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

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	A Qualitative Phenomenological Study Investigating the Link Between Comprehensive PBIS Adoption and Enhanced Student Performance in Elementary Schools With Tiered Implementation Success./
作者:	Zolkowski, David J.
面頁冊數:	1 online resource (166 pages)
附註:	Source: Dissertations Abstracts International, Volume: 85-10, Section: B.
Contained By:	Dissertations Abstracts International85-10B.
標題:	Education. -
電子資源:	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.
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