國立虎尾科技大學 |

Dynamics of an instructional support team related to student outcomes.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Dynamics of an instructional support team related to student outcomes./
Author:	Bolen, James E.
Description:	1 online resource (228 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-08(E), Section: A.
Contained By:	Dissertation Abstracts International79-08A(E).
Subject:	Education. -
Online resource:	click for full text (PQDT)
ISBN:	9780355885026

Dynamics of an instructional support team related to student outcomes.
Bolen, James E.

Dynamics of an instructional support team related to student outcomes. - 1 online resource (228 pages)

Source: Dissertation Abstracts International, Volume: 79-08(E), Section: A.

Thesis (Ed.D.)--St. John's University (New York), School of Education and Human Services, 2018.

Includes bibliographical references

School climate plays an essential part of student development, with discipline playing a central role in the perception of school climate. When looking at the role educators play in supporting school climate, it is important to examine not only the role of academics, but also to see how support services are employed when looking at other relationships in a school building. Reducing office discipline referrals (ODR) can improve school climate and have an overall benefit on the entire school population (Noltemeyer, Ward & Mcloughlin, 2015; Brown, 2007; Flannery, Fenning, Kato and McIntosh, 2014; Bradshaw, Waasdorp & Leaf, 2015; Tobin, 2008). The use of student support teams for the purposes of reviewing not only academic placement, but for preventing disciplinary infractions has been on the increase (Etscheidt and Knesting, 2007). These student support teams are made up of various members of the pupil personnel staff, including, but not limited to, social workers, school psychologists, teachers and building administrators. It is important to understand the dynamics of these teams as it relates to their purpose of supporting students to prevent ODRs. This qualitative case study, based on the observations of an elementary school instructional support team (IST) found that the balancing individual members needs was important in maintaining support for the IST and impacting behavioral support plans. Data was triangulated with observations, interviews and researcher's field notes of the meetings. Interviews with specific members of the team focused on the decision-making process and follow-up process of the team as it relates to student intervention strategies. Artifacts, such as agendas and actions plans, were collected to triangulate with the interviews and observations to form a realistic picture of IST dynamics and examined how well the team adhered to its stated goals (Gutkin and Nemeth, 1997).

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355885026Subjects--Topical Terms:

555912
Education.
Index Terms--Genre/Form:

554714
Electronic books.

Dynamics of an instructional support team related to student outcomes.
LDR:03181ntm a2200337Ki 4500 001 919809
005 20181129120549.5
006 m o u
007 cr mn||||a|a||
008 190606s2018 xx obm 000 0 eng d
020 $a 9780355885026
035 $a (MiAaPQ)AAI10831623
035 $a AAI10831623
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Bolen, James E. $3 1194459
245 1 0 $a Dynamics of an instructional support team related to student outcomes.
264 0 $c 2018
300 $a 1 online resource (228 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: Dissertation Abstracts International, Volume: 79-08(E), Section: A.
500 $a Adviser: Barbara Cozza.
502 $a Thesis (Ed.D.)--St. John's University (New York), School of Education and Human Services, 2018.
504 $a Includes bibliographical references
520 $a School climate plays an essential part of student development, with discipline playing a central role in the perception of school climate. When looking at the role educators play in supporting school climate, it is important to examine not only the role of academics, but also to see how support services are employed when looking at other relationships in a school building. Reducing office discipline referrals (ODR) can improve school climate and have an overall benefit on the entire school population (Noltemeyer, Ward & Mcloughlin, 2015; Brown, 2007; Flannery, Fenning, Kato and McIntosh, 2014; Bradshaw, Waasdorp & Leaf, 2015; Tobin, 2008). The use of student support teams for the purposes of reviewing not only academic placement, but for preventing disciplinary infractions has been on the increase (Etscheidt and Knesting, 2007). These student support teams are made up of various members of the pupil personnel staff, including, but not limited to, social workers, school psychologists, teachers and building administrators. It is important to understand the dynamics of these teams as it relates to their purpose of supporting students to prevent ODRs. This qualitative case study, based on the observations of an elementary school instructional support team (IST) found that the balancing individual members needs was important in maintaining support for the IST and impacting behavioral support plans. Data was triangulated with observations, interviews and researcher's field notes of the meetings. Interviews with specific members of the team focused on the decision-making process and follow-up process of the team as it relates to student intervention strategies. Artifacts, such as agendas and actions plans, were collected to triangulate with the interviews and observations to form a realistic picture of IST dynamics and examined how well the team adhered to its stated goals (Gutkin and Nemeth, 1997).
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Education. $3 555912
650 4 $a Educational administration. $3 1148465
650 4 $a Special education. $3 567627
655 7 $a Electronic books. $2 local $3 554714
690 $a 0515
690 $a 0514
690 $a 0529
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a St. John's University (New York), School of Education and Human Services. $3 1180120
773 0 $t Dissertation Abstracts International $g 79-08A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10831623 $z click for full text (PQDT)