Dissertation
Transformative potential for increasing engagement and changing school climate: a case study
Doctor of Education (Ed.D.), Drexel University
2018
DOI:
https://doi.org/10.17918/D8BT15
Abstract
The at-risk, socioeconomically disadvantaged population at a Northern California middle school struggles with lower academic achievement and social adaptation issues. The purpose of this study was to explore the experiences of teachers working with these socioeconomically disadvantaged students who had participated in the three-part special intervention-growth mindset, thinking skills instruction, and Positive Behavioral Interventions and Supports-seeking to understand through the teachers' descriptions how this has affected engagement in the classroom and at school in overcoming the effects of their economic disadvantage. This case study recorded and analyzed the experiences teachers had following the students receiving instruction in developing growth mindsets and thinking skills, along with receiving support in learning and adapting social skills for changing social situations through Positive Behavioral Interventions and Supports. Four results emerged from this research: (a) Positive Behavioral Interventions and Supports is successful, but limited by a lack of a shared understanding of the program and a shift in reward tactics; (b) Mindset and thinking skills instruction positively influence teacher pedagogy; (c) Teaching socioeconomically disadvantaged students involves more than subject matter instruction; and (d) School Community relationships can be developed with Positive Behavioral Interventions and Supports infused with mindset and thinking skills instruction. The transformative potential for increasing engagement and changing school climate is what is available when schools implement an approach that teaches students about their brains and gives them skills for thinking in the moment along with a structure of PBIS to infuse positive support in dealing with misbehavior. This approach is based on Dweck's (2006) mindset work. Putting growth mindset together with Positive Behavioral Interventions and Supports and thinking skills instruction forms a three-legged stool that supports and encourages engagement in the classroom due to the safe learning environment, increased communication, and collaborative atmosphere that is established.
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Details
- Title
- Transformative potential for increasing engagement and changing school climate
- Creators
- Karen Koenig-Sanko - DU
- Contributors
- Kathy Dee Geller (Advisor) - Drexel University (1970-)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Number of pages
- xi, 148 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 8074; 991014632591304721