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| 說明 | 1 online resource (156 pages) |
| 文字 | text |
| 無媒介 | computer |
| 成冊 | online resource |
| 附註 | Source: Dissertations Abstracts International, Volume: 80-12, Section: A |
| Publisher info.: Dissertation/Thesis |
| Advisor: McDaniel, Terry;Hamilton, Mary |
| Thesis (Ph.D.)--Indiana State University, 2019 |
| Includes bibliographical references |
| 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 |
| Electronic reproduction. Ann Arbor, Mich. : ProQuest, 2021 |
| Mode of access: World Wide Web |
| 主題 | Educational administration |
| Educational psychology |
| Fidelity of implementation |
| Functional behavior assessment |
| Multi-tiered systems of support |
| Office discipline referral |
| Positive behavioral intervention and support |
| Response to intervention |
| Electronic books. |
| 0514 |
| 0525 |
| ISBN/ISSN | 9781392235515 |
