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ERIC Number: EJ1048983
Record Type: Journal
Publication Date: 2015-Jan
Pages: 7
Abstractor: ERIC
Reference Count: 21
ISBN: N/A
ISSN: ISSN-0094-0771
Implementing Culturally Responsive Positive Behavior Interventions and Supports in Middle School Classrooms
Cramer, Elizabeth D.; Bennett, Kyle D.
Middle School Journal, v46 n3 p18-24 Jan 2015
The task of providing all students an engaging education is a particularly difficult challenge in the middle grades as young adolescents are on the cusp of intellectual thought. Because they are forming their identities as students who will or will not go on to successfully complete high school or postsecondary education, their experiences with discipline in the middle grades can form a positive or negative tipping point. Educators must teach behaviors characterized by respect, possibility, and curiosity. Positive Behavior Interventions and Supports (PBIS) have a rich and lengthy history of setting up environments that promote positive behaviors and increase academic achievement for most students. Questions remain as to the best manner in which PBIS should be implemented with a diverse student body as some researchers have reported the full benefit of PBIS may not be reaching all students (Vincent et al., 2011). However, answers to these questions are appearing in the literature (see Fallon et al., 2012; Sugai et al., 2012). By incorporating the strategies presented in this article into their classrooms, teachers can incorporate culturally responsive practices into the overall design and management of their classes, thereby potentially extending the benefits of PBIS with all middle school students.
Association for Middle Level Education. 4151 Executive Parkway Suite 300, Westerville, OH 43081. Tel: 800-528-6672; Tel: 800-528-6672; Fax: 614-895-4750; e-mail: info@amle.org; Web site: http://www.amle.org/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A