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A Qualitative Descriptive Study on S...

Rabuck, Erin Renee.

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A Qualitative Descriptive Study on Sustainability of School-Wide Positive Behavioral Interventions and Supports.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A Qualitative Descriptive Study on Sustainability of School-Wide Positive Behavioral Interventions and Supports./
Author:	Rabuck, Erin Renee.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	244 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-01, Section: B.
Contained By:	Dissertations Abstracts International82-01B.
Subject:	Organizational behavior. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28025072
ISBN:	9798662461093

A Qualitative Descriptive Study on Sustainability of School-Wide Positive Behavioral Interventions and Supports.
Rabuck, Erin Renee.

A Qualitative Descriptive Study on Sustainability of School-Wide Positive Behavioral Interventions and Supports. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 244 p.

Source: Dissertations Abstracts International, Volume: 82-01, Section: B.

Thesis (Ed.D.)--Grand Canyon University, 2020.

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

This qualitative descriptive study focused on how School-Wide Positive Behavioral Interventions and Supports (SWPBIS) activities improved staff investment in SWPBIS at one K-5 elementary school. SWPBIS is a multi-tiered prevention program with a goal to establish a positive school culture between students, teachers, and parents. The purpose of this study was to understand how administrators and leaders perceive the usefulness of SWPBIS and how they create investment in SWBIS within their schools. Data were collected through 12 participants who participated in a focus group; and individual interviews. The research questions for this study were: how do administrators, school leaders, and PBIS leaders, in a K-5 elementary school perceive the usefulness of SWPBIS?; and how do elementary school administrators, school leaders, and PBIS leaders think they improve staff investment of SWPBIS activities? An analysis of the data yielded seven themes: 1) SWPBIS promotes a safe and positive school culture; 2) SWPBIS not only helps with student behaviors, but also teacher behaviors; 3) A variety of SWPBIS activities promotes positivity; 4) Leadership modeling SWPBIS helps with staff investment; 5) Communication with staff on SWPBIS for sustainability; 6) Positive relationships with administration help with fidelity; 7) The autonomy to tweak SWPBIS for the needs of classrooms and individual students. The seven themes and the findings of this study can help educational leaders within a K-5 elementary school make research- based decisions to successfully implement SWPBIS activities within their school, and encourage stakeholder investment in SWPBIS within the schools.

ISBN: 9798662461093Subjects--Topical Terms:

516683
Organizational behavior.
Subjects--Index Terms:

Sustainability

A Qualitative Descriptive Study on Sustainability of School-Wide Positive Behavioral Interventions and Supports.
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300 $a 244 p.
500 $a Source: Dissertations Abstracts International, Volume: 82-01, Section: B.
500 $a Advisor: Stevenson, Carolyn.
502 $a Thesis (Ed.D.)--Grand Canyon University, 2020.
506 $a This item must not be sold to any third party vendors.
520 $a This qualitative descriptive study focused on how School-Wide Positive Behavioral Interventions and Supports (SWPBIS) activities improved staff investment in SWPBIS at one K-5 elementary school. SWPBIS is a multi-tiered prevention program with a goal to establish a positive school culture between students, teachers, and parents. The purpose of this study was to understand how administrators and leaders perceive the usefulness of SWPBIS and how they create investment in SWBIS within their schools. Data were collected through 12 participants who participated in a focus group; and individual interviews. The research questions for this study were: how do administrators, school leaders, and PBIS leaders, in a K-5 elementary school perceive the usefulness of SWPBIS?; and how do elementary school administrators, school leaders, and PBIS leaders think they improve staff investment of SWPBIS activities? An analysis of the data yielded seven themes: 1) SWPBIS promotes a safe and positive school culture; 2) SWPBIS not only helps with student behaviors, but also teacher behaviors; 3) A variety of SWPBIS activities promotes positivity; 4) Leadership modeling SWPBIS helps with staff investment; 5) Communication with staff on SWPBIS for sustainability; 6) Positive relationships with administration help with fidelity; 7) The autonomy to tweak SWPBIS for the needs of classrooms and individual students. The seven themes and the findings of this study can help educational leaders within a K-5 elementary school make research- based decisions to successfully implement SWPBIS activities within their school, and encourage stakeholder investment in SWPBIS within the schools.
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650 4 $a Education policy. $3 2191387
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