Literaturnachweis - Detailanzeige
| Autor/inn/en | Royer, David James; Lane, Kathleen Lynne; Oakes, Wendy Peia; Jenkins, Abbie Brooke; Cantwell, Emily Dawn; Common, Eric Alan; Lane, Katie Scarlett |
|---|---|
| Titel | Examining the Schoolwide Expectations Survey for Specific Settings: Descriptive Properties |
| Quelle | In: Journal of Positive Behavior Interventions, 24 (2022) 4, S.289-300 (12 Seiten)
PDF als Volltext |
| Zusatzinformation | ORCID (Royer, David James) ORCID (Lane, Kathleen Lynne) ORCID (Oakes, Wendy Peia) ORCID (Common, Eric Alan) ORCID (Lane, Katie Scarlett) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1098-3007 |
| DOI | 10.1177/10983007211026684 |
| Schlagwörter | Multi Tiered Systems of Support; Student Behavior; Teacher Expectations of Students; Surveys; Elementary Secondary Education; Teacher Attitudes; Educational Environment; Classroom Environment; Positive Behavior Supports; Playgrounds; Dining Facilities; Sanitary Facilities; School Buses; Teacher Role |
| Abstract | In tiered systems, all school faculty and staff ideally recognize student academic, behavioral, and social achievement as a shared responsibility. In an ideal system, faculty and staff collaborate in a data-informed process to define common student expectations to facilitate success. Adults provide clarity for all students by defining expectations for instructional and non-instructional settings, allowing equitable access to all areas of the school experience. In this replication study, we explored educator priorities of behavioral expectations in classroom and non-instructional settings for students as measured by the Schoolwide Expectations Survey for Specific Settings (SESSS). We analyzed faculty and staff data from 10 U.S. schools whose leadership teams participated in a yearlong professional learning series to design their Comprehensive, Integrated, Three-Tiered (Ci3T) model of prevention. Results indicated educators across school levels (elementary, middle, high) had similar views on what expectations should be prioritized for student success, with statistically significant differences found for the hallway setting. Implications and future directions for research in this area are discussed. (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: https://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
