71 research outputs found

    Staff Member Perceptions of a Behavior Student Support Team Approach

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    The implementation and sustainability of a positive behavior student support team (SST) were identified as a problem in a rural junior high school due to the number of discretionary alternative discipline placements that had occurred for students with disabilities. The purpose of this study was to understand the perceptions of faculty, staff, and campus administration regarding the use of a behavior SST to address discipline concerns in the classroom before they become problematic and result in a discretionary discipline placement. Response to Intervention and Positive Behavior Support provided the conceptual framework for this qualitative case study. Its research questions focused on faculty, staff, and campus administrators\u27 understanding of the key elements of a behavior SST, the use of a behavior SST, and beliefs about the use of behavior SST. Data were gathered from 6 faculty, 2 staff, and 1 campus administrator through focus group interviews. Their responses were analyzed using open coding and thematic analysis. The results indicated that while faculty, staff, and campus administration were interested in using the process, they felt they were not sufficiently trained in the behavior SST process and lacked the time to collaborate as a team. The prime recommendation derived from the findings was that faculty, staff, and campus administrators need professional development on the key elements of the behavior SST process and behavior strategies that are used in a collaborative learning environment, such as a professional learning community. Implications for positive social change include improved teacher collaboration in a support team and ultimately improved student behavior and achievement

    The Effect of Administrators\u27 Disciplinary Practices on the Educational Trajectory of African American Students

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    This qualitative phenomenological research study examined the effect of administrators‚Äô disciplinary practices on the educational trajectory of African American students. Administrators collect information from teachers and other school employees to determine how students should be disciplined based on policy, rules, and procedures, all involving a level of discretionary decision making. Open-ended interview questions were used to gain information from 15 school site administrators holding the position of principal or assistant principal in a TK‚Äď12th-grade urban school district in southern California. The analyzed data centered on seven themes from the participants‚Äô responses based on their lived experiences as school site administrators: (a) policies, rules, and procedures; (b) biases related to school discipline; (c) administrator discretion in discipline decisions; (d) participant impact on students; (e) participant impact on African American students; (f) influence of race on discipline decisions; and (g) culturally responsive school leadership. These findings could assist school site administrators and leaders with information to make equitable decisions that are applied to African American students to reduce the discipline gap in education between African American students and students of other racial groups. All stakeholders in schools come with predispositions and biases and each person must learn to set aside prejudices in order to construct a new learning paradigm. A positive school culture can influence a student‚Äôs performance and how the student behaves in school

    School-Wide Positive Behavioral Interventions and Supports: A Case Study Analyzing Principal Leadership and Discipline Direction in One Middle School

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    It is no secret that many schools struggle with student behavior. Educators are concerned with how to effectively and positively manage student conduct. By drawing on research from a variety of discipline approaches including zero tolerance, discretionary discipline, and exclusionary discipline, the review of literature points out that these methods often negatively affect students. As an answer to the perennial issue of student misbehavior, some schools have chosen to implement behavior intervention programs intended to increase educational seat time and decrease office discipline referrals. The purpose of this qualitative study was (1) to examine the study participants’ perceptions of the impact of leadership behaviors on SWPBIS implementation and (2) to examine how the participants perceived the impact of leadership on school climate and student behavior under SWPBIS implementation. This dissertation drew from the conceptual underpinning of constructivism to investigate how a middle school in the Southeastern United States implemented SWPBIS. Data were collected in the case study through structured, face to face interviews with an administrator and several teachers regarding the implementation of SWPBIS. Few studies of SWPBIS if any, investigate the implementation fidelity in middle schools using national, state, and local SWPBIS guidelines along with interviews and school observations. For this study, data were gathered from one school site that experienced a decline in office discipline referrals over the past few years since the program\u27s inception. Study participants represented various grade levels and departments, each having worked at the school during the beginning stages of SWPBIS. The key findings revealed insights to some of the significant factors that influenced the implementation at the school as well as some of the barriers and impediments for this initiative from the study participants’ perspective. This study will add to the body of literature by shedding light on positive discipline practices used in a middle school

    School-Wide Positive Behavior Interventions and Supports: A Case Study Measuring Implementation Fidelity and Implementation Impact

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    Many schools struggle with effectively managing student behavior. In recent decades, a large number of schools have implemented a system of positive behavior interventions and supports in an attempt to reduce the time that students spend out of the classroom addressing behavioral issues. This dissertation investigates the use of a program, School Wide Positive Behavior Interventions and Supports (SWPBIS), through an examination of results provided from the program implementation in a middle school in the Southeastern United States. The School-wide Evaluation Tool (SET) is the primary instrument used in this case study and is designed to collect both quantitative data and qualitative data from school observations and structured interviews with administrators, teachers, and students. In total, more than 25 structured interviews were conducted regarding the SWPBIS implementation. Other techniques of data collection include (a) additional opened ended response questions directed to teachers in the school, (b) a comparison of the number of office discipline referrals (ODRs), and (c) the number of expulsions prior to and after SWPBIS implementation. SWPBIS has few if any implementation studies conducted in the Southeastern United States; therefore, this study adds to the middle school literature regarding SWPBIS implementation and contribute some additional impact measures that may not be directly assessed in other studies

    Praying with Father Libermann

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