Download or read book Critical Race Examination of Educator Perceptions of Discipline and School wide Positive Behavior Interventions and Supports written by Michael Massey and published by . This book was released on 2019 with total page 282 pages. Available in PDF, EPUB and Kindle. Book excerpt: School-Wide Positive Behavioral Interventions and Supports (SWPBIS) is a school disciplinary framework seen as an effective tool to replace school disciplinary practices that contribute to the school to prison pipeline (STPP). While evidence suggests that SWPBIS can help improve school discipline and lower suspension/expulsion rates, it has not been shown to consistently decrease racial disciplinary disparities. This study thematically analyzed semi-structured interviews of educational staff at one high school at the outset of SWPBIS implementation to understand their perceptions of school discipline and the potential for SWPBIS to address root causes of racial disciplinary disproportionality. Using a critical race theory analytical lens to center issues of race and racism, the findings revealed a school that is deeply structured in Whiteness. Participants described the school as "two schools in one"--One that is largely White, affluent, and high-achieving and another that is predominantly Black, economically disadvantaged, and achieving at lower levels. Educators were open to key elements of SWPBIS, such as positive discipline and school-wide consistency in disciplinary practices. And while many participants identified systemic barriers to achieving equity, they simultaneously relied on discursive strategies that upheld Whiteness. These findings suggest that SWPBIS has the potential to be an alternative to punitive school discipline, but faces multiple barriers in addressing disciplinary disproportionality. The segregated and stratified school structure raises questions about whom SWPBIS is for and who will bear the burden of implementation.
Download or read book Exploring Teachers Perceptions and Decisions in Urban School Discipline written by Erika L. McDowell and published by . This book was released on 2020 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Black students, for decades, have been more likely to be suspended than White peers despite evidence suggesting they are more likely to misbehave (DeMatthews, Carey, Olivarez, & Saeedi, 2017). Regardless of teachers implementing an evidence-based intervention for discipline in urban schools, minority students continue to be disproportionately identified in the discipline process. The purpose of this qualitative descriptive case study is to explore how teachers in urban settings perceive racial disproportionality and its effects on students. This study unpacked how teachers' perceptions of students influence their decisions within the discipline process and the classroom. For this particular study, the questions posed involved what types of student behaviors do teachers find difficult to manage, the influence of the implementation of School-Wide Positive Behavioral Interventions and Supports, teachers' perspectives about discipline, and disproportionality among Black males. Critical race theory was used as a lens and gave the research a framework to delve into the realities of race as it presents itself in disciplinary actions. The methods used in this study include semi-structured interviews and observations. The school selected is a K-8 elementary school in a large urban district with a high population of Black males implementing positive behavior supports. The target population includes the principal, assistant principal, and six teachers who volunteered for the study. Findings inform recommendations that may address these disproportionate concerns raised in the study, which will assist leaders in seeking alternatives to current discipline practices.
Download or read book The School to Prison Pipeline written by Nathern Okilwa and published by Emerald Group Publishing. This book was released on 2017-03-03 with total page 227 pages. Available in PDF, EPUB and Kindle. Book excerpt: This edited volume focuses on the role that school climate and disciplinary practices have on the educational and social experiences of students of color.
Download or read book Handbook of Positive Behavior Support written by Wayne Sailor and published by Springer Science & Business Media. This book was released on 2008-12-02 with total page 778 pages. Available in PDF, EPUB and Kindle. Book excerpt: A revolution in working with difficult students began during the 1980s, with a dramatic shift away from dependence on simply punishing bad behavior to reinforcing desired, positive behaviors of children in the classroom. With its foundation in applied behavior analysis (ABA), positive behavior support (PBS) is a social ecology approach that continues to play an increasingly integral role in public education as well as mental health and social services nationwide. The Handbook of Positive Behavior Support gathers into one concise volume the many elements of this burgeoning field and organizes them into a powerful, dynamic knowledge base – theory, research, and applications. Within its chapters, leading experts, including the primary developers and researchers of PBS: (1) Review the origins, history, and ethical foundations of positive behavior support. (2) Report on applications of PBS in early childhood and family contexts, from Head Start to foster care to mental health settings to autism treatment programs. (3) Examine school-based PBS used to benefit all students regardless of ability or conduct. (4) Relate schoolwide PBS to wraparound mental health services and the RTI (response to intervention) movement. (5) Provide data and discussion on a variety of topics salient to PBS, including parenting issues, personnel training, high school use, poorly functioning schools, and more. This volume is an essential resource for school-based practitioners as well as clinicians and researchers in clinical child, school, and educational psychology.
Download or read book Evaluating Equity in Student Discipline written by Kenyann Brown Stanford and published by . This book was released on 2017 with total page 191 pages. Available in PDF, EPUB and Kindle. Book excerpt: This program evaluation was a two-year Impact Assessment study, utilizing an explanatory case study design, of the PBIS program implemented at an urban elementary school in one Local Education Agency (LEA) in North Carolina. The revised PBIS program was designed to reduce race-based disparities in student discipline and to prioritize student exposure to academic instruction. Evaluation of the PBIS program focused on the desired outcomes identified by school stakeholders: reductions in overall student discipline referrals, reductions in racial disproportionality in student discipline, improvement in teacher perception of school-wide student discipline practice, and improvement in student perception of school connectedness and equity. Study participants included all students and staff members present at the participating school from the 2014-2015 through the 2016-2017 school years. This mixed-methods impact assessment utilized pre-program student discipline data together with pre-program Teacher Working Conditions Survey (TWCS) data. Pre-program data, where available, were compared to concluding data which included two-year statistical student discipline data, broken down by demographics, school year, student discipline referral type, and consequence. Additional study data included post-program TWCS data, together with student interviews presented in the form of vignettes exploring student perceptions of equity in student discipline practice throughout the study period. Triangulated data revealed substantial decreases in the risk indices of minority and special education students over the study period, as well as increased staff awareness regarding the importance of equity in student discipline and the availability of restorative practice as preemptive and culturally responsive alternatives to exclusionary discipline. Despite these positive outcomes, however, student discipline gaps persisted at the subject school, and staff survey data revealed concerns regarding clarity of expectation and consistency of practice. Implications for further program revision and the extension of culturally responsive classroom management and disciplinary response practices were considered.
Download or read book Teachers Perceptions on Effects of School wide Positive Behavior Supports on Elementary Classrooms written by Amy Flannery and published by . This book was released on 2014 with total page 105 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study examined teachers' perceptions on the effects of school-wide positive behavior supports (SWPBS) on elementary schools and classrooms. Elementary educators from two school districts in southeastern Pennsylvania who had been implementing SWPBS were invited to participate in a survey, open-ended questions, and interviews. Qualitative data analysis from the study resulted in identifying (a) successful implementation at the school and classroom level associated with the existence of critical elements of SWPBS, (b) positive impacts of SWPBS at the school level, (c) a relationship between classroom implementation levels and staff buy-in, and (d) the impact of principal leadership on the overall program. This study also identified areas of interest for future research, including a quantitative study on the effect of SWPBS on student achievement and a qualitative study on teachers' perceptions of the effects of positive reinforcement on the elementary classroom.
Download or read book An Analysis of Teacher Perceptions of Student Behavior and Discipline in Schools Implementing PBIS written by Lauren Drelicharz and published by . This book was released on 2016 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of the current study is to examine the relationship between staff perceptions of behavior and discipline and the implementation of positive behavior interventions and support (PBIS). Despite studies that have found PBIS to be effective, research is needed to understand teachers' perceptions of behavior and discipline in order to identify the needs and concerns of school staff. Identifying such needs and concerns may lead to improved implementation of PBIS. For this study, 292 teachers and other certified staff from a public school district were asked to complete a survey that addresses the perceptions, beliefs, and needs of school staff in regard to behavior, discipline, and the implementation of PBIS. The integrity of implementation was also measured in order to examine the relationship between implementation and staff perceptions. No strong relationship was found between implementation integrity and staff perceptions. There were no significant differences in perceptions between novice and experienced teachers. For school level, significant differences were found between elementary and secondary school staff. Implications of the findings for research and practiced are discussed.
Download or read book Beliefs on Behavior written by Elizabeth Baynes Johnson and published by . This book was released on 2016 with total page 226 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation explores the association between teacher perceptions of behavior and teacher implementation of PBIS. Adding to previous research on various links between teacher demographics and behavior approaches, this research aims to provide an analysis of any such association to enlighten teacher knowledge and inform potential behavior change. -- The quasi-experimental quantitative approach utilized in this study identifies any statistically significant correlations between approach to behavior and implementation fidelity. Quantitative data compiled via surveys and data collection analyzed by behavior approach are explained as well as analyzed in terms of predictability based on the independent variable of teacher behavior approach as shown through descriptive statistics, Fisher’s exact test, and Multinomial Logistic Regression. -- Thirty-eight participants completed surveys. Behavior and instructional management style and beliefs were dependent on the situation at hand. Styles allowing for more student input and control were more likely to predict higher fidelity of implementation in PBIS than styles utilizing only teacher control. Through awareness of behavior beliefs and management styles, educators can analyze which of their own behaviors and beliefs impede or facilitate PBIS implementation in hopes to make a positive behavior change themselves.
Download or read book Implementation Fidelity of Positive Behavior Interventions and Supports and Teacher Perception of PBIS and Classroom Control written by Alicia Tuttle and published by . This book was released on 2021 with total page 113 pages. Available in PDF, EPUB and Kindle. Book excerpt: Student behavior is an important topic that educators must contend with in the current educational climate. Due to changing laws and movement away from zero tolerance policies, schools have had to adapt to manage student misbehavior differently. Positive Behavior Interventions and Supports (PBIS) is a common framework that has been adopted to help create positive behavior change on school campuses when implemented with fidelity; however, teacher perception is important for implementation fidelity of PBIS. There were two purposes to this study. The first purpose of this quantitative, causal-comparative study was to examine the difference between teacher perception of PBIS and teacher perception of classroom control with implementation fidelity of PBIS at schools scoring low, moderate, and high for fidelity of implementation in order to better inform stakeholders about effective ways to ensure reduced discipline, thus increased school safety, and a positive school culture, on a middle school campus. The second purpose of the study was correlational and examined whether there was a relationship between teacher perception of PBIS and teacher perception of classroom control. The study used a causal-comparative research design as well as a correlational research design to address the two research questions. Middle school teachers at schools scored low, moderate, and high for implementation fidelity of PBIS were surveyed at the end of the 2021 school year. There were no significant differences in teacher perception of PBIS and teacher perception of classroom control at schools scoring low, moderate, and high for implementation fidelity, but there was a significant relationship between teacher perception of PBIS and teacher perception of classroom control.
Download or read book An Exploration of Positive Behavior Interventions and Supports Impact on Discipline Achievement and Perceptions of School Climate in an Urban School District written by Robin A. Pettiegrew and published by . This book was released on 2021 with total page 95 pages. Available in PDF, EPUB and Kindle. Book excerpt: As the call for reducing school suspensions and academic achievement improvement moves across the country, schools are responsible for implementing discipline restructure and academic growth programs. In various research studies, positive student and school behavior outcomes have been associated with Positive Behavior Interventions and Supports (PBIS) since its implementation in schools in the late 1990s. However, additional research in understanding the impact of PBIS practices on reported school suspension, school climate perceptions, and student academic achievement (i.e., standardized test scores) would be useful. This study could potentially contribute to the literature and fill a gap not yet explored on the relationship between PBIS implementation and discipline practices impacting African American students, school climate perceptions, and student achievement. School officials can utilize this study's findings to determine their dedication and commitment to PBIS as a behavior intervention within school systems. Utilizing data collected from a large urban school district in Ohio, this study will examine the association between PBIS implementation, the suspension rate of all students, individual student achievement, and school climate perceptions while emphasizing PBIS' impact on African American students. The research data in this study will focus on grade levels elementary through high school. The data will be analyzed using linear regressions. Limitations of this study will be discussed.
Download or read book Using a State wide Survey to Determine the Impact of Positive Behavior Interventions and Supports on Students Self Reported Perceptions Feelings and Behaviors written by Rachel Youngblom and published by . This book was released on 2014 with total page 119 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined student responses to the Minnesota Student Survey in 286 schools across the state of Minnesota. Of these schools, 143 of the schools had implemented PBIS and the other 143 schools had not. The study included elementary, middle, and high schools. The schools were coded as either small (under 150 students), medium (151-480 students), or large (over 480 students). For schools that had been trained to implement PBIS, fidelity of implementation was also considered and all schools were coded as having either high fidelity (80 or higher for SET; 70 or higher for BoQ) or low fidelity. The cohort level of each school that has implemented PBIS is also recognized. Each school that had implemented PBIS was matched with a school that had not implemented PBIS that had similar free and reduced lunch population (within 15%) and same type of school (elementary, middle or high school) and also the same size of school (small, medium, or large). Students in 5th, 8th, 9th, and 11th grades were asked to complete the Minnesota Student Survey and responses were analyzed to compare the differences in responses across various domains: (a) School behavior: Commitment; (b) School behavior: Discipline; (c) School behavior: Bullying/harassment; (d) School behavior of others: Adult treatment of students; (e) School behavior of others: Student illegal behavior; (f) School behavior of others: bullying/harassment; (g) Risk behavior: General; (h) Risk behavior: Drugs and alcohol. Data were analyzed to determine any differences among student responding based on the PBIS schools' fidelity of implementation scores and the cohort level of the PBIS schools. Results combined across all grade levels demonstrate that students who attended schools that have implemented PBIS with fidelity report lower grades, but that they care more about doing better in school; higher instances of being sent to the office for discipline, but lower instances of bringing a weapon to school; they report that they feel that adults at their school treat students more fairly, that adults at their school listen to the students, that teachers care about students, and that teachers at their school are more interested in them as a person when compared with students who attended schools that were not trained in PBIS. However, fewer positive PBIS-related outcomes and more negative PBIS-related outcomes were found in high schools than were found in elementary schools. Differences between PBIS cohorts and grade levels are also discussed in addition to the limitations of the current study and implications for future research.
Download or read book School Psychology and Social Justice written by David Shriberg and published by Routledge. This book was released on 2013-01-17 with total page 362 pages. Available in PDF, EPUB and Kindle. Book excerpt: School psychology practice does not exist in a vacuum and is not value-neutral. As the role and function of the school psychologist continues to evolve and expand, social justice provides a needed real-world framework for school psychology students, practitioners, supervisors, and professors to guide their efforts. Culled from years of experience by experts working in a vast array of applied environments and appropriate both for practitioners and for graduate courses in multicultural school psychology and/or the role and function of school psychologists, this book takes the reader through a tour of common school psychology topics and functions through the lens of social justice. Utilizing case examples and concrete suggestions, a critical yet hopeful vision of ways in which school psychologists can work to achieve positive outcomes for students, families, schools, and society is provided.
Download or read book The Effect of School Wide Positive Behavior Interventions and Supports on the Rate of Office Discipline Referrals for Subgroup Populations written by Eileen Frances O'Neil and published by . This book was released on 2017 with total page 128 pages. Available in PDF, EPUB and Kindle. Book excerpt: Despite the ongoing debate and attention given to the achievement gap between racial groups there has been little progress in closing it. A factor that may be contributing to the achievement gap is a racial discipline gap in schools. Exclusionary discipline practices are used at a higher rate with students from underrepresented populations such as Black and Hispanic students (McIntosh, Chard, Boland, & Horner, 2006; Vincent, Sprague, & Tobin, 2012). Exclusionary discipline equates with a reduction in instructional time, therefore, students who are excluded from school at a higher rate than their peers have reduced opportunities for learning. Positive Behavioral Interventions and Supports (PBIS), when implemented with fidelity, serves to support a positive school environment that teaches expected behaviors in the setting and reduces office discipline referrals (ODRs) in schools (Solomon, Klein, Hintze, Cressey, & Peller, 2012). This study examined the impact of PBIS implementation on ODR rates. Two hypotheses guided the study. Hypothesis 1: When PBIS is implemented with fidelity there is a main effect for years of implementation, with fewer ODRs in the fourth year of implementation than in the first year. Hypothesis 2: When PBIS is implemented with fidelity there is a greater reduction in the number of ODRs for Black students and for Hispanic students than for White students. The data used for this study was from the database of the Office of Special Education Programs (OSEP) National PBIS Technical Assistance Center, housed by the University of Oregon's Educational and Community Supports research unit (University of Oregon, 2016). The main hypothesis was tested with two two-way within schools ANOVAs. The first factor was the year of implementation with two levels (Year 1 vs. Year 4) and the second factor was ethnic subgroup with two levels (Black vs. White, or Hispanic vs. White). A significant interaction effect between year of implementation and subgroup would indicate a change in the size of the discipline gap from Year 1 to Year 4 for either or both comparisons. The findings for this study demonstrated no support for either hypothesis.
Download or read book Everyday Antiracism written by Mica Pollock and published by ReadHowYouWant.com. This book was released on 2010-07-19 with total page 762 pages. Available in PDF, EPUB and Kindle. Book excerpt: Which acts by educators are ''racist'' and which are ''antiracist''? How can an educator constructively discuss complex issues of race with students and colleagues? In Everyday Antiracism leading educators deal with the most challenging questions about race in school, offering invaluable and effective advice. Contributors including Beverly Daniel Tatum, Sonia Nieto, and Pedro Noguera describe concrete ways to analyze classroom interactions that may or may not be ''racial,'' deal with racial inequality and ''diversity,'' and teach to high standards across racial lines. Topics range from using racial incidents as teachable moments and responding to the ''n-word'' to valuing students' home worlds, dealing daily with achievement gaps, and helping parents fight ethnic and racial misconceptions about their children. Questions following each essay prompt readers to examine and discuss everyday issues of race and opportunity in their own classrooms and schools. For educators and parents determined to move beyond frustrations about race, Everyday Antiracism is an essential tool.
Download or read book Principal Perceptions written by Courtney K. Johnson and published by . This book was released on 2020 with total page 314 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study explored the impact of the Positive Behavioral Interventions and Supports (PBIS) framework on discipline disproportionality in an Eastern Virginia school division. Nationally, African American students are suspended and expelled at a much higher rate than their peers (Skiba et al., 2016). This study explored the impact PBIS had on this rate. The work is valuable to those interested in introducing the PBIS framework in their school division or school. A phenomenological, qualitative study was conducted with the first research question using discipline data from the division to track trends. The second research question was answered by interviewing principals within the division. The results of this study showed that PBIS did not impact the rate of disproportionality in the schools in this study; however, principals perceived that PBIS did have a positive impact on student behavior, school culture, and the overall discipline program of their school. This work adds to the body of research that PBIS does have a positive impact on school culture and school discipline. On the other hand, PBIS will require a more concerted focus on equity in order to make strides against impacting discipline disproportionality.
Download or read book Discipline Disparities Among Students With Disabilities written by Pamela A. Fenning and published by Teachers College Press. This book was released on 2022 with total page 289 pages. Available in PDF, EPUB and Kindle. Book excerpt: The decades-long problem of disproportionate school discipline and school-based arrests of students with disabilities, particularly those who also identify as Black or Native American, is explored in this authoritative book. A team of interdisciplinary scholars, attorneys, and education practitioners focus on how disparities based on disability intersect with race and ethnicity, why such disparities occur, and the impacts these disparities have over time. A DisCrit and research-based perspective frames key issues at the beginning of the book, and the chapters that follow suggest promising practices and approaches to reduce the inequitable use of school discipline and increase the use of evidence-supported alternatives to prevent and respond to behaviors of students with disabilities. The final chapter recommends future research, policy, legal, and practice goals, suggesting an agenda for moving the field forward in years to come. Contributors: Amy Briesch, Sandra Chafouleas, Donald Chee, Lindsay Fallon, Pamela Fenning, Amy Fisher, Benjamin Fisher, Emma Healy, Heather Hoechst, Miranda Johnson, Kathleen Lynne Lane, Patrice Leverett, Laura Marques, Thomas Mayes, Markeda Newell, Angelina Nortey, Wendy Oakes, Kristen Pearson, Michelle Rappaport, Monica Stevens, Carly Tindall-Biggins, Margarida Veiga, Elizabeth Marcell Williams, Perry Zirkel
Download or read book Perceptions of a School wide Positive Behavior Support Program Pilot and Its Impact on Students written by Julie A. Frey and published by . This book was released on 2016 with total page 105 pages. Available in PDF, EPUB and Kindle. Book excerpt: The No Child Left Behind Act of 2001 (NCLB) acknowledges the involvement of parents in their children's education. Research suggests that teachers educate more effectively when parents are involved in the process. Seminal studies have noted the positive effect of parent and family engagement on student achievement. This particular study was focused on exploring the parent and teacher perceptions of the effect of a school-wide positive behavior support program on students in grades 9-12. The research explored findings from the responses of 32 total participants that included 19 secondary teachers and 13 parents from a public high school in south central Pennsylvania. Qualitative methodology was employed. Surveys and interviews were used to gather data. Results indicated that parents expressed familiarity and satisfaction with components of the program but did not see the program as effective and having an impact on their child. In contrast, teachers viewed the program more positively overall. Teachers viewed the program as having a positive impact on their students, specifically decreasing student discipline problems and improving the relationships between adults and students.
