An Exploratory Case Study of PBIS Implementation Using Social Network Analysis

Autor/inn/en	Whitcomb, Sara A.; Woodland, Rebecca H.; Barry, Shannon K.
Titel	An Exploratory Case Study of PBIS Implementation Using Social Network Analysis
Quelle	In: International Journal of School & Educational Psychology, 5 (2017) 1, S.52-64 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2168-3603
DOI	10.1080/21683603.2016.1185752
Schlagwörter	Case Studies; Positive Behavior Supports; Program Implementation; Social Networks; Network Analysis; Leadership; Teamwork; Information Dissemination; Team Teaching; Matrices; Intervention; Elementary Schools; Middle Schools; Suburban Schools; Data Collection; Check Lists; Innovation + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Social network; Soziales Netzwerk; Netzplantechnik; Führung; Führungsposition; Informationsverbreitung; Teamteaching; Matrizenrechnung; Elementary school; Grundschule; Volksschule; Middle school; Mittelschule; Mittelstufenschule; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Data capture; Datensammlung; Checkliste
Abstract	An exploratory case study is presented in which social network analysis (SNA) was used to explore how school teaming structures influence the implementation of School-Wide Positive Behavioral Interventions and Supports (PBIS). The authors theorized that PBIS leadership teams that include members with connections to all other information-sharing teams (e.g., grade level teacher teams) within schools would enable more comprehensive PBIS implementation. Matrices and sociograms depicting the structure and attributes of school-based teams, PBIS implementation data, and teacher self-reports were analyzed in two schools. Findings suggest that the configuration and positioning of PBIS leadership teams within a school's communication network will influence school-wide implementation and the degree to which teachers accurately articulate school-wide core values and teach core values to their students. Implications for the configuration of PBIS leadership teams and the use of SNA to examine how teams constrain or advance PBIS implementation are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01