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Elementary School Teachers' Perceptions On Positive Behavioral Interventions And Supports Implementation And Effectiveness, Keisha A. Anderson-Saunders
Elementary School Teachers' Perceptions On Positive Behavioral Interventions And Supports Implementation And Effectiveness, Keisha A. Anderson-Saunders
Walden Dissertations and Doctoral Studies
School personnel were concerned that the disruptive student behaviors at an urban, elementary school in the northeast United States had persisted despite positive behavioral interventions and supports (PBIS) implementation and professional development (PD) for more than 7 years. The purpose of this basic qualitative research study was to explore teacher perceptions regarding the PBIS related to student behavior and socialization issues. Skinner's reinforcement theory and Bronfenbrenner's bioecological systems theory served as the conceptual frameworks for this study. Specifically, this study explored the PBIS framework in reducing students' undesirable behaviors, how the framework prepared teachers to implement PBIS in their school, …
Characteristics Of Effective Reading Language Arts Teachers In Closing The Achievement Gap, Latasha Price Bassette
Characteristics Of Effective Reading Language Arts Teachers In Closing The Achievement Gap, Latasha Price Bassette
Walden Dissertations and Doctoral Studies
This study examined an urban school district in the southern United States that continued to experience student achievement gaps despite the implementation of initiatives as the African American Success Initiative. The school leadership needed a deeper understanding regarding what strategies were successful with closing the achievement gap. Using Gay's theory of cultural responsive pedagogy, the purpose of this study was to identify inward attributes, outward strategies, and professional development perceptions of teachers with no achievement gap among ethnically diverse students. Employing an instrumental case study design, 8 middle school reading teachers who closed the reading achievement gap were interviewed; these …