How Do Staff Perceive Schoolwide Positive Behavior Supports? Implications for Teams in Planning and Implementing Schools

Autor/inn/en	Feuerborn, Laura L.; Tyre, Ashli D.
Titel	How Do Staff Perceive Schoolwide Positive Behavior Supports? Implications for Teams in Planning and Implementing Schools
Quelle	In: Preventing School Failure, 60 (2016) 1, S.53-59 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
DOI	10.1080/1045988X.2014.974489
Schlagwörter	Positive Behavior Supports; Teacher Attitudes; Program Development; Program Implementation; Resistance to Change; School Surveys; Online Surveys; Employee Attitudes; Program Attitudes; Elementary Secondary Education; Comparative Analysis; Educational Practices; Likert Scales; Washington + Suchen Sie Ihr Suchwort? Lehrerverhalten; Programmplanung; Arbeitnehmerinteresse; Bildungspraxis; Likert-Skala
Abstract	Schoolwide Positive Behavior Support (SWPBS) offers an alternative to reactive and exclusionary school discipline practices. However, the shift to SWPBS requires substantial change in the practices of staff, and many leadership teams struggle to rally staff support for implementation. With a more thorough understanding of staff perceptions, level of understanding, and support for SWPBS, teams may be better positioned to assist staff in the change process. To achieve an understanding of staff perceptions and how they may differ in schools on the basis of level of implementation, the authors directly assessed staff perceptions in seven planning schools and seven implementing schools. Significant differences were found between planning and implementing schools in knowledge of SWPBS, as well as perceptions of behavior and discipline. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01