Teachers' Perceptions of School Behavior Support Systems: A Case Study

Autor/in	Sarchet, Laura N.
Titel	Teachers' Perceptions of School Behavior Support Systems: A Case Study
Quelle	In: Journal of the American Academy of Special Education Professionals, (2023), S.147-158 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Teacher Attitudes; Middle School Teachers; Student Behavior; Behavior Problems; Emotional Problems; Middle School Students; Student Needs; Teacher Effectiveness; Self Efficacy; Teacher Student Relationship; Response to Intervention; Faculty Development; Expectation; Positive Behavior Supports; New York + Suchen Sie Ihr Suchwort? Lehrerverhalten; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Student behaviour; Schülerverhalten; Student; Students; Schüler; Schülerin; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Self-efficacy; Selbstwirksamkeit; Teacher student relationships; Lehrer-Schüler-Beziehung; Expectancy; Erwartung
Abstract	Teachers at a public middle school were given a questionnaire assessing the supports for student behavior and emotional needs in their school and district. Results show that teachers at this middle school perceive themselves as highly effective in forming individual relationships with students. Areas of growth include more clearly communicating and consistently implementing a Response to Intervention (RtI) process for behaviors, clarifying expectations of student behavior for both staff and students, and providing staff with more proactive professional development related to working with students with Emotional and Behavior Disorders (EBD). Relationship- and community-building RtI supports (Jones et al., 2004; Morrissey et al., 2010) fit well into a schoolwide Positive Behavior Interventions and Supports (PBIS) program (Fairbanks et al., 2008). One teacher is a single entity within the context of an entire system, they can be an advocate for change within the building and continue to support students' social, emotional, and behavioral learning. (As Provided).
Anmerkungen	American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail: editor@aasep.org; Web site: http://www.aasep.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01