CCS Guide To Research & Program Evaluation
February 2025
Dr. Amber Hill
Exploring the Teacher Perceptions of the Overrepresentation Disciplinary Actions Against African American Male Elementary School Students
Introduction and Background
Objectives/Goals of Project
⮚ The research questions that guided this study are as follows:
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Participants/Sample Size
* Certified to teach in the state of
Ohio.
* Have completed some type of
PBIS training.
* Have experience implementing
PBIS.
* Worked in the school district
while the PBIS intervention was
implemented.
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Findings
A presentation of the evaluation results, organized around the research questions.
Conceptual Frameworks
⮚Ladson-Billings’ (1995) Culturally Relevant Pedagogy Theory
⮚ Skinner’s (1938) Operant Conditioning Theory
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Data Collection
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Findings
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Theme 1: Training and Support Needs
⮚ Need for more in-depth PBIS and cultural responsiveness training
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Findings
A presentation of the evaluation results, organized around the research questions.
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Theme 2: Relationship Building
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Findings
A presentation of the evaluation results, organized around the research questions.
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Theme 3: Consistency and Structure in Expectations and Consequences
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Findings
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Limitations to Study
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Recommendations for Future Research
culturally relevant curriculum into their
practices.
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Social Change Implications
Conclusion
⮚ Alternatives to Suspension
⮚ Equitable Practices
⮚ Efficient training Opportunities
⮚ Transformative Change
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References
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References
⮚Garet, M.S., Heppen, J.B., Walters, K., Parkinson, J., Smith, T.M., Song, M., Garrett, R., Yang, R., and Borman, G.D. (2020). Focusing on Mathematical Knowledge: The Impact of Content-Intensive Teacher Professional Development. NCEE 2020-0002. National Center for Education Evaluation and Regional Assistance
⮚Heidelberg, C., Wills, C., Thyne-Robinson, R., Moore, J., & Kosse, T. (2022). Bias within Positive Behavioral Interventions and Supports (PBIS) School Culture Surveys: A Critical Race Analysis. School Psychology Review, 1-16. Advance online publication. https://doi.org/10.1080/2372966X.2021.2018451
⮚Heidelberg, C. J., Moore, J., Kosse, T., Wills, C., Robinson, R. T., & Dowling, T. D. (2022). An anti-deficit examination of Positive Behavioral Interventions and Supports (PBIS) and Black male students: A systematic literature review. Behavioral disorders, 47(2), 97-111. https://doi.org/10.1177/01987429211019348
⮚Johnson, A. H., Crawford, A., Moylan, L. A., & Ford, J. E. (2018). Culturally responsive positive behavior interventions and supports. Milbank Memorial Fund. https://www.milbank.org/wp-content/uploads/2018/06/Culturally-Responsive-PBIS-Report.pdfKittleman, A., McIntosh, K., & Hoselton, R. (2019). Adoption of PBIS within school districts. Journal of School Psychology, 76, 159-167. https://doi.org/10.1016/j.jsp.2019.07.013
⮚Ladson-Billings, G. (1994). The Dream keepers. San Francisco: Jossey-Bass Publishing Co.
⮚Ladson-Billings, G. (1995). But That’s Just Good Teaching! The Case for Culturally Relevant Pedagogy. Theory into Practice, 34, 159-165 https://doi.org/10.1080/00405849509543675
⮚ Ladson-Billings, G., (2020). "Toward a Theory of Culturally Relevant Pedagogy" External link opens in new window or tab. (PDF), American Educational Research Journal, Vol. 32, No. 3, accessed January 2020.
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References
⮚Lo, C.O., George, J.A., & Collins, K. (2022). Centering race and culture in schoolwide positive behavioral interventions and supports. Behavioral Disorders, 47(4), 260-272
⮚Macias, A. (2020). Teacher-led professional development: A proposal for a bottom-up structure approach. International Journal of Teacher Leadership, 11(1), 76-91.
⮚McIntosh, K., Mercer, S. H., Neumann, A. C., & Gooze, R. A. (2021). Effects of Positive Behavior Interventions and Supports on student agency, belonging, and academic self-efficacy: A US-based secondary analysis. School Psychology International, 42(2), 171–186. https://doi.org/10.1177/0143034320977660
⮚Mondesir, B., & Griffin, C. B. (2020). Positive behavioral interventions and supports (PBIS): Advancing health disparities research through ecological approaches. Health Education & Behavior, 47(4), 535–542. https://doi.org/10.1177/1090198120904989
⮚Myers, C. A., Sadler, T. D., & Moorman, J. D. (2020). Rethinking classroom management in urban schools: Pushing ecology, not control. Bank Street Occasional Papers Series, 2020(45), 68–83. https://educate.bankstreet.edu/occasional-paper-series/vol2020/iss45/7
⮚Santiago-Rosario, M., Haifley, R., Widener, M., & Catrett, J. (2021). A qualitative study evaluating Positive Behavioral Interventions and Supports (PBIS) implementation gaps within a multilevel framework in rural schools. Children & Schools, 43(2), 117-126. https://doi.org/10.1093/cs/cdab001
⮚Scaletta, K., & Tejero Hughes, P. (2021). Culturally responsive practices in a tier 2 behavior intervention. Preventing School Failure, 65(1), 60-71. https://doi.org/10.1080/1045988X.2020.1739658
⮚Scherer, C. A. & Ingle, W. K. (2020). PBIS implementation fidelity and student outcomes in an urban school district. Voices of Reform: Educational Research to Inform and Reform, 3(2), 1-22. http://dx.doi.org/10.32623/3.10007
⮚Skinner, B. F. (1948). Superstition' in the pigeon. Journal of Experimental Psychology, 38, 168-172.
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References
⮚Scaletta, K., & Tejero Hughes, P. (2021). Culturally responsive practices in a tier 2 behavior intervention. Preventing School Failure, 65(1), 60-71. https://doi.org/10.1080/1045988X.2020.1739658
⮚Scherer, C. A. & Ingle, W. K. (2020). PBIS implementation fidelity and student outcomes in an urban school district. Voices of Reform: Educational Research to Inform and Reform, 3(2), 1-22. http://dx.doi.org/10.32623/3.10007
⮚Skinner, B. F. (1948). Superstition' in the pigeon. Journal of Experimental Psychology, 38, 168-172.