Download or read book School Administrator Perceptions of Managing Student Behavior written by Stacy Lynn Brame and published by . This book was released on 2009 with total page 350 pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: In this qualitative study, I (a) examined school administrator perceptions of managing student behavior, (b) evaluated their perceptions of district policies and practices, and (c) represented their reports of actions taken in conflict to district policy. Data were generated through interviews with 6 high school administrators, the collection of youth arrest reports over a 3-year period, the collection of district policy documents, and the creation of personal journal entries. Results indicate that (a) administrators perceive parent, student, and teacher attitudes as the primary challenge to managing student behavior; (b) administrators believe that additional disciplinary resources and curricular changes will engage more students in the learning process; (c) administrators hold diverse beliefs regarding district disciplinary policies; and (d) actions most often taken by administrators align with the district disciplinary policy.
Download or read book Administrators and Character Education written by Janine Tuccinardi and published by . This book was released on 2018 with total page 103 pages. Available in PDF, EPUB and Kindle. Book excerpt: Educators are confronted with antisocial, disruptive, and internalizing student behaviors which interfere with the flow of the learning environment and can potentially impede the learning of all students. These types of behaviors have been a concern for many years and are raising awareness among, faculty, staff, and parents that both teaching and learning are being affected due to these challenging behaviors. Therefore, administrators are faced with the challenging task of trying to find the right program or practice for addressing these behaviors. Research has shown that PBIS, ongoing professional development in classroom management, and character education programs are all effective preventative measures administrators have taken in order to address these behavioral issues and concerns. More recently, administrators have chosen to adopt The Leader in Me character program as a way to improve their school culture and climate and address student behavior issues. This case study explores teacher perceptions on The Leader in Me character program and its impact on student behavior issues at one elementary school site in an attempt to address the following question: Is The Leader in Me an effective character education program for administration to consider when looking to implement a program in order to address student behavior? A mixed-methods approach was utilized through the collection of suspension data over a four-year period and the completion of a seven-question survey by second through fifth grade teachers about their perceptions on The Leader in Me and its influence on student behavior since implementation in 2015. Quantitative suspension data revealed that The Leader in Me has not had a positive impact on student discipline issues at the studied elementary school site. Quantitative and qualitative data collected from the survey revealed a mixed review of teacher perceptions of The Leader in Me and its impact on student behavior issues since implementation. Teachers perceived The Leader in Me as having successful tools and systems to improve the overall climate and culture of a school, but it does not have the effective tools for addressing and correcting student behavior issues. A recommendation is to implement The Leader in Me in correlation with another preventative measure such as PBIS, in order to build a strong foundation and improve the climate and culture of a school, while also having the proper tools and systems in place to address student behavior issues. The information gathered in this study will add to existing research on The Leader in Me and provide administrators with teacher perceptions of The Leader in Me and its effectiveness when addressing student behavior and discipline problems. Results from this study will be informative to administrators considering a program or practice for improving student behavior and discipline issues.
Download or read book Teacher and Administrator Perceptions of the Effectiveness of Social Emotional and Behavioral Interventions Using a Multi tiered Sysytems of Support Model written by Susan E. Snyder and published by . This book was released on 2020 with total page 106 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study examined teacher and administrator perceptions of the effectiveness of social, emotional, and behavioral interventions within a multi-tiered systems of support (MTSS) framework. Data were collected from four central Pennsylvania school districts utilizing an online survey with closed and open-ended responses, and interviews. Results suggested that social, emotional, and behavioral interventions had a positive impact on students in the school and classroom setting. Social and emotional interventions focused on relationships, including parent conferences, morning meetings, and staff mentors were identified as effective in producing a positive improvement in social engagement and management of emotions in the classroom and school setting. Behavioral interventions grounded in communication such as teachers communicating with parents, behavior charts, and student behavior plans were considered effective in improving student behavior in the classroom and school setting. Results of this study indicated that while schools and districts utilized a tiered intervention framework, the fidelity of the implementation and use of core components, including universal screeners and data-driven criteria for tier changes, was limited. An opportunity for future research could include investigating the perceptions of effectiveness of social, emotional, and behavioral intervention in schools and districts who consistently use universal screeners as part of their tiered intervention framework.
Download or read book Administrator and Student Perceptions of Discipline Methodologies for Student Behavior Referrals written by Ann Campbell and published by . This book was released on 2012 with total page 59 pages. Available in PDF, EPUB and Kindle. Book excerpt: This research study examined how administrators and students perceive discipline methodologies for student behavior referrals at Southern California High School in Southeast Riverside County, CA. Writing referrals for student misbehavior is a common practice. After the referral is written, students go to the administrative office to have a meeting with an assistant principal in regards to their offense. The infraction is discussed, the student is supposed to be provided an opportunity to share their side of the story, and a consequence is issued during the meeting. Through this research, two full day observations were completed of the administrator/ student conference as well as interviews with the two administrators in charge of discipline and individual interviews with a group of students. The results showed that both administrators and students perceive the referral process to be effective overall. While administrators perceived the process as effective the majority of the time, the students had qualifications which had to be met in order for their perceptions of the meetings to be effective. The students thought that the meetings lacked effectiveness if they did not have an opportunity to tell their side of the story, if they did not feel as though they were heard, or if the other students involved in the incident were not equally punished.
Download or read book Preventing Problem Behaviors written by Bob Algozzine and published by Simon and Schuster. This book was released on 2015-04-28 with total page 430 pages. Available in PDF, EPUB and Kindle. Book excerpt: In today's increasingly diverse PreK–12 classrooms, problem behaviors can often interrupt instructional time and disrupt learning. Designed for 21st-century school leaders, administrators, behavior specialists, and classroom teachers, this research-based guide offers specific strategies and plans for preventing problem behavior at both the classroom and school level. Based on the premise that early response to problems can lead to better outcomes for students, the book's content is framed around four essential areas: foundations, intervention, collaboration, and evaluation. Within these areas, this accessible guide features: -The latest information on the science and practice of prevention -Reasons why conflict resolution, peer mediation, and bully-proofing are essential to prevention -Effective practices for teaching social skills to young children -Proven techniques for implementing schoolwide positive behavior support -Tools for using individual behavior plans to prevent problems -Ideas for home-school and community partnerships and culturally responsible teaching -Critical strategies for monitoring student progress and evaluating prevention practices -New, updated chapters, including information on preschool behavior support and RTI This valuable resource provides all the tools and strategies school leaders and teachers need to keep children focused on learning.
Download or read book A Collective Case Study on Elementary School Administrators and Teachers Perceptions of a School wide Positive Behavior Intervention and Supports Framework written by H. David Cawthon and published by . This book was released on 2016 with total page 195 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this collective case study was to explore and understand administrators’ and teachers’ perceptions on how a school-wide positive behavior intervention and supports (SWPBIS) framework influences school climate at the elementary school level. The theory guiding this study was grounded in B.F. Skinner’s theory of operant behavior and applied behavior analysis, which supports the use of positive reinforcement to increase desired behavior in a real world setting. A rich description of the perceived influence a SWPBIS framework has on school climate was constructed by answering the central research question: “How do administrators and teachers perceive the influence of a SWPBIS on school climate at the elementary school level?” Although numerous research studies regarding SWPBIS have been conducted, few have addressed the perceptions of administrators and teachers. Participants included 37 administrators, teachers, and school personnel from 3 north Georgia elementary schools within the same district that had implemented SWPBIS. Data was collected during face-to-face interviews, focus group sessions, and from relevant documentation to increase trustworthiness through triangulation. Results of the present study demonstrate that administrators and teachers believe SWPBIS has positively changed the mindset and behaviors of students, teachers, and administrators resulting in a healthier school climate. Implications of the study include measures for central office personnel in making implementation decisions, measures for school administrators to increase buy-in, and measures for teachers to choose specific features to maximize the success of SWPBIS
Download or read book Questioning Leadership written by Gabriele Lakomski and published by Taylor & Francis. This book was released on 2016-11-10 with total page 227 pages. Available in PDF, EPUB and Kindle. Book excerpt: Questioning Leadership offers a diverse mix of cutting-edge research in the field of educational leadership, with contributions from expert and emerging leadership scholars. It contextualises school leadership within broader social and historical contexts and traces its influence on school performance through time, from its relatively modest role within a systems theory paradigm to its growing influence from the 1980s onwards, as exercising leadership came to be perceived as being largely responsible for improving educational outcomes. This book invites the reader to challenge the current orthodoxy of leader-centrism and instead reflect more broadly on the various structural and institutional interrelationships that determine how a school functions successfully. It poses challenging questions, such as: Is leadership really necessary for high-quality school performance? Can schools function effectively without leadership? Is it possible to describe the work that principals do without using the word ‘leadership’? How do we challenge the assumption that leadership simply exists and that it is seen as the appropriate default explanation for school performance? This book does not assume that leadership is the key to organisational performance, although it acknowledges the work that principals do. It goes against current orthodoxy and offers varied perspectives on how leadership might be repositioned vis-à-vis organisational and institutional structures. It also suggests some new directions for leading and learning and throws open a discussion on leadership that for too long has been captured by the assumption that the leader is the cause of organisational performance and learning outcomes in schools. At a time when leadership’s dominance seems unshakeable, this is a bold book that should appeal to postgraduate students of educational leadership and management, those undertaking training in educational administration and current school leaders interested in exploring the value of leadership for educational organisations.
Download or read book Teachers Perceptions of Challenges to Implementing Positive Behavior Support Plans in Schools written by Louis M. Chance and published by . This book was released on 2014 with total page 135 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to identify the perceptions of teachers regarding challenges to implementing positive behavior support plans in schools and ways that administrators can better support teachers with behavior interventions. Forty-two regular education teachers and 16 special education teachers from a suburban school district in Pennsylvania completed surveys containing both Likert scale and open-ended questions. Additionally, 4 regular education teachers and 5 special education teachers took part in structured interviews which further explored teacher perspectives. Results indicated that regular education teachers view a shortage of time and a lack of adequate training as the 2 primary challenges to behavior plan implementation. Staff resistance and inconsistent expectations around behavior planning were also cited as associated barriers. Regular education teachers suggested that administrators could support teachers by providing time for teacher collaboration about student behavior, scheduling regular staff development opportunities related to positive behavior support, and communicating clear expectations concerning behavior intervention delivery. Special education teachers also identified time, teacher resistance, and staff development as primary challenges, while adding that a lack of resources for behavior planning also presents difficulties. They believed that administrators could better support by not only providing time and training, but also through increased direct involvement in behavior planning teams and more active advocacy for the importance of positive behavior support plans.
Download or read book Strategies to Reduce Student Misbehavior written by Oliver Clinton Moles and published by . This book was released on 1989 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Reclaim Your Challenging Classroom written by Alene H. Harris and published by Corwin Press. This book was released on 2021-03-03 with total page 232 pages. Available in PDF, EPUB and Kindle. Book excerpt: Effective classroom management is the key to truly inclusive education Teachers who excel at classroom management have students who are more engaged, less disruptive, and more likely to achieve academically. What can you do to confront behavior challenges, both in-person and virtually, and set your classroom on a positive course? Reclaim Your Challenging Classroom guides new and veteran teachers alike in developing effective classroom management techniques, with a particular focus on students with emotional or behavioral disorders. Addressing six interrelated topics—student perceptions of you as teacher, room arrangement, classroom expectations, consequences to encourage appropriate behavior, student lesson engagement, and classroom community—this step-by-step guide empowers teachers to create a positive and effective learning environment that is grounded in the student-teacher relationship. Each chapter includes: • Vignettes inspired by real classrooms and students • Ideas and techniques for successfully addressing common problems • A "What Research Tells Us" feature that relates current research findings to the effective management of inclusive classrooms • Self-assessment inventories linked to each topic, plus more than 50 activities to guide teachers in applying key concepts and strategies in their own classroom Now is the time to alter the course of your classroom! Effective, relationship-based behavior management keeps students on track and makes your classroom a better place to teach and to learn.
Download or read book A Study to Determine the Perceptions of Administrators and Faculty Concerning Student Behavior at Booker T Washington High School Tuskegee Alabama written by Annette Y. Jackson and published by . This book was released on 1994 with total page 166 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Administrators Perceptions of Tier Two Behavioral Interventions written by Anthony J. Grazel and published by . This book was released on 2017 with total page 108 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative grounded research design study analyzed high school administrators' perceptions of the effects of Tier Two Interventions on students' behavior and achievement within a school-wide positive behavior intervention support (SWPBIS) framework. Data were collected from 10 high schools in the states of Pennsylvania, Maryland, and Illinois in the form of surveys, open-ended responses, and interviews. Results of administrators' perceptions on the effects of Tier Two interventions were determined to have a positive and limited impact within various variables analyzed in the study's instruments on students' behavior and achievement. One area of future research may include a replication of this study, in order to obtain more participants, as more high schools within the United States begin to implement Tier Two interventions within an SWPBIS framework.
Download or read book Assessing Instructional Leadership with the Principal Instructional Management Rating Scale written by Philip Hallinger and published by Springer. This book was released on 2015-05-22 with total page 210 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume provides a succinct up-to-date summary of global research on principal instructional leadership as it has evolved over the past 50 years. The book’s particular focus is on the development and use of the Principal Instructional Management Rating Scale (PIMRS). The PIMRS is the most widely used survey instrument designed for assessing instructional leadership for research and practice. It has been used in more than 250 studies in more than 30 countries around the world. The authors provide a detailed conceptual and data-based description of the rationale and development of the instrument as well as the ways in which it has been used in practice. The book also provides, for the first time, a comprehensive assessment of the scale’s measurement properties. This represents essential information for future users of the instrument across different national contexts. Finally, the volume outlines an agenda for improving future research on the role of principal instructional leadership in student learning and school effectiveness.
Download or read book Faculty Perceptions Regarding the Effectiveness of a School wide Behavior Management Plan written by Michael E. Mundis and published by . This book was released on 2011 with total page 117 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to analyze the perceptions of faculty members regarding the effectiveness of a school-wide behavior management plan. A total of 47 faculty members from three elementary buildings volunteered to participate in the study. Each participant completed a survey, which focused on four sections of school-wide behavior management. Responses were analyzed for each section as they related to the perceived placement status of various characteristics. Faculty members provided a priority of improvement status for several of those characteristics. Data were also collected through the utilization of follow-up interviews. Seven faculty members, a subset of the 47 participants, volunteered additional clarification regarding the characteristics of the school-wide behavior management plan. The findings indicated that all three elementary schools had most characteristics of school-wide behavior management in place. Survey data revealed that school-wide expectations were evident within non-classroom systems as well as classroom systems. The procedures for individual student systems were perceived as needing improvement, yet were effective within the current plan. Faculty members also indicated that there was a common awareness to make use of behavioral data for planning behavioral interventions.
Download or read book Teacher Perceptions of Administrator Behavior written by Werrett Wallace Charters and published by . This book was released on 1964 with total page 444 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Case Study of Administrator Teacher and Parent Perceptions and Usage of Infinite Campus at the Secondary Level written by Michael K. Larson and published by . This book was released on 2021 with total page 426 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research has shown that parent involvement has been associated with positive academic outcomes, including but not limited to, increased academic performance, lower rates of retention/failure, increased self-regulatory behavior, higher social functioning, and reduced special education placements (Anderson & Minke, 2007; Scharton, 2019). The use of on-line data management systems has proliferated over the course of the past decade. Throughout the 1990s, computer technology rapidly expanded in United States public schools. Between 1996-1997, U.S. school districts had added 500,000 computers for administrative use (Darby & Hughes, 2005). The passage of No Child Left behind (NCLB) and Race to the Top bolstered the use of technology in U.S. schools. With an increased emphasis placed on school to home connection, technology-based Student Information Systems grew increasingly common (Hughes, 2005; Epstein, 2004). Student information systems provide teachers, parents, and students the ability to monitor relevant student data, include a portal for parents to access information about their students, offer reporting capabilities, manage student admissions, and provide modules for school staff. Additionally, they serve as a communication tool that connect school activity with interested parties (parents, teachers, and administrators). Commonly known examples of SIS include, but are not limited to; PowerSchool SIS, Skyward, Gradelink, Infinite Campus, and a host of others. Commonalities often include the posting of academic and attendance data to parents, and students ("Best K-12", 2020). School to home communication has been determined to play an influential role in student achievement (Anderson & Minke, 2007; Epstein, 2010; Henderson & Mapp, 2002; Scharton, 2019), however, few research studies exist examining the landscape of the Infinite Campus Parent Portal as a communication vehicle, along with the parent, teacher, and administrator perceptions of this informational systems. The purpose of this study is to understand the use of Infinite Campus and to determine the extent to which information posted therein inspires intervention (e.g., contact with school officials, academic support at home, etc.) Results from this study will provide schools/districts with a greater understanding of parent/guardian Infinite Campus usage patterns and present the District with an opportunity to further enhance their communication capacities.
Download or read book Teachers Perceptions of Students with Challenging Behaviors Knowledge Beliefs Attitudes and Practices written by Dawn M. Hart and published by . This book was released on 2021 with total page 145 pages. Available in PDF, EPUB and Kindle. Book excerpt: Challenging classroom behaviors are increasing in frequency and intensity causing teachers to leave the profession. Teachers report that they are not adequately prepared to effectively manage classrooms. This qualitative study investigated teachers' perceptions of students with challenging behaviors by examining their knowledge, beliefs, attitudes, and practices to determine why behaviors persist and identify specific professional development needs. Participants consisted of 76 K-12 educators from one urban and two rural school districts in PA. Respondents answered 70 survey questions on Microsoft Forms that were submitted anonymously. Nine respondents participated in individual interviews. Sixty-nine percent of respondents have several students per year exhibiting challenging behaviors. While most teachers recognize that relationships can improve behaviors, they do not know how to develop or maintain positive relationships. Most respondents perceived negative interactions as effective strategies and do not realize they are perpetuating negative behaviors. With 67% of respondents agreeing to the statement, "Dealing with this student drains my energy" and 71% not believing SW-PBIS is effective, negative attitudes are a concern. Eighty percent of respondents reported their undergraduate coursework did not prepare them to manage classroom behaviors and 45% have thought about leaving the profession. Results indicate a need for pre-service and in-service training on the impact of trauma on childhood development which affects classroom behavior. Additional training should include the importance of teachers' perceptions of students and how that impacts their interactions and subsequent relationships. Furthermore, teachers need training on how to develop and maintain positive relationships with students.
