Date

4-7-2023

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Sharon Michael-Chadwell

Keywords

Teacher perceptions, pbis, alternative school, Behavior, mtss, Behavior intervention, classroom behavior, teacher opinion, teacher perspectives, Behavior intervention initiatives

Disciplines

Education | Special Education and Teaching

Abstract

The purpose of this qualitative transcendental phenomenological study was to understand the teachers' perceptions of the implementation of behavior intervention initiatives in alternative schools. The theory guiding this study was the Concerns-Based Adoption Model (CBAM) framework, as it suggested that teachers' attitudes and behaviors in learning or implementing new philosophies, resources, and methodologies would be addressed to proceed to higher levels of curriculum implementation. This phenomenological study investigated 13 teachers' perceptions of implementing behavior intervention initiatives at several alternative school campuses in the United States. Qualitative data collection methods included individual interviews, a focus group, and questionnaires with experienced teachers who had implemented behavior intervention initiatives within the alternative school. The data analysis process selected was the Moustakas (1994) phenomenological model was described using phenomenological reduction in the following sections. (a) topic bracketing, (b) horizontalization, (c) theme clustering, (d) textural description of the experience, (e) structural descriptions of the experience, and (f) textural-structural synthesis. By analyzing and culling data, three themes emerged as the findings from this study that showed to be the influence of such outcomes in alternative school settings included: (a) misaligned interventions, (b) lack of teacher buy-in, and (c) team collaboration.

Download

Share

COinS