Date of Award
Spring 4-4-2024
Degree Type
Restricted Access Capstone
Degree Name
Doctor of Education (EdD)
Department
School Psychology
First Advisor
Cortney Bindrich
Abstract
Alphabet Elementary School’s students have a higher rate of behavior incidents (5x) than Central School District elementary students. This discrepancy suggests inequity in the educational experience being received by Alphabet students. Three issues contributing to this problem of practice include an ineffective PBIS process, limited engagement with students’ families, and poor administrative/staff collaboration. Improvements in the implementation of PBIS with a focus on staff and community collaboration could decrease the rate of behavior incidents, thus improving the learning environment for students.
Recommended Citation
Stuart, K.
(2024).
Improving the Implementation of PBIS To Increase Educational Equity.
Retrieved from: https://ecommons.luc.edu/luc_soecap/15
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.
