Date of Award

2018

Document Type

Open Access Thesis

Degree Name

Master of Arts in Education (MAE)

Department

Education

First Advisor

Donna Patterson

Second Advisor

Suzanne Gikas

Third Advisor

Bonnie Tensen

Abstract

In recent years, school districts have begun to utilize evidence-based approaches to teaching and promoting appropriate behaviors such as Positive Behavioral Interventions and Supports (PBIS), Responsive Classroom and Developmental designs. While these programs have been shown to be successful in a variety of settings, there continues to be an alarming increase in the amount of students who engage in a range of highly disruptive behaviors in school. Teachers report being underprepared, or not prepared at all, to effectively manage challenging behaviors from students, which leads to high rates of teacher burnout and attrition. Teacher preparation institutions need to provide classroom and behavior management methodology to ensure that their teachers are entering the field fully prepared to successfully create safe and accessible learning environments for all of their students, regardless of the challenges they bring with them to school. The purpose of this project is to explore general education teachers'understanding of and training in positive, proactive behavior management strategies and how to incorporate them into daily classroom practice.

Identifier

SC 11.MAE.2018.Lynham.K

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