A Problem Based Learning Project Investigating Positive Behavioral Intervention and Supports (PBIS) District Level Implementation

Autor/inn/en	Dierker, Wayne J.; Crawford, Jane C.; Bergeson, Ryan M.
Titel	A Problem Based Learning Project Investigating Positive Behavioral Intervention and Supports (PBIS) District Level Implementation
Quelle	(2019), (136 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Saint Louis University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-0856-3487-8
Schlagwörter	Hochschulschrift; Dissertation; Problem Based Learning; Positive Behavior Supports; Program Implementation; School Districts; Barriers; Data Collection; Educational Planning; Superintendents; Administrator Responsibility; Evidence Based Practice; Decision Making + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Problem-based learning; Problemorientiertes Lernen; School district; Schulbezirk; Data capture; Datensammlung; Bildungsplanung; Schulrat; Decision-making; Entscheidungsfindung
Abstract	The problem statement for this project based learning was loose coupling, when applied to the PBIS framework, translates into major gaps with district wide implementation of Tier II and Tier III interventions. Additionally, lack of superintendent adaptive schools' knowledge and practices impact fidelity of implementation. Tier II and Tier III interventions rely upon Tier I being implemented inside individual teachers' classrooms with fidelity and universal application. A review of the literature was conducted; a survey was crafted in collaboration with a user panel; PBIS school superintendents were invited to complete the surveys; the survey results were analyzed to assess key findings; and finally, recommendations were made based upon those results. Key findings included a lack of district wide procedures and data collection processes, which created both isolationism for schools within a district as well as district action plans that were general instead of specific. Recommendations were that superintendents serve as the central voice for a district's PBIS framework, with an emphasis on both urgency and data and communicated with internal and external stakeholders. Additionally, a recommendation was made that superintendents insist upon district leadership teams that function effectively, collect data, and make date-driven decisions as well as include functioning Tier II and Tier III subcommittees that do the same. [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	2024/1/01