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Perspectives and Practices of Ohio School Leaders Using School-wide Positive Behavior Supports

Fauver, Kristine Siesel
http://rave.ohiolink.edu/etdc/view?acc_num=toledo1216604240

Abstract Details

2008, Doctor of Education, University of Toledo, Educational Administration and Supervision.
This research was a qualitative study of how school leaders perceive and practice School-wide Positive Behavior Supports (SWPBS). This study was designed based on an assumption that educators' attitudes and actions toward discipline are interrelated.Three Ohio elementary schools using SWPBS provided the opportunistic sample for this study. At each school site, the principal and a teacher were interviewed about SWPBS perceptions and practices, observations were recorded, and documents and artifacts were collected. The data were analyzed in three ways: a descriptive analysis of each site, a comparative analysis within each site and among sites, and an interpretive analysis. Major themes emerged linking the SWPBS perceptions and practices: acquiring and adapting perceptions, and then instilling and inspiring practices. In essence, the perceptions that are favorable toward SWPBS appeared to be acquired through formative experiences and through formal SWPBS trainings. These perceptions were adapted through collaborative discussions among staff. Through congruent practices, PBS was instilled on a school-wide basis. Finally, the effectiveness of these practices inspired future SWPBS practice. The study findings were connected to theoretical constructs in sociology and psychology. School-wide positive behavior support practices and perceptions were associated with transformational leadership and democratic and social values. The climates in the three elementary schools in this study were characterized by openness, warmth, positive regard, and high academic aspirations The general perceptions of SWPBS leaders in this study included: desiring to make a difference among students, envisioning more effective behavioral practices, and valuing the community. The prevalent SWPBS practices among leaders in this study were: collaborating with one another, posting of core rules prominently throughout the buildings, using a matrix to depict behavioral expectation throughout the school, giving reward tickets to students who exemplify expected behavior, communicating with staff regarding behavior expectations, charting behavior, and using office referral forms to record and respond to inappropriate student behavior Applications for school practice, policy development, and training are offered. Considerations for further research in school discipline practices are provided.
Barbara Bleyaert, EdD (Committee Chair)
Caroline Roettger, EdD (Committee Member)
Lloyd Roettger, PhD (Committee Member)
Carol Fornof, PhD (Committee Member)
187 p.
Education; Educational Psychology
school discipline; educational leadership; positive behavior support

Recommended Citations

Citations

  • Fauver, K. S. (2008). Perspectives and Practices of Ohio School Leaders Using School-wide Positive Behavior Supports [Doctoral dissertation, University of Toledo]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1216604240

    APA Style (7th edition)

  • Fauver, Kristine. Perspectives and Practices of Ohio School Leaders Using School-wide Positive Behavior Supports. 2008. University of Toledo, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=toledo1216604240.

    MLA Style (8th edition)

  • Fauver, Kristine. "Perspectives and Practices of Ohio School Leaders Using School-wide Positive Behavior Supports." Doctoral dissertation, University of Toledo, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1216604240

    Chicago Manual of Style (17th edition)

toledo1216604240
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© 2008, all rights reserved.
This open access ETD is published by University of Toledo and OhioLINK.