Effectiveness of School-Wide Positive Behavior Interventions and Supports in a Middle School as Measured by Office Discipline Referrals and Explored in Teacher Perceptions

Autor/in	Nunn, William E.
Titel	Effectiveness of School-Wide Positive Behavior Interventions and Supports in a Middle School as Measured by Office Discipline Referrals and Explored in Teacher Perceptions
Quelle	(2017), (114 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Missouri Baptist University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3554-1548-3
Schlagwörter	Hochschulschrift; Dissertation; Positive Behavior Supports; Middle Schools; Discipline; Referral; Teacher Attitudes; Middle School Teachers; Student Behavior; Middle School Students; Suburban Schools; Program Effectiveness; Behaviorism; Self Determination; Mixed Methods Research + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Middle school; Mittelschule; Mittelstufenschule; Disziplin; Lehrerverhalten; Middle schools; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Student behaviour; Schülerverhalten; Student; Students; Schüler; Schülerin; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Behaviourism; Behaviorismus; Selbstbestimmung
Abstract	Student behavior stands out among issues that greatly affect students' success and even teacher job satisfaction. Researchers have created Positive Behavior Interventions and Supports (PBIS) as a system of interventions that can help students improve their behavior and become more successful. This study sought to add to the body of knowledge regarding the effectiveness of PBIS, specifically by measuring office discipline referrals of middle school students at one suburban school and also by exploring teachers' perceptions at the school regarding the effect PBIS has had or not had on student behavior. Standing upon the theoretical constructs of Abraham Maslow's hierarchy of human need, B.F. Skinner's behaviorism, and Deci and Ryan's self-determination theory, this sequential mixed-methods study analyzed the rate and type of Office Discipline Referrals (ODRs) for a suburban middle school before and after PBIS implementation, and then explored teachers' perceptions through thematic qualitative analysis. The results of this study provided further validation and evidence for the effectiveness of PBIS to improve student behavior, and the qualitative results yielded more insight into why PBIS is effective for improving student behavior from the viewpoint of staff members. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01