Date of Conferral
Doctor of Education (Ed.D.)
The problem at a rural Title I elementary school in a southern state is that it is unknown how teachers integrate Positive Behavioral Interventions and Supports (PBIS) with social studies. A qualitative descriptive case study was conducted to explore teachers’ perceptions of integrating PBIS within social studies classes to facilitate instruction and engage students in learning. The conceptual framework that grounded the study was the PBIS structure, an evidence based intervention practice and organizational system, used to support and improve behavioral and academic outcomes for students. The research questions concerned how teachers integrate PBIS with social studies to facilitate instruction and engage students in learning. Twelve K-5 elementary school teachers, who had received PBIS training for 2 semesters, volunteered to participate, and submitted 5 social studies lesson plans. Data were thematically analyzed using a priori, open, and axial coding strategies. Four themes emerged: Peer Mediated Instruction, Teacher Student Relationships, Positive Reinforcement, and Optimize Student Learning. Based on the findings, a white paper was developed to present findings and recommendations on how to address planning PBIS integration with social studies instruction. Teachers may benefit from positive social change resulting from implementation of the action plan to address student learning needs and improve student engagement. Students may benefit from the positive social change, resulting from improved learning in that they may become better prepared for higher education and future careers.
Davenport, Constance Michelle, "Teachers’ Use of Positive Behavioral Interventions and Supports with Social Studies Instruction" (2020). Walden Dissertations and Doctoral Studies. 8525.