The purpose of this multiple case study was to learn about the underlying theories, attitudes, and beliefs of a sample of kindergarten teachers and to explore parent perceptions concerning color clip behavior charts utilized to report daily behavior in Positive Behavioral Interventions and Supports (PBIS) kindergarten classrooms. Although school districts have adopted PBIS, kindergarten teachers across Georgia continue to use color clip behavior systems to report behavior to parents. A gap exists in the research and literature on how color clip charts impact classroom climate in PBIS schools.
Four kindergarten teachers from three Georgia school districts and nine parents participated in the study. Qualitative interviews, classroom observations, and artifact collections were used to gather data. Findings indicated kindergarten teachers believe it is important to hold students accountable for behavior by using color clip systems to issue rewards and punishments. Teacher participants also believed it is important to report daily behavior infractions to parents. Parents value meaningful home and school communications. Teachers and parents must be cognizant of the physical, emotional, and cognitive reactions children have to color clip behavior charts.
This study provided direction for those seeking to promote and sustain an effective learning environment, while maintaining a physically and emotionally safe classroom climate. The results of this study may assist other educators in the state of Georgia and add to an emerging body of research evidence highlighting positive behavioral interventions and supports as an influential feature of data-driven classroom management systems.
|Advisor:||Benson, Barbara E.|
|Commitee:||Ford, Carolyn W., Moody, K. Michael|
|Department:||School of Education|
|School Location:||United States -- Georgia|
|Source:||DAI-A 81/2(E), Dissertation Abstracts International|
|Subjects:||Early childhood education, Educational sociology|
|Keywords:||Classroom management, Color clip behavior charts, Daily behavior report cards, Positive Behavior Interventions and Supports, Positive classroom climate|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be