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Full-Text Articles in Education
Alternatively Certified Special Education Teachers’ Implementation Of Pbis, Mandy Lusk, Donna Sayman, Calli Lewis Chiu
Alternatively Certified Special Education Teachers’ Implementation Of Pbis, Mandy Lusk, Donna Sayman, Calli Lewis Chiu
The Advocate
Teachers are the primary conduit through which positive behavioral interventions and supports (PBIS) are implemented. The purpose of this qualitative study is to investigate alternatively certified special education teachers’ implementation of PBIS. All participants were in their first or second year as teachers in classrooms for pre-kindergarten through twelfth grade students with disabilities. This study examines how alternatively certified special education teachers perceive and implement PBIS within their classrooms.
Educators’ Adolescent Experiences And Their Implementation Of Positive Behavioral Interventions And Supports, Je Quila D. Broussard
Educators’ Adolescent Experiences And Their Implementation Of Positive Behavioral Interventions And Supports, Je Quila D. Broussard
Electronic Theses and Dissertations
Positive behavioral interventions and supports (PBIS) is a framework comprised of several tiers to address students’ emotions and academics. Although educators utilize PBIS in their classroom management, they encounter barriers that hinder implementation. The purpose of the study was to discover, through qualitative interviews, how educators’ adolescent experiences with behavior/classroom management and the positive and negative consequences they experienced in school influenced their values and beliefs about classroom management and their implementation of the PBIS framework in middle schools in Texas. Bandura’s social cognitive theory provided the theoretical framework used to craft the research questions. The central research question examined …
Movement For A Purpose: The Middle School Classroom And Student Engagement, Emily F. Chestnut
Movement For A Purpose: The Middle School Classroom And Student Engagement, Emily F. Chestnut
South Carolina Association for Middle Level Education Journal
When students reach adolescence, they begin to lose their excitement for learning and student behavior declines. Many students lose interest in their schoolwork because too many educators are still relying on the traditional classroom model. Research evidence reminds middle school educators why movement is an essential physical and emotional component of adolescent learning and development. The aim of this article is to remove the negative or stressful stigma many educators have about movement in the classroom and provide practical strategies to allow students to move each day.
Classroom Management #Karen: What Can Educators Learn From A Meme?, Sherry L. Deckman, Lizette Aguilar
Classroom Management #Karen: What Can Educators Learn From A Meme?, Sherry L. Deckman, Lizette Aguilar
Publications and Research
Much has been written about how race and the demographic mismatch of mostly white teachers teaching mostly Black and brown students has contributed to the over-disciplining of this same population of students. Further, research has shown that when students have teachers of the same race they are less likely to experience exclusionary discipline practices. While recent studies have considered the role of gender, along with race, in school discipline, the focus remains primarily on the gender and race of the students, with fewer studies considering specifically what it might mean for school discipline that U.S. teachers are mostly white women. …