A Qualitative Analysis of Middle and High School Teacher Perceptions of Schoolwide Positive Behavior Supports

Autor/inn/en	Feuerborn, Laura L.; Wallace, Caroline; Tyre, Ashli D.
Titel	A Qualitative Analysis of Middle and High School Teacher Perceptions of Schoolwide Positive Behavior Supports
Quelle	In: Journal of Positive Behavior Interventions, 18 (2016) 4, S.219-229 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-3007
DOI	10.1177/1098300716632591
Schlagwörter	Qualitative Research; Middle Schools; High Schools; Secondary School Teachers; Teacher Attitudes; Positive Behavior Supports; Student Behavior; Special Education Teachers; Teacher Surveys; Educational Resources; Educational Philosophy; Educational Environment; Stress Variables; Administrator Role; Change Strategies; Student Participation; Parent Participation; Cooperation; Teacher Student Relationship; Washington + Suchen Sie Ihr Suchwort? Qualitative Forschung; Middle school; Mittelschule; Mittelstufenschule; High school; Oberschule; Lehrerverhalten; Student behaviour; Schülerverhalten; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Bildungsmittel; Bildungsphilosophie; Erziehungsphilosophie; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lösungsstrategie; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Elternmitwirkung; Co-operation; Kooperation; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Full stakeholder support for any innovation can be difficult to achieve, particularly in complex systems such as middle and high schools. Increasingly, obtaining middle and high school teacher support for Schoolwide Positive Behavior Supports (SWPBS) is identified as a challenging yet crucial element of implementation. The reasons behind these challenges are not well understood; thus, the purpose of this study was to attain a better understanding of the SWPBS-related needs and concerns of middle and high school teachers. Thematic analysis was used to analyze open-ended concerns statements and statements of need from teachers working in 19 middle and high schools. Regardless of SWPBS implementation level, the most prevalent concerns pertained to staff support and consensus, and the most prevalent needs were related to collaboration. There were high levels of consistency in concerns and needs, with a few differences found in the concerns and needs statements of teachers in implementing and low-implementing schools. Full results, limitations, and implications for future research and practice are discussed. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01