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Toward a Culturally Responsive Posit...

London, Marvin L.

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Toward a Culturally Responsive Positive Behavioral Interventions and Supports Program: The Impact of Teacher Interpretations of Misbehavior on Overrepresentation in Office Discipline Referrals for Black Male Students.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Toward a Culturally Responsive Positive Behavioral Interventions and Supports Program: The Impact of Teacher Interpretations of Misbehavior on Overrepresentation in Office Discipline Referrals for Black Male Students./
作者:	London, Marvin L.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
面頁冊數:	175 p.
附註:	Source: Dissertations Abstracts International, Volume: 82-03, Section: A.
Contained By:	Dissertations Abstracts International82-03A.
標題:	Education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28086569
ISBN:	9798664735147

Toward a Culturally Responsive Positive Behavioral Interventions and Supports Program: The Impact of Teacher Interpretations of Misbehavior on Overrepresentation in Office Discipline Referrals for Black Male Students.
London, Marvin L.

Toward a Culturally Responsive Positive Behavioral Interventions and Supports Program: The Impact of Teacher Interpretations of Misbehavior on Overrepresentation in Office Discipline Referrals for Black Male Students. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 175 p.

Source: Dissertations Abstracts International, Volume: 82-03, Section: A.

Thesis (Ed.D.)--Widener University, 2020.

This item must not be sold to any third party vendors.

The purpose of this qualitative study was to understand how teacher interpretations of behavior contribute to overrepresentation in office discipline referrals (ODRs) for Black male students. This study explored the factors 47 kindergarten through 12th-grade general education and special area teachers used to influence their decision to complete an ODR for Black male students using the following research questions: (1) What factors influence a teacher's decision to complete an ODR for Black male students? and (2) In what ways do teachers apply knowledge of culturally responsive pedagogy (CRP) in their decision to complete an ODR for Black male students? Critical race theory served as the theoretical framework of the study. Data were obtained and coded from a researcher developed survey using Schoolwide Information Systems (SWIS) 5.6 office referral form definitions (Educational and Community Supports [ECS], 2019) and minor problem behavior staff handled scenarios (University of New Hampshire, 2015) to gather data on factors that contribute to a teacher's decision to complete an ODR for the misbehavior presented in the situation. The qualitative findings suggest two factors influenced a teachers decision to complete an ODR for Black male students: (1) teachers interpretation of misbehaviors include classifying minor misbehaviors for major misbehaviors, and (2) teachers do not consider student ethnicity as a deciding factor for writing ODRs for Black male students. Additionally, the surveys and interviews found three themes that emerged from the teachers' responses including: (1) teachers do not display research based knowledge of CRP in their decision to complete an ODR for Black male students, (2) a lack of training and beliefs around the impact of professional development, and (3) a desire for a more comprehensive district policy to guide their discipline practices in a Positive Behavioral Interventions and Supports (PBIS) program.

ISBN: 9798664735147Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

Black males

Toward a Culturally Responsive Positive Behavioral Interventions and Supports Program: The Impact of Teacher Interpretations of Misbehavior on Overrepresentation in Office Discipline Referrals for Black Male Students.
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