Literaturnachweis - Detailanzeige
| Autor/inn/en | Gagnon, Joseph Calvin; Sylvester, Frederick J.; Marsh, Kathryn |
|---|---|
| Titel | Alignment of School Discipline with Positive Behavioural Interventions and Supports: The Case of One Disadvantaged Urban South African Primary School |
| Quelle | In: South African Journal of Childhood Education, 11 (2021) 1, Artikel 1022 (9 Seiten)Infoseite zur Zeitschrift
PDF als Volltext kostenfreie Datei |
| Zusatzinformation | ORCID (Gagnon, Joseph Calvin) ORCID (Sylvester, Frederick J.) ORCID (Marsh, Kathryn) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2223-7674 |
| Schlagwörter | Foreign Countries; Positive Behavior Supports; Alignment (Education); Punishment; Discipline; School Policy; Elementary Schools; Behavior Problems; Student Behavior; Elementary School Students; Program Implementation; Crisis Management; Intervention; Prevention; Disadvantaged Schools; Evidence Based Practice; Teamwork; Progress Monitoring; South Africa |
| Abstract | Background: Positive behavioural interventions and supports (PBIS) is a framework that aligns with the South African Department of Education's Alternatives to Corporal Punishment. Aim: The aim of this study is to provide a snapshot of the extent to which policies and practices in a disadvantaged South African primary school align with PBIS. Setting: The study was conducted at a South African primary school with grades kindergarten to Grade 7 in an urban disadvantaged community. Methods: Twenty-eight teachers, administrators and non-educational school staff completed a survey that addressed: (1) common behaviour problems; (2) the extent to which the school implements five core features of PBIS and (3) the existence of a crisis prevention and intervention plan. Results: In this disadvantaged school, there is little evidence that (1) a cohesive, evidence-based school-wide behaviour plan exists that includes multi-tiered systems of support; (2) staff have the expertise to implement a positive and proactive behaviour plan or are provided adequate professional development; (3) staff follow the plan and are held accountable for following it and (4) a representative leadership team provides oversight and direction regarding the plan by using learner behaviour data. Conclusion: The results indicate that there is a lack of multi-tiered systems of behavioural support and a continued reliance on reactive and punitive approaches to learner behaviour. Moreover, staff do not adhere to the school-wide behaviour plan, are not held accountable for doing so, and need training in key areas of behaviour management. (As Provided). |
| Anmerkungen | AOSIS. 15 Oxford Street, Durbanville, Cape Town, 7550 South Africa. Tel: +27-21-975-2602; Fax: +27-21-975-4635; e-mail: publishing@aosis.co.za; Web site: https://sajce.co.za/index.php/sajce |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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