Pages : 241
Book Description
Highly accessible and user-friendly, this book focuses on helping K–12 teachers increase their use of classroom management strategies that work. It addresses motivational aspects of teacher consultation that are essential, yet often overlooked. The Classroom Check-Up is a step-by-step model for assessing teachers' organizational, instructional, and behavior management practices; helping them develop a menu of intervention options; and overcoming obstacles to change. Easy-to-learn motivational interviewing techniques are embedded throughout. In a large-size format with lay-flat binding to facilitate photocopying, the book includes 20 reproducible forms, checklists, and templates. This book is in The Guilford Practical Intervention in the Schools Series.
Author: Breanna Amegin
Author: Breanna Amegin
Author: Alicia Tuttle
Author: Victoria Leigh Harr Morley
Author: Anthony P. Blake
Author: David E. Purpel
Author: Steven G. Little
Author: Steven Bebee
Author: John Weston Walch
Author: Kent McIntosh
Author: Wendy M. Reinke