Literaturnachweis - Detailanzeige
Autor/inn/en | Lane, Kathleen Lynne; Carter, Erik W.; Jenkins, Abbie; Dwiggins, Lauren; Germer, Kathryn |
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Titel | Supporting Comprehensive, Integrated, Three-Tiered Models of Prevention in Schools: Administrators' Perspectives |
Quelle | In: Journal of Positive Behavior Interventions, 17 (2015) 4, S.209-222 (14 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1098-3007 |
DOI | 10.1177/1098300715578916 |
Schlagwörter | Prevention; State Surveys; Administrator Attitudes; Program Implementation; Student Behavior; Professional Development; Elementary Schools; Middle Schools; High Schools; Public Schools; Principals; Instruction; Behavior Modification; Reinforcement; Statistical Analysis; Tennessee Prävention; Vorbeugung; Student behaviour; Schülerverhalten; Elementary school; Grundschule; Volksschule; Middle school; Mittelschule; Mittelstufenschule; High school; Oberschule; Public school; Öffentliche Schule; Principal; Schulleiter; Teaching process; Unterrichtsprozess; Behaviour modification; Verhaltensänderung; Positive Verstärkung; Statistische Analyse |
Abstract | We report findings from a statewide survey of 365 site-level administrators developed to (a) learn about the extent to which schools across the state were implementing components of multi-tiered systems of support and (b) determine the areas in which these schools might need professional development or resources to support them. At least half of the administrators indicated a high level of implementation for all Tier 1 features, with the exception of instruction in school-wide behavioral expectations. Tier 2 and Tier 3 behavioral and social supports were reportedly less fully implemented than those focused on academic domains. Most differences between elementary and secondary schools existed in Tier 1 features, with implementation occurring more fully in elementary schools. More than half of the administrators indicated a high level of implementation of the 15 research-based educational practices and supports examined, with a statistically significant relation between administrators' ratings of currently implemented practices and the desire for support for all educational practices and supports except for increasing behavior-specific praise. In terms of potential venues for professional development and learning, in-district, during-school workshops and practices guides were rated most favorably. We discuss avenues for supporting schools with implementation. (As Provided). |
Anmerkungen | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |