&lt;em&gt;Who’s Getting Targeted for Behavioral Interventions? Exploring the Connections between School Culture, Positive Behavior Support, and Elementary Student Achievement&lt;/em&gt;

Reno, Geoffrey D.; Friend, Jennifer; Caruthers, Loyce; Smith, D.I.

doi:10.7709/jnegroeducation.86.4.0423

Cited by 13 publications

(6 citation statements)

References 33 publications

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“…To address inequity in discipline practices, educators must commit to developing strategies for not only an equitable decrease of discipline practices but also equitable increase of praise and reinforcement. There are insufficient data concerning the disproportionate use of praise and other reinforcement procedures, although national data clearly indicate that discipline is not distributed in an equitable manner in schools (Gregory et al, 2016;Reno et al, 2018;U.S. Department of Education, Office for Civil Rights, 2014).…”

Section: Current Studymentioning

confidence: 99%

“…Federal mandates, such as the No Child Left Behind (NCLB) Act of 2001 and its replacement, Every Student Succeeds Act (ESSA) of 2015, have been created to safeguard equity in education, but have had limited progress in ensuring the success of all students (McGuinn, 2016).Statistics indicate that students of color are more likely to receive office discipline referrals (ODRs), be given out-ofschool suspension, and drop out or be expelled from school than their White peers (Bal, 2016; U.S. Department of Education, 2016). In addition, they are more likely to be punished for subjective reasons such as disrespect, calling out, or speaking in a volume above conversation level than their White peers (Reno et al, 2018) and are at heightened risk of experiencing a negative relationship with their teachers compared with White peers (Decker et al, 2007). Skiba and colleagues (2002) reported that students of color are 2 or 3 times more likely to be expelled or suspended than their White peers, which perpetuates racial segregation and establishes disparate access to the general education system and academic success.…”

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confidence: 99%

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Promoting Equity in Teachers’ Use of Behavior-Specific Praise With Self-Monitoring and Performance Feedback

Knochel

Blair

Kincaid

et al. 2020

Journal of Positive Behavior Interventions

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This study examined the impact of teacher training interventions on establishing equity in teacher implementation of a common positive behavior classroom support strategy, behavior-specific praise (BSP), in four elementary classrooms. Teacher self-monitoring and written performance feedback were used to support teachers in improving classroom practices by establishing proportionate praise and discipline practices across racially diverse students. A multiple-baseline across participants design was used to evaluate the impact of self-monitoring and written performance feedback with and without equity-focused procedures on teacher delivery of BSP and reprimands and their perception of student classroom behavior. Results indicated that the typical self-monitoring and written performance feedback were effective in increasing the participating teachers’ overall rates of delivering BSP and reducing reprimands; however, substantial disparities in praise delivery were observed among student racial groups across teachers. Additional feedback regarding equity was necessary for reducing disparities in teacher behavior. The results also indicated that teacher perception of student classroom behavior improved, as a result of the teacher training intervention.

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Section: Current Studymentioning

confidence: 99%

mentioning

confidence: 99%

Promoting Equity in Teachers’ Use of Behavior-Specific Praise With Self-Monitoring and Performance Feedback

Knochel

Blair

Kincaid

et al. 2020

Journal of Positive Behavior Interventions

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“…Servant leadership philosophy, which focuses on solving problems and meeting needs, require organizational compliance, positive organizational change, and maximum employee contribution for a successful organization (Barbuto & Wheeler, 2006;Sendjaya & Sarros, 2002;Stone, Russell, & Patterson, 2004;Spears, 2010). School principals with servant leadership behaviors are expected to communicate effectively with teachers and find solutions to their problems (Kahveci & Aypay, 2013;Reno, Friend, Caruthers & Smith, 2017). In this context, servant leaders have an impact on supportive school culture of values, experiences and traditions.…”

Section: Servant Leadership and Supportive School Culturementioning

confidence: 99%

The Effect of Servant Leadership on Teacher Alienation: The Mediating Role of Supportive School Culture

Polatcan¹

2020

IOJES

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The aim of this study was to determine teachers' perceptions of the mediating role of supportive school culture in the relationship between school principals' servant leadership behaviors and teacher alienation. A correlational survey model was used. Study sample consisted of 244 teachers recruited using simple random sampling. Data were collected using the Servant Leadership Assessment Instrument, Teacher Alienation Scale and Supportive school culture Scale. Results show that servant leadership is negatively correlated with teacher alienation and that school principals' servant leadership behaviors predict teacher alienation. Supportive school culture has a mediating effect on school principals' servant leadership behaviors and teacher alienation. Results were compared with the literature, and recommendations were made to practitioners.

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“…Even after a century of changes to student behavior philosophies, educators are still concerned about classroom management and student behavior (Reno et al, 2017). Phi Delta Kappa annually reports the findings of their survey about education in the United States.…”

Section: Overview Of Classroom Management Concerns Over Timementioning

confidence: 99%

“…Classroom and student behavior management has been a consistent area of concern since the inception of the American public school system (Borgmeier et al, 2016;Reno et al, 2017).…”

Section: Introduction To the Studymentioning

confidence: 99%

Leadership Support for Teachers' Classroom Management and Student Behavior Professional Learning

Leonardo

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Student behavior and classroom management are consistently identified as top reasons teachers leave the profession. A descriptive phenomenological study was conducted in a suburban school district in north Texas to identify how teachers perceive the deficits in their classroom management knowledge and to provide school leaders with data to guide plans for professional learning about effective classroom management strategies. Findings are based on both teachers' and principals' perceptions of supports that are needed or provided. Nine teachers (three elementary, three middle, and three high school) and six administrators (two elementary, two middle, and two high school) were interviewed using semi-structured interview protocols. Data were analyzed using seven a priori codes from which themes were developed. The findings showed that teachers generally do not feel well-prepared to address student behavior and classroom management. Emerged themes from both teacher and principal interviews identified deficits in professional learning received from their teacher preparation program, campus leaders, and district leaders. The top reasons why teachers struggled with student behavior and classroom management were: (a) application of learning, (b) deficits in support, (c) deficits in training, (d) physical and emotional toll, and (e) student deficits in social skill development. To help teachers feel better prepared to address student behavior and classroom management, they need: (a) to spend time with a first-and second-year teacher cohort, (b) be part of a campus with a growth mindset culture, (c) increased campus administrator support, (d) increased coaching support, (d) increased district administrator support, (e) revamped teacher preparation programs with relevant learning, and (f) differentiated, targeted professional learning.

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<em>Who’s Getting Targeted for Behavioral Interventions? Exploring the Connections between School Culture, Positive Behavior Support, and Elementary Student Achievement</em>

Cited by 13 publications

References 33 publications

Promoting Equity in Teachers’ Use of Behavior-Specific Praise With Self-Monitoring and Performance Feedback

Promoting Equity in Teachers’ Use of Behavior-Specific Praise With Self-Monitoring and Performance Feedback

The Effect of Servant Leadership on Teacher Alienation: The Mediating Role of Supportive School Culture

Leadership Support for Teachers' Classroom Management and Student Behavior Professional Learning

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