Date on Master's Thesis/Doctoral Dissertation
5-2018
Document Type
Doctoral Dissertation
Degree Name
Ed. D.
Department
Educational Leadership, Evaluation and Organizational Development
Degree Program
Educational Leadership and Organizational Development, EDD
Committee Chair
Alagaraja, Meera
Committee Co-Chair (if applicable)
Ingle, W. Kyle
Committee Member
Ingle, W. Kyle
Committee Member
Powers, Deborah
Author's Keywords
PBIS; SWPBIS; urban schools; persistently low achieving schools (PLA); school violence
Abstract
This single site case study examined the perceptions of teachers and the principal of a persistently low achieving elementary school in a large urban school district. Using the Concern-Based-Adoption-Model (CBAM), which originated in Fuller’s (1969) study of perceptions of pre-service and practicing teachers and used by Roach, Kratochwill and Frank (2009) as a tool to ascertain support for the implementation of research-based practices, teacher and principal perceptions of the effectiveness of School-Wide Positive Behavior Interventions and Supports (SWPBIS) framework were examined. Interviews and document analysis were utilized to collect data and triangulate teacher and principal perceptions of obstacles and supports to implementation, sustainability and overall effectiveness of SWPBIS to lessen disruptive and unsafe student behaviors and improve the culture and climate of the school for students and staff. Conclusions and implications for practice and future research were also discussed.
Recommended Citation
Watkins, Cassaundra Lynn, "A case study of teacher and principal perceptions of a school-wide positive behavior intervention and supports framework in an urban elementary school." (2018). Electronic Theses and Dissertations. Paper 2908.
https://doi.org/10.18297/etd/2908
