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The Experiences of Teachers and Prin...

Jones, Lucy Danielle.

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The Experiences of Teachers and Principals with the Concurrent Implementation of Responsiveness to Instruction and Positive Behavior Intervention and Support.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Experiences of Teachers and Principals with the Concurrent Implementation of Responsiveness to Instruction and Positive Behavior Intervention and Support./
作者:	Jones, Lucy Danielle.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2015,
面頁冊數:	184 p.
附註:	Source: Dissertations Abstracts International, Volume: 77-02, Section: A.
Contained By:	Dissertations Abstracts International77-02A.
標題:	Educational leadership. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3710632
ISBN:	9781321866148

The Experiences of Teachers and Principals with the Concurrent Implementation of Responsiveness to Instruction and Positive Behavior Intervention and Support.
Jones, Lucy Danielle.

The Experiences of Teachers and Principals with the Concurrent Implementation of Responsiveness to Instruction and Positive Behavior Intervention and Support. - Ann Arbor : ProQuest Dissertations & Theses, 2015 - 184 p.

Source: Dissertations Abstracts International, Volume: 77-02, Section: A.

Thesis (Ed.D.)--North Carolina State University, 2015.

This item must not be added to any third party search indexes.

Guided by systemic change theory, a conceptual framework posited by Roberto Joseph and Charles Reigeluth that involves the transformation of the current education paradigm into a new paradigm, the purpose of this study was to understand the experiences of middle school teachers and principals with the concurrent implementation of Response to Instruction (RTI) and Positive Behavior Intervention and Support (PBIS) in three middle schools in a rural North Carolina school district. Using data from individual interviews, focus groups, questionnaires, and documents, this qualitative multiple case study explored factors that facilitated and impeded the concurrent implementation of these two comprehensive frameworks in three middle schools. The results indicate that the schools were only able to acquire narrow buy-in with few stakeholder groups and schools did not create a system that allowed for collaboration across the RTI and PBIS teams. Therefore, the schools were unable to create a new education paradigm, the goal of systemic change. The schools did, however, report experiencing positive changes regarding how teachers approach teaching and learning and viewed student discipline. While one school proved to be more resistant to change, there was still an understanding within all the schools that change must occur in order to successfully implement RTI and PBIS concurrently. Thus, the ability of the staff across the middle schools to obtain different levels of systems cognition and systems design facilitated the concurrent implementation of RTI and PBIS. The results of this study also reveal that school leaders lack an understanding of the systemic change process and need more training and direction because obtaining systemic change in schools takes time and skill, requiring school leaders to continuously plan and develop step-by-step processes to facilitate the change required to create a new paradigm of education.

ISBN: 9781321866148Subjects--Topical Terms:

529436
Educational leadership.

The Experiences of Teachers and Principals with the Concurrent Implementation of Responsiveness to Instruction and Positive Behavior Intervention and Support.
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