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Teacher perceptions and implementati...

Pauls, Jeffrey J.

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Teacher perceptions and implementation of Positive Behavior Support in urban language immersion schools.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teacher perceptions and implementation of Positive Behavior Support in urban language immersion schools./
Author:	Pauls, Jeffrey J.
Description:	200 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-09(E), Section: A.
Contained By:	Dissertation Abstracts International75-09A(E).
Subject:	Bilingual education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3621247
ISBN:	9781303922596

Teacher perceptions and implementation of Positive Behavior Support in urban language immersion schools.
Pauls, Jeffrey J.

Teacher perceptions and implementation of Positive Behavior Support in urban language immersion schools. - 200 p.

Source: Dissertation Abstracts International, Volume: 75-09(E), Section: A.

Thesis (Ph.D.)--University of Missouri - Saint Louis, 2014.

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

Teachers at every level of schooling recognize the need for establishing a positive learning environment. Creating this type of classroom is a worthwhile but elusive goal due to ineffective approaches to managing student behavior. This is a common challenge for teachers and schools of every kind and every level but may be magnified for schools with specialized missions, such as language immersion schools.

ISBN: 9781303922596Subjects--Topical Terms:

2122778
Bilingual education.

Teacher perceptions and implementation of Positive Behavior Support in urban language immersion schools.
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020 $a 9781303922596
035 $a (MiAaPQ)AAI3621247
035 $a AAI3621247
040 $a MiAaPQ $c MiAaPQ
100 1 $a Pauls, Jeffrey J. $3 3173146
245 1 0 $a Teacher perceptions and implementation of Positive Behavior Support in urban language immersion schools.
300 $a 200 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-09(E), Section: A.
500 $a Adviser: Alina Slapac.
502 $a Thesis (Ph.D.)--University of Missouri - Saint Louis, 2014.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a Teachers at every level of schooling recognize the need for establishing a positive learning environment. Creating this type of classroom is a worthwhile but elusive goal due to ineffective approaches to managing student behavior. This is a common challenge for teachers and schools of every kind and every level but may be magnified for schools with specialized missions, such as language immersion schools.
520 $a This dissertation examines teacher perceptions of a classroom management and behavior support system called Positive Behavior Support, or PBS, specifically within urban language immersion schools. Research questions explored include: 1) In what ways do teachers at urban, language immersion schools comprehend, support and utilize the PBS system? and 2) How do teachers' understandings of PBS and adapted classroom management practices match (or not) the PBS goals of the school?
520 $a I surveyed lead teachers (n=28) at two language immersion elementary schools and completed a qualitative case-study examination of two teachers at one Spanish Immersion Elementary School (SIES); data included semi-structured interviews, observations in classrooms and an examination of PBS documents and artifacts.
520 $a Major findings from this study show that SIES teachers are informed of, and involved with, the school's particular version of PBS and they are confident about the actual and potential benefit PBS offers in their own classrooms and throughout the school. SIES teachers have (1) made a conscious effort to utilize the school's implemented version of PBS, (2) prioritized the school's goals and definition of PBS, and simultaneously, (3) thought and acted in ways demonstrating they had the flexibility to change the school's approach to PBS to better fit their classrooms' needs. Teachers feel PBS has allowed them to develop better interaction with students, in particular, but also with parents and even other teachers. Finally, while teachers have identified a large number and type of PBS-related school improvements, they have also experienced difficulty when it comes to utilizing PBS in their unique immersion and urban contexts.
590 $a School code: 0481.
650 4 $a Bilingual education. $3 2122778
650 4 $a Foreign language education. $3 3172512
690 $a 0282
690 $a 0444
710 2 $a University of Missouri - Saint Louis. $b College of Education. $3 1674340
773 0 $t Dissertation Abstracts International $g 75-09A(E).
790 $a 0481
791 $a Ph.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3621247