Dissertation/Thesis Abstract

A Comparison of Two Middle Schools Implementation of Positive Behavior Interventions and Supports (PBIS)
by Blessington, Timothy Mark, Ed.D., Widener University, 2019, 222; 13814964
Abstract (Summary)

This research study examined the perceptions of educators regarding the effectiveness of the Positive Behavior Interventions and Supports (PBIS) program, which is designed to improve the climate and culture of the educational environment. Presently, schools are implementing PBIS programs, which focus on social frameworks such as climate and culture (NCES, 2016). PBIS has been employed by more than twenty-five thousand school systems in the United States and abroad (pbis.org). The PBIS program is utilized in two middle schools of a Pennsylvania Suburban School District (PaSSD). This study sought to answer the following questions: According to educators in a middle school setting, what are the factors which affect climate and culture? What are the factors which account for the efficacy of the PBIS program to establish and maintain a positive and supportive climate and culture? After a series of personal interviews (N=26), data were coded and analyzed. A series of 11 main themes (parents; poverty; technology; student behavior; student population; climate & culture; building relationships with students; teacher turnover & shortages; admin. support, buy-in & follow through; staff perceptions, buy-in & perceived efficacy of the PBIS program; and community) emerged as the subjects educators wanted to discuss. Parents, poverty, student behavior and the community emerged as factors of sharp contrast between the two schools. Poverty figured prominently as a confounding variable hindering the PBIS effort in PaSSD School #1 while in PaSSD School #2 it was not mentioned. Recommendations for future research include the expansion of the scope of future investigations to incorporate a greater number of schools and socioeconomic strata.

Indexing (document details)
Advisor: Yoder, Noreen
Commitee: Rentschler, David, Wolfe, Zora
School: Widener University
Department: Education
School Location: United States -- Pennsylvania
Source: DAI-A 80/09(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Educational evaluation, Middle School education, Education Policy, Education philosophy
Keywords: Climate, Culture, Discipline, Educational environment, Pbis, Poverty
Publication Number: 13814964
ISBN: 9781392135914
Copyright © 2019 ProQuest LLC. All rights reserved. Terms and Conditions Privacy Policy Cookie Policy
ProQuest