東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Teachers' Experiences of School-Wide...

Walter, Eric.

FindBook

Google Book

Amazon

博客來

Teachers' Experiences of School-Wide Positive Behavior Interventions and Supports: A Qualitative Study.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Teachers' Experiences of School-Wide Positive Behavior Interventions and Supports: A Qualitative Study./
作者:	Walter, Eric.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
面頁冊數:	56 p.
附註:	Source: Dissertations Abstracts International, Volume: 81-11, Section: B.
Contained By:	Dissertations Abstracts International81-11B.
標題:	Clinical psychology. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28004803
ISBN:	9798643177050

Teachers' Experiences of School-Wide Positive Behavior Interventions and Supports: A Qualitative Study.
Walter, Eric.

Teachers' Experiences of School-Wide Positive Behavior Interventions and Supports: A Qualitative Study. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 56 p.

Source: Dissertations Abstracts International, Volume: 81-11, Section: B.

Thesis (Psy.D.)--Antioch University, 2020.

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

The purpose of this study was to describe the unique personal experiences of teachers implementing School-Wide Positive Behavior Interventions and Supports (SWPBIS) in their classroom and identify themes within their experiences that impacted their desire or ability to implement SWPBIS. Phenomenological analysis was utilized to analyze data to develop a greater understanding of how teachers view and experience SWPBIS, and identify factors that aid and hinder acceptance and implementation. Four participants involved in implementing Tier 1 of SWPBIS were interviewed and asked about their experiences implementing SWPBIS. Participants described a number of experiences that negatively impacted their belief in, attitude toward, and use of SWPBIS. Themes identified that negatively impacted teachers' belief in, attitude toward, and use of SWPBIS included: (a) reluctance and negative emotional experiences upon introduction and training, (b) personal and philosophical conflict with SWPBIS, (c) insufficient knowledge and training, and (d) lack of resources. Participants also described experiences that increased their belief in, attitude toward, and use of SWPBIS. These themes included: (a) participants utilizing Responsive Classroom to manage behavior in their classroom, (b) seeking out independent professional development, (c) peer-to-peer mentoring, and (d) implementation team training and support. Implications of this study for administrators, researchers, teachers, and clinical psychologists are discussed along with limitations and recommendations for future research.

ISBN: 9798643177050Subjects--Topical Terms:

524863
Clinical psychology.
Subjects--Index Terms:

School-wide positive behavior interventions and supports

Teachers' Experiences of School-Wide Positive Behavior Interventions and Supports: A Qualitative Study.
LDR:02743nmm a2200325 4500 001 2279919
005 20210823091414.5
008 220723s2020 ||||||||||||||||| ||eng d
020 $a 9798643177050
035 $a (MiAaPQ)AAI28004803
035 $a (MiAaPQ)OhioLINKantioch1587666061242924
035 $a AAI28004803
040 $a MiAaPQ $c MiAaPQ
100 1 $a Walter, Eric. $3 2072600
245 1 0 $a Teachers' Experiences of School-Wide Positive Behavior Interventions and Supports: A Qualitative Study.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2020
300 $a 56 p.
500 $a Source: Dissertations Abstracts International, Volume: 81-11, Section: B.
502 $a Thesis (Psy.D.)--Antioch University, 2020.
506 $a This item must not be sold to any third party vendors.
520 $a The purpose of this study was to describe the unique personal experiences of teachers implementing School-Wide Positive Behavior Interventions and Supports (SWPBIS) in their classroom and identify themes within their experiences that impacted their desire or ability to implement SWPBIS. Phenomenological analysis was utilized to analyze data to develop a greater understanding of how teachers view and experience SWPBIS, and identify factors that aid and hinder acceptance and implementation. Four participants involved in implementing Tier 1 of SWPBIS were interviewed and asked about their experiences implementing SWPBIS. Participants described a number of experiences that negatively impacted their belief in, attitude toward, and use of SWPBIS. Themes identified that negatively impacted teachers' belief in, attitude toward, and use of SWPBIS included: (a) reluctance and negative emotional experiences upon introduction and training, (b) personal and philosophical conflict with SWPBIS, (c) insufficient knowledge and training, and (d) lack of resources. Participants also described experiences that increased their belief in, attitude toward, and use of SWPBIS. These themes included: (a) participants utilizing Responsive Classroom to manage behavior in their classroom, (b) seeking out independent professional development, (c) peer-to-peer mentoring, and (d) implementation team training and support. Implications of this study for administrators, researchers, teachers, and clinical psychologists are discussed along with limitations and recommendations for future research.
590 $a School code: 1216.
650 4 $a Clinical psychology. $3 524863
653 $a School-wide positive behavior interventions and supports
653 $a Implementation
653 $a Interpretative Phenomenological Analysis
690 $a 0622
710 2 $a Antioch University. $b Antioch New England: Clinical Psychology. $3 3542118
773 0 $t Dissertations Abstracts International $g 81-11B.
790 $a 1216
791 $a Psy.D.
792 $a 2020
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28004803