Date of Award

Summer 5-22-2017

Document Type

Dissertation - University of Massachusetts Global access only

Degree Name

Doctor of Education (EdD)

Department

Organizational Leadership

First Advisor

Phil Pendley, Ed.D.

Second Advisor

Jonathan Greenberg, Ed.D.

Third Advisor

Kathy Nash, Ed.D

Abstract

Purpose: The purpose of this mixed method explanatory sequential study was to determine if differences exist between pre- Schoolwide Positive Behavioral Interventions and Supports (SWPBIS) and post-PBIS grade point averages, suspension rates, and attendance rates in middles schools in California that have implemented PBIS for at least three years. An additional purpose was to describe the impact of PBIS on these schools according to their site principals. Methodology: The mixed method explanatory sequential design was selected for this study. The quantitative method was used to gather archived data on pre-PBIS and postPBIS grade point averages, suspension rates, and attendance rates to determine if a difference exists. The qualitative method was used to gather data on how the site principal felt that PBIS has impacted their school. The researcher collected this qualitative data through in depth interviews. Findings: Analysis of both quantitative data and qualitative data showed a significant difference in pre and post PBIS student success indicators. In addition, site principals felt that PBIS impacted their sites in a positive way. Conclusions: Based on the findings from this study it is recommend that both districts and schools look into implementation of PBIS. Districts should ensure that resources are allocated to support the implementation of PBIS throughout the district. School site v leaders should also ensure that resources are made available support the implementation of PBIS. Recommendations: It is recommended that further studies on similar student success indicators be done at the high school and elementary levels.

Download

Share

COinS