How PBIS Instructional Strategies Can Influence Student Engagement

Kathy Tucker; Sunddip Panesar-Aguilar; Jamie Jones

doi:doi:10.11648/j.edu.20221103.12

| Peer-Reviewed

How PBIS Instructional Strategies Can Influence Student Engagement

Kathy Tucker, Sunddip Panesar-Aguilar, Jamie Jones

Published in Education Journal (Volume 11, Issue 3)

Received: 13 April 2022 Accepted: 27 April 2022 Published: 7 May 2022

Views: Downloads:

Download PDF

Share This Article

Twitter
Linked In
Facebook

Abstract

School districts across the United States are using multiple systems to improve teacher instruction and student engagement. The problem at a middle school in North Texas is that it is unknown how middle school teachers are using Positive Behaviors Interventions and Supports (PBIS) to engage students. The purpose of this basic qualitative study was to explore how sixth-grade teachers are using PBIS instructional strategies to engage students, as well as sixth-grade teachers’ perceptions of PBIS for engaging students in the classroom. PBIS, along with Watson’s behavioral theory and Vygotsky’s cognitive development theory, served as the conceptional framework for this study. The research questions concerned how teachers used PBIS instructional strategies to engage students and teachers’ perceptions of PBIS instructional strategies to engage students. This study encompassed open-ended semi-structured interviews using nine participants who were certified teachers, taught a core subject, and used PBIS instructional strategies in their classrooms. The data was collected and analyzed through the process of open, axial, and selective coding. Three themes emerged: effective environment, systems for support, and learning leakages. Teachers may benefit from positive social change by gaining insight needed to better meet the needs of all students through PBIS systems. Students may benefit from positive social change by and enhance the overall learning experience and in turn, improving student academic achievement.

Published in	Education Journal (Volume 11, Issue 3)
DOI	10.11648/j.edu.20221103.12
Page(s)	90-94
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2022. Published by Science Publishing Group

Keywords

Student Engagement, Positive Behaviors Interventions and Support, Teacher Instruction, At-Risk Students, Engagement, Teaching

References

[1]	McShane, M., & Eden, M. (2015). Encouraging efficiency, rewarding quality: Lessons for school choice policy and practice. Journal of School Culture, 9 (1), 97–114. https://doi.org/10.1080/15582159.2015.998968
[2]	National Center for Education Statistics. (2018). Forum guide to early warning systems. https://nces.ed.gov/pubs2019/NFES2019035
[3]	Parsons, A., (2017). Accessibility and use of VLEs by student in further education. Research in Post-Compulsory Education, 22 (2), 271-288. https://doi.org/10.1080/13596748.2017.1314684
[4]	Horner, R. H., Sugai, G., & Lewis, T. (2015). Is school-wide positive behavior support an evidenced-based practice? https://doi.crossref.org/simpleTextQuery#:~:text=https%3A//home.lps.org/mtssb/files/2017/02/Evidence%2Dbase%2Dfor%20SWPBS.pdf%3Ffile% 3D2017/02/Evidence%2Dbase%2Dfor%2DSWPBS.pd
[5]	Childs, K. E., Kincaid, D., George, H. P., & Gage, N. A. (2016). The relationship between school-wide implementation of positive behavior intervention and supports and student discipline outcomes. Journal of Positive Interventions, 18 (2), 89–99. https://doi.org/10.1177/1098300715590398
[6]	Levi-Keren, M., & Patkin, D. (2016). Mathematics teachers’ professional development program—Needs and expectations. International Journal for Mathematics Teaching and Learning, 5, 1-33.
[7]	Center on PBIS. (2019). What is school-wide positive behavioral interventions and supports? https://www.pbis.org/topics/school-wide
[8]	Kagan, S., Kagan, M., & Kagan, L. (2016). 59 Kagan structures: Proven engagement strategies. Kagan Publishing.
[9]	Lane, K. L., Menzies, H. M., Ennis, R. P., & Bezdek, J. (2013). School-wide systems to promote positive behaviors and facilitate instruction. Journal of Curriculum and Instruction, 7 (1), 6–31. https://doi.org/10.3776/joci.2013.v7n1p6-31
[10]	Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
[11]	Merriam, S., & Tisdell, E. (2016). Qualitative research: A guide to design and implementation (4th ed.). San Francisco: Jossey-Bass.
[12]	McKellar, J. (2017). The effects of school-wide positive behavior interventions and supports on student achievement (Publication No. 1905027450) [Doctoral dissertation]. ProQuest Dissertations & Theses Global.
[13]	Sugai, G., & Horner, R. H. (2014). Positive behavioral support: School-wide. https://doi.crossref.org/simpleTextQuery#:~:text=https%3A//%20onlinelibrary.wiley.com/doi/full/10.1002/9781118660584.ese1902
[14]	Ismajli, H., & Imami-Morina, I. (2018). Differentiated instruction: Understanding and applying interactive strategies to meet the needs of all students. International Journal of Instruction, 11 (3), 207–218. https://doi.org/10.12973/iji.2018.11315a
[15]	George, A., Hall, G., & Stiegelbauer, S. M. (2006). Measuring implantation in school: The stages of concern questionnaire. Southwest Educational Development Laboratory.

Cite This Article

Plain Text BibTeX RIS

APA Style

Kathy Tucker, Sunddip Panesar-Aguilar, Jamie Jones. (2022). How PBIS Instructional Strategies Can Influence Student Engagement. Education Journal, 11(3), 90-94. https://doi.org/10.11648/j.edu.20221103.12

Copy | Download

ACS Style

Kathy Tucker; Sunddip Panesar-Aguilar; Jamie Jones. How PBIS Instructional Strategies Can Influence Student Engagement. Educ. J. 2022, 11(3), 90-94. doi: 10.11648/j.edu.20221103.12

Copy | Download

AMA Style

Kathy Tucker, Sunddip Panesar-Aguilar, Jamie Jones. How PBIS Instructional Strategies Can Influence Student Engagement. Educ J. 2022;11(3):90-94. doi: 10.11648/j.edu.20221103.12

Copy | Download

@article{10.11648/j.edu.20221103.12,
  author = {Kathy Tucker and Sunddip Panesar-Aguilar and Jamie Jones},
  title = {How PBIS Instructional Strategies Can Influence Student Engagement},
  journal = {Education Journal},
  volume = {11},
  number = {3},
  pages = {90-94},
  doi = {10.11648/j.edu.20221103.12},
  url = {https://doi.org/10.11648/j.edu.20221103.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20221103.12},
  abstract = {School districts across the United States are using multiple systems to improve teacher instruction and student engagement. The problem at a middle school in North Texas is that it is unknown how middle school teachers are using Positive Behaviors Interventions and Supports (PBIS) to engage students. The purpose of this basic qualitative study was to explore how sixth-grade teachers are using PBIS instructional strategies to engage students, as well as sixth-grade teachers’ perceptions of PBIS for engaging students in the classroom. PBIS, along with Watson’s behavioral theory and Vygotsky’s cognitive development theory, served as the conceptional framework for this study. The research questions concerned how teachers used PBIS instructional strategies to engage students and teachers’ perceptions of PBIS instructional strategies to engage students. This study encompassed open-ended semi-structured interviews using nine participants who were certified teachers, taught a core subject, and used PBIS instructional strategies in their classrooms. The data was collected and analyzed through the process of open, axial, and selective coding. Three themes emerged: effective environment, systems for support, and learning leakages. Teachers may benefit from positive social change by gaining insight needed to better meet the needs of all students through PBIS systems. Students may benefit from positive social change by and enhance the overall learning experience and in turn, improving student academic achievement.},
 year = {2022}
}

Copy | Download

TY  - JOUR
T1  - How PBIS Instructional Strategies Can Influence Student Engagement
AU  - Kathy Tucker
AU  - Sunddip Panesar-Aguilar
AU  - Jamie Jones
Y1  - 2022/05/07
PY  - 2022
N1  - https://doi.org/10.11648/j.edu.20221103.12
DO  - 10.11648/j.edu.20221103.12
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 90
EP  - 94
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20221103.12
AB  - School districts across the United States are using multiple systems to improve teacher instruction and student engagement. The problem at a middle school in North Texas is that it is unknown how middle school teachers are using Positive Behaviors Interventions and Supports (PBIS) to engage students. The purpose of this basic qualitative study was to explore how sixth-grade teachers are using PBIS instructional strategies to engage students, as well as sixth-grade teachers’ perceptions of PBIS for engaging students in the classroom. PBIS, along with Watson’s behavioral theory and Vygotsky’s cognitive development theory, served as the conceptional framework for this study. The research questions concerned how teachers used PBIS instructional strategies to engage students and teachers’ perceptions of PBIS instructional strategies to engage students. This study encompassed open-ended semi-structured interviews using nine participants who were certified teachers, taught a core subject, and used PBIS instructional strategies in their classrooms. The data was collected and analyzed through the process of open, axial, and selective coding. Three themes emerged: effective environment, systems for support, and learning leakages. Teachers may benefit from positive social change by gaining insight needed to better meet the needs of all students through PBIS systems. Students may benefit from positive social change by and enhance the overall learning experience and in turn, improving student academic achievement.
VL  - 11
IS  - 3
ER  -

Copy | Download

Author Information

Kathy Tucker

Richard Riley of College of Education and Human Sciences, Walden University, Minneapolis, USA
Sunddip Panesar-Aguilar

College of Health Sciences, University of St. Augustine for Health Sciences, St. Augustine, USA
Jamie Jones

Richard Riley of College of Education and Human Sciences, Walden University, Minneapolis, USA

Download PDF

Sections

Plain Text BibTeX RIS

APA Style

Kathy Tucker, Sunddip Panesar-Aguilar, Jamie Jones. (2022). How PBIS Instructional Strategies Can Influence Student Engagement. Education Journal, 11(3), 90-94. https://doi.org/10.11648/j.edu.20221103.12

Copy | Download

ACS Style

Kathy Tucker; Sunddip Panesar-Aguilar; Jamie Jones. How PBIS Instructional Strategies Can Influence Student Engagement. Educ. J. 2022, 11(3), 90-94. doi: 10.11648/j.edu.20221103.12

Copy | Download

AMA Style

Kathy Tucker, Sunddip Panesar-Aguilar, Jamie Jones. How PBIS Instructional Strategies Can Influence Student Engagement. Educ J. 2022;11(3):90-94. doi: 10.11648/j.edu.20221103.12

Copy | Download

@article{10.11648/j.edu.20221103.12,
  author = {Kathy Tucker and Sunddip Panesar-Aguilar and Jamie Jones},
  title = {How PBIS Instructional Strategies Can Influence Student Engagement},
  journal = {Education Journal},
  volume = {11},
  number = {3},
  pages = {90-94},
  doi = {10.11648/j.edu.20221103.12},
  url = {https://doi.org/10.11648/j.edu.20221103.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20221103.12},
  abstract = {School districts across the United States are using multiple systems to improve teacher instruction and student engagement. The problem at a middle school in North Texas is that it is unknown how middle school teachers are using Positive Behaviors Interventions and Supports (PBIS) to engage students. The purpose of this basic qualitative study was to explore how sixth-grade teachers are using PBIS instructional strategies to engage students, as well as sixth-grade teachers’ perceptions of PBIS for engaging students in the classroom. PBIS, along with Watson’s behavioral theory and Vygotsky’s cognitive development theory, served as the conceptional framework for this study. The research questions concerned how teachers used PBIS instructional strategies to engage students and teachers’ perceptions of PBIS instructional strategies to engage students. This study encompassed open-ended semi-structured interviews using nine participants who were certified teachers, taught a core subject, and used PBIS instructional strategies in their classrooms. The data was collected and analyzed through the process of open, axial, and selective coding. Three themes emerged: effective environment, systems for support, and learning leakages. Teachers may benefit from positive social change by gaining insight needed to better meet the needs of all students through PBIS systems. Students may benefit from positive social change by and enhance the overall learning experience and in turn, improving student academic achievement.},
 year = {2022}
}

Copy | Download

TY  - JOUR
T1  - How PBIS Instructional Strategies Can Influence Student Engagement
AU  - Kathy Tucker
AU  - Sunddip Panesar-Aguilar
AU  - Jamie Jones
Y1  - 2022/05/07
PY  - 2022
N1  - https://doi.org/10.11648/j.edu.20221103.12
DO  - 10.11648/j.edu.20221103.12
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 90
EP  - 94
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20221103.12
AB  - School districts across the United States are using multiple systems to improve teacher instruction and student engagement. The problem at a middle school in North Texas is that it is unknown how middle school teachers are using Positive Behaviors Interventions and Supports (PBIS) to engage students. The purpose of this basic qualitative study was to explore how sixth-grade teachers are using PBIS instructional strategies to engage students, as well as sixth-grade teachers’ perceptions of PBIS for engaging students in the classroom. PBIS, along with Watson’s behavioral theory and Vygotsky’s cognitive development theory, served as the conceptional framework for this study. The research questions concerned how teachers used PBIS instructional strategies to engage students and teachers’ perceptions of PBIS instructional strategies to engage students. This study encompassed open-ended semi-structured interviews using nine participants who were certified teachers, taught a core subject, and used PBIS instructional strategies in their classrooms. The data was collected and analyzed through the process of open, axial, and selective coding. Three themes emerged: effective environment, systems for support, and learning leakages. Teachers may benefit from positive social change by gaining insight needed to better meet the needs of all students through PBIS systems. Students may benefit from positive social change by and enhance the overall learning experience and in turn, improving student academic achievement.
VL  - 11
IS  - 3
ER  -

Copy | Download