Date of Award
Fall 11-15-2017
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Education
First Advisor/Committee Member
Dr. Cher Edwards
Second Advisor/Committee Member
Dr. Jorge Preciado
Third Advisor/Committee Member
Dr. Nyaradzo Mvududu
Keywords
rural schools, poverty, PBIS, loss of industry, multi-tiered systems of support
Abstract
There are many challenges faced by rural school communities in the Pacific Northwest. Problems such as social isolation, poverty, limited resources, and the disappearance of traditional industries such as, timber production, farming and forest service professions are often reflected in local school culture. While rural schools pose interesting challenges, there are limited studies that explore the experiences and perceptions of staff sustaining multi-tiered systems of support (MTSS) such as positive behavior interventions and support (PBIS). The purpose of this phenomenological study is to examine the perceptions and experiences of administrators, teachers, specialists and support staff at a rural elementary school in the Pacific Northwest sustaining PBIS. The aim of the study is to provide a thorough description of lived experiences from staff in relation to their school practices, context, local history, general practices, and cultural nuances associated to working in a rural elementary school.
Recommended Citation
Flores, Omar, "Experiences of Teachers and Staff Sustaining PBIS Practices at a Rural Elementary School in the Pacific Northwest" (2017). Education Dissertations. 24.
https://digitalcommons.spu.edu/soe_etd/24
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