Understanding Educators' Implementation of an Equity-Focused PBIS Intervention: A Qualitative Study of Critical Incidents

Autor/inn/en	Bastable, Eoin; Falcon, Sarah Fairbanks; McDaniel, Sara C.; McIntosh, Kent; Santiago-Rosario, Maria Reina
Titel	Understanding Educators' Implementation of an Equity-Focused PBIS Intervention: A Qualitative Study of Critical Incidents
Quelle	(2021), (32 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Bastable, Eoin) ORCID (McDaniel, Sara C.) ORCID (McIntosh, Kent) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Program Implementation; Positive Behavior Supports; Intervention; Student Behavior; Behavior Problems; Behavior Modification; Barriers; Discipline; Holistic Approach; Disproportionate Representation; Minority Group Students; Cooperation; Teamwork; Change Strategies; Administrator Role; Data Use; Coaching (Performance); Environmental Influences; Program Effectiveness; Visual Aids; Teacher Responsibility; Racial Bias; Cultural Awareness; Training; Sustainability + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; Behaviour modification; Verhaltensänderung; Disziplin; Holistischer Ansatz; Co-operation; Kooperation; Lösungsstrategie; Environmental influence; Umwelteinfluss; Anschauungsmaterial; Lehrverpflichtung; Racial discrimination; Rassismus; Cultural identity; Kulturelle Identität; Ausbildung; Nachhaltigkeit
Abstract	With the emergence of interventions shown to reduce school discipline disparities, it is important to explore what variables influence educators to implement these approaches. In-depth interviews were conducted with a purposeful sample of 21 educators asked to describe their experiences implementing an equity-focused PBIS intervention. A qualitative method called the Enhanced Critical Incident Technique was used to generate 22 representative categories from 241 observable incidents reported. Findings included 14 helping categories, 4 hindering categories, as well as 4 categories describing what could have made implementing the intervention easier. Implications for enhancing educators' use of equity-focused disciplinary approaches are discussed along with current research, theory, and consultation models. [The paper will be published in "Journal of Positive Behavior Interventions."] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01