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

Autor/inn/en	Crawford, Jane C.; Bergeson, Ryan M.; Dierker, Wayne J.
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	978-1-0856-4988-9
Schlagwörter	Hochschulschrift; Dissertation; Problem Based Learning; Positive Behavior Supports; Program Implementation; School Districts; Fidelity; Superintendents; Data Collection; Barriers; Evidence Based Practice; Decision Making + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Problem-based learning; Problemorientiertes Lernen; School district; Schulbezirk; Schulrat; Data capture; Datensammlung; 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 data-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).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01