The problem at a rural Title I elementary school in a southern state is that it is unknown how teachers integrate Positive Behavioral Interventions and Supports (PBIS) with social studies. A qualitative descriptive case study was conducted to explore teachers’ perceptions of integrating PBIS within social studies classes to facilitate instruction and engage students in learning. The conceptual framework that grounded the study was the PBIS structure, an evidence based intervention practice and organizational system, used to support and improve behavioral and academic outcomes for students. The research questions concerned how teachers integrate PBIS with social studies to facilitate instruction and engage students in learning. Twelve K-5 elementary school teachers, who had received PBIS training for 2 semesters, volunteered to participate, and submitted 5 social studies lesson plans. Data were thematically analyzed using a priori, open, and axial coding strategies. Four themes emerged: Peer Mediated Instruction, Teacher Student Relationships, Positive Reinforcement, and Optimize Student Learning. Based on the findings, a white paper was developed to present findings and recommendations on how to address planning PBIS integration with social studies instruction. Teachers may benefit from positive social change resulting from implementation of the action plan to address student learning needs and improve student engagement. Students may benefit from the positive social change, resulting from improved learning in that they may become better prepared for higher education and future careers.
|Commitee:||White, Amy E., Howe, Mary E.|
|School Location:||United States -- Minnesota|
|Source:||DAI-A 81/10(E), Dissertation Abstracts International|
|Subjects:||Instructional Design, Curriculum development, Elementary education|
|Keywords:||Collaborate, Engage, Facilitate, Instruction, Integrate, PBIS|
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