Date of Award
2019
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Education
Abstract
Perceptions of urban teachers regarding school-wide application of positive behavioral interventions and support (SW-PBIS) led to this exploratory qualitative case study of Indiana urban high school teachers perspectives on the successful development of teacher buy-in regarding SW-PBIS. Data collection consisted of semistructured interviews with nine teachers, observations, and archival documents from multiple urban public schools in Indiana. Teachers were interviewed on their perceptions on the processes that promote teacher buy-in as well as the underlying causes of resistance to SW-PBIS. Thematic analysis was employed to recognize and categorize emergent supporting elements in the data, and the degree of convergence was also assessed across all sources of data. Findings suggest that SW-PBIS buy-in can best be achieved through (a) Education, (b) control of classroom pace, (c) workload management, and (d) curriculum control. This research also presents information that can be employed in future studies relating to SW-PBIS.
Recommended Citation
Farrar, Earnadette Powell, "Perceptions Of Urban Teachers Regarding School-Wide Application Of Positive Behavioral Interventions And Support" (2019). All-Inclusive List of Electronic Theses and Dissertations. 1685.
https://scholars.indianastate.edu/etds/1685