國立虎尾科技大學 |

A Qualitative Phenomenological Study Investigating the Link Between Comprehensive PBIS Adoption and Enhanced Student Performance in Elementary Schools With Tiered Implementation Success.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	A Qualitative Phenomenological Study Investigating the Link Between Comprehensive PBIS Adoption and Enhanced Student Performance in Elementary Schools With Tiered Implementation Success./
Author:	Zolkowski, David J.
Description:	1 online resource (166 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-10, Section: B.
Contained By:	Dissertations Abstracts International85-10B.
Subject:	Education. -
Online resource:	click for full text (PQDT)
ISBN:	9798382194110

A Qualitative Phenomenological Study Investigating the Link Between Comprehensive PBIS Adoption and Enhanced Student Performance in Elementary Schools With Tiered Implementation Success.
Zolkowski, David J.

A Qualitative Phenomenological Study Investigating the Link Between Comprehensive PBIS Adoption and Enhanced Student Performance in Elementary Schools With Tiered Implementation Success. - 1 online resource (166 pages)

Source: Dissertations Abstracts International, Volume: 85-10, Section: B.

Thesis (Ed.D.)--Marymount University, 2024.

Includes bibliographical references

Exploring Teachers' Perceptions of Positive Behavioral Interventions and Supports (PBIS) and Its Impact on Student Academic Achievement in Elementary Schools" investigates the gap in understanding how elementary teachers perceive PBIS's effectiveness in boosting student academic performance amidst behavioral challenges. This phenomenological qualitative research study delves into teachers' lived experiences with PBIS to evaluate its impact on student behavior and academic success. Grounded in transcendental phenomenology, it aims to uncover the essence of educators' interactions with PBIS, shedding light on its influence on both student achievement and educator support for the program within the educational environment. Data were collected from fifteen experienced elementary teachers through structured interviews and a Qualtrics survey over 13 weeks. These educators, with 4 to 12 years of PBIS implementation experience, provided insights into their attitudes towards PBIS via one-on-one virtual interviews and online surveys. Thematic analysis of interview data and statistical analysis of survey responses identified patterns in teachers' perceptions of PBIS. Findings indicate a positive view of PBIS among most teachers, recognizing its effectiveness in managing classroom behavior and indirectly enhancing academic achievement. However, challenges in addressing severe behavioral issues were noted, with calls for increased support, training, and consistency in implementation. The study concludes that PBIS's success hinges on comprehensive training and consistent application across all intervention tiers. Future research should explore PBIS strategies targeting severe behavioral challenges to ensure a holistic approach to improving student behavior and academic outcomes.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798382194110Subjects--Topical Terms:

555912
Education.
Subjects--Index Terms:

Academic achievementsIndex Terms--Genre/Form:

554714
Electronic books.

A Qualitative Phenomenological Study Investigating the Link Between Comprehensive PBIS Adoption and Enhanced Student Performance in Elementary Schools With Tiered Implementation Success.
LDR:03369ntm a22004217 4500 001 1146495
005 20240812064630.5
006 m o d
007 cr bn ---uuuuu
008 250605s2024 xx obm 000 0 eng d
020 $a 9798382194110
035 $a (MiAaPQ)AAI31144082
035 $a AAI31144082
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Zolkowski, David J. $3 1471890
245 1 2 $a A Qualitative Phenomenological Study Investigating the Link Between Comprehensive PBIS Adoption and Enhanced Student Performance in Elementary Schools With Tiered Implementation Success.
264 0 $c 2024
300 $a 1 online resource (166 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 85-10, Section: B.
500 $a Advisor: Tyler, Melinda.
502 $a Thesis (Ed.D.)--Marymount University, 2024.
504 $a Includes bibliographical references
520 $a Exploring Teachers' Perceptions of Positive Behavioral Interventions and Supports (PBIS) and Its Impact on Student Academic Achievement in Elementary Schools" investigates the gap in understanding how elementary teachers perceive PBIS's effectiveness in boosting student academic performance amidst behavioral challenges. This phenomenological qualitative research study delves into teachers' lived experiences with PBIS to evaluate its impact on student behavior and academic success. Grounded in transcendental phenomenology, it aims to uncover the essence of educators' interactions with PBIS, shedding light on its influence on both student achievement and educator support for the program within the educational environment. Data were collected from fifteen experienced elementary teachers through structured interviews and a Qualtrics survey over 13 weeks. These educators, with 4 to 12 years of PBIS implementation experience, provided insights into their attitudes towards PBIS via one-on-one virtual interviews and online surveys. Thematic analysis of interview data and statistical analysis of survey responses identified patterns in teachers' perceptions of PBIS. Findings indicate a positive view of PBIS among most teachers, recognizing its effectiveness in managing classroom behavior and indirectly enhancing academic achievement. However, challenges in addressing severe behavioral issues were noted, with calls for increased support, training, and consistency in implementation. The study concludes that PBIS's success hinges on comprehensive training and consistent application across all intervention tiers. Future research should explore PBIS strategies targeting severe behavioral challenges to ensure a holistic approach to improving student behavior and academic outcomes.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Education. $3 555912
650 4 $a Elementary education. $3 1148439
650 4 $a Educational evaluation. $3 555501
650 4 $a Educational psychology. $3 555103
650 4 $a Behavioral psychology. $3 1179418
653 $a Academic achievements
653 $a Behavior challenges
653 $a Positive Behavioral Interventions and Supports
653 $a Phenomenological research
653 $a Teacher perceptions
655 7 $a Electronic books. $2 local $3 554714
690 $a 0515
690 $a 0443
690 $a 0525
690 $a 0524
690 $a 0384
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Marymount University. $b School of Education. $3 1467664
773 0 $t Dissertations Abstracts International $g 85-10B.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31144082 $z click for full text (PQDT)