Culturally Responsive Positive Behavioral Interventions and Supports: A Process-Oriented Framework for Systemic Transformation

Autor/in	Bal, Aydin
Titel	Culturally Responsive Positive Behavioral Interventions and Supports: A Process-Oriented Framework for Systemic Transformation
Quelle	In: Review of Education, Pedagogy & Cultural Studies, 40 (2018) 2, S.144-174 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1071-4413
DOI	10.1080/10714413.2017.1417579
Schlagwörter	Cultural Awareness; Mixed Methods Research; Interdisciplinary Approach; Behavior Problems; Intervention; Guidelines; Racial Bias; Culturally Relevant Education; Educational Research; Racial Differences; Outcomes of Education; Program Descriptions; School Districts; Elementary School Students; Middle School Students; High School Students; Discipline; Educational Change; Innovation; Cooperation; Discipline Policy; Suspension; Parent Participation; Teacher Participation; Caseworkers; Educational Innovation; Positive Behavior Supports; Wisconsin + Suchen Sie Ihr Suchwort? Cultural identity; Kulturelle Identität; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Richtlinien; Racial discrimination; Rassismus; Bildungsforschung; Pädagogische Forschung; Rassenunterschied; Lernleistung; Schulerfolg; School district; Schulbezirk; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Disziplin; Bildungsreform; Co-operation; Kooperation; Disziplinarmaßnahme; Ausschluss; Schulausschluss; Elternmitwirkung; Instructional innovation; Bildungsinnovation
Abstract	This article presents Culturally Responsive Positive Behavioral Interventions and Supports (CRPBIS), the first framework to operationalize cultural responsiveness in the context of positive behavioral interventions and supports in the United States (Bal 2011). To develop the CRPBIS framework, the author first conducted a systematic review of literature. Then, the author developed the CRPBIS framework based on the literature review and interdisciplinary literature from cultural psychology, organization studies, learning sciences, critical geography, cultural studies, as well as education research. Finally, to test and refine the framework in practice, a multisite, mixed-methods formative intervention study was conducted in the state of Wisconsin between 2012 and 2015 (Bal et al. 2014, 2016; Bal 2016, 2017; Bal, Afacan, and Cakir 2017; Bal, Afacan, and Clardy 2017). (ERIC).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01