Ed.D. Dissertations

Date of Award

4-2017

Document Type

Open Access Dissertation

College

College of Education

Department

Education

Degree Name

Doctorate of Education, Ed.D.

First Supervisor

Mark E. Jimenez, Ed.D.

Second Supervisor

Christopher Maddox, Ph.D.

Third Supervisor

La’Toya Thomas-Dixon, Ed.D.

Keywords

Positive Behavioral Interventions and Supports, teacher perception, referral form

Abstract

The objective of this dissertation is to explore how preservice training impact teachers’ perceptions of their practices related to implementing a Positive Behavioral Interventions and Supports (PBIS) plan in intermediate grade levels. This was accomplished through qualitative methods of data collection and analysis, namely surveys, interviews, and focus groups. Participants attended two focus group meetings during the study to express their concerns and receive information on the data of the pretest and posttest surveys. Interviews were conducted with three of the ten participants for more in-depth investigation of teachers’ perceptions. The findings showed a strong connection between providing a preservice training and teachers’ perceptions. The study concluded that proving teachers with training increased their perceptions by providing resources to be effective in implementing their plan. The school community was changed through the study with students receiving more incentives and rewards for making good choices and reduced referral forms. These findings shed light on the topic of providing preservice training for teachers to assist in their effectiveness in the classroom and allow more instructional time for academics.

Previous Versions

Apr 7 2017

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