A QUALITATIVE STUDY OF THE IMPLEMENTATION OF A CLASSROOM-BASED POSITIVE BEHAVIORAL INTERVENTIONS AND SUPPORTS PRACTICE IN A COMPREHENSIVE HIGH SCHOOL
Doctor of Education (EdD), Washington State University
2024
This qualitative study examined teacher perception of their participation in a professional development program designed to increase teacher use of praise in classrooms, a Positive Behavioral Supports and Interventions practice, in a comprehensive high school. The study examined teacher perception related to their classroom climate, classroom management, and their role as an educator related to professional development in a comprehensive high school. Participants were interviewed before and after participation in a six-week observation and feedback cycle. Holistic analysis of participant experience suggests that because of participation in the study, participants perceived themselves and their classrooms to be more positive and relational, more connected and student centered, having higher levels of empathy and understanding towards students, and desiring deeper, more honest connection with colleagues around teaching practice. Recommendations for school leaders include creating safe places for teachers to reflect on their practice, developing ongoing observation and feedback cycles for high-leverage teaching strategies, and celebrating the teachers who engage these practices.
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- A QUALITATIVE STUDY OF THE IMPLEMENTATION OF A CLASSROOM-BASED POSITIVE BEHAVIORAL INTERVENTIONS AND SUPPORTS PRACTICE IN A COMPREHENSIVE HIGH SCHOOL
- Mathew Lee Orndorff
- Kristin Huggins (Advisor)Johnny Lupinacci (Committee Member)Jeff Walls (Committee Member)
- Washington State University
- Department of Educational Leadership, Sport Studies, and Educational/Counseling Psychology
- Doctor of Education (EdD), Washington State University
- 134
- 99901393899001842
- English
- Dissertation