Abstract
ABSTRACT
Purpose. The purpose of this qualitative case study was to explore educators’ perceptions of the effectiveness of the PBIS framework in reducing the use of exclusionary discipline of African American students and increasing the academic achievement of African American students in a traditional middle school setting.
Theoretical Framework. The theoretical framework for this study was based on Walberg’s (1981) theory of educational productivity. Nine factors identified by Walberg’s theory include: (a) student’s prior achievement, (b) student’s development, (c) student’s motivation, (d) the amount of time students spend learning, (e) quality of instruction students receive, (f) home environment, (g) classroom environment, (h) peers outside of school, and (i) student’s use of time outside of school.
Research Methodology. This was a qualitative case study using one-on-one, semi-structured interviews. Twelve teachers participated in this study. Data was analyzed and coded using software called Delve. Interviews were audio recorded and transcribed. In addition, the researcher also took detailed notes during the interviews.
Findings and Conclusions. In response to the research questions, the PBIS framework has no effect on reducing the suspensions rates and improving the academic achievement of African American students. There have been many challenges to the implementation of the PBIS framework at all three sites. Some of the challenges reported is that not every teacher believes that the PBIS framework is effective and that PBIS creates extra work for teachers.
Recommendations. Recommendations for practice include understanding and analyzing the culture of students being served will strengthen the success of the implementation of the PBIS framework. In addition, to implement the PBIS framework with fidelity, it is crucial that sites have an adequate amount of time and buy-in from staff members. This study adds to the limited research of PBIS implementation in traditional middle schools. It is important to understand how PBIS provides support for African American students. This study can help further the understanding of the PBIS framework and how PBIS can impact the use of exclusionary discipline on African American students and impact their academic achievement.