The Development of a Systemic Approach to the Positive Management of Behaviour in One Secondary School

<p>This thesis demonstrates one way in which the tenets of positive behaviour support could be used to meet the challenges of enhancing the academic and social learning of students in secondary school. Positive behaviour support (PBS) is a relatively new concept (and certainly new to New Zealand secondary education) which provides innovative ways in which students at secondary school can be supported and their progress through school sustained at the best possible level. A school-wide approach to developing positive behaviour support involves the integration of ecological assessment, measurable outcomes, data-based decision making, evidence-based practices and development of systems supports for these implementing change. This study centres on the development of a Positive Behaviour Support system in one secondary school. The researcher began this study as a collaborative intervention with class teachers to assist individual students at risk of failure or exclusion from school. What emerged was a wider study to meet the developing needs of the school and the staff and students. The emergent study was conducted in three distinct phases. The (original) individual student investigation was followed by a classroom investigation phase using a case study research approach. The third phase, school development, evolved into the beginning of a community of practice model. This mixed method approach to research uses a combination of qualitative and quantitative data sources to record the experience of this secondary school embarking on a journey of school reform as it moves to a school-wide positive behaviour support approach. This thesis describes the development of three tiers of support in a systemic model. It identifies the constituent elements of each tier and makes suggestions about how other schools could initiate a similar model of support in their own context. The study concludes that it is possible to develop a systemic approach within existing school systems. The result of such a development is improved academic outcomes for students, increased efficacy for teachers and effective processes for student support.</p>

The Development of a Systemic Approach to the Positive Management of Behaviour in One Secondary School

<p>This thesis demonstrates one way in which the tenets of positive behaviour support could be used to meet the challenges of enhancing the academic and social learning of students in secondary school. Positive behaviour support (PBS) is a relatively new concept (and certainly new to New Zealand secondary education) which provides innovative ways in which students at secondary school can be supported and their progress through school sustained at the best possible level. A school-wide approach to developing positive behaviour support involves the integration of ecological assessment, measurable outcomes, data-based decision making, evidence-based practices and development of systems supports for these implementing change. This study centres on the development of a Positive Behaviour Support system in one secondary school. The researcher began this study as a collaborative intervention with class teachers to assist individual students at risk of failure or exclusion from school. What emerged was a wider study to meet the developing needs of the school and the staff and students. The emergent study was conducted in three distinct phases. The (original) individual student investigation was followed by a classroom investigation phase using a case study research approach. The third phase, school development, evolved into the beginning of a community of practice model. This mixed method approach to research uses a combination of qualitative and quantitative data sources to record the experience of this secondary school embarking on a journey of school reform as it moves to a school-wide positive behaviour support approach. This thesis describes the development of three tiers of support in a systemic model. It identifies the constituent elements of each tier and makes suggestions about how other schools could initiate a similar model of support in their own context. The study concludes that it is possible to develop a systemic approach within existing school systems. The result of such a development is improved academic outcomes for students, increased efficacy for teachers and effective processes for student support.</p>

The Development of a Systemic Approach to the Positive Management of Behaviour in One Secondary School

<p>This thesis demonstrates one way in which the tenets of positive behaviour support could be used to meet the challenges of enhancing the academic and social learning of students in secondary school. Positive behaviour support (PBS) is a relatively new concept (and certainly new to New Zealand secondary education) which provides innovative ways in which students at secondary school can be supported and their progress through school sustained at the best possible level. A school-wide approach to developing positive behaviour support involves the integration of ecological assessment, measurable outcomes, data-based decision making, evidence-based practices and development of systems supports for these implementing change. This study centres on the development of a Positive Behaviour Support system in one secondary school. The researcher began this study as a collaborative intervention with class teachers to assist individual students at risk of failure or exclusion from school. What emerged was a wider study to meet the developing needs of the school and the staff and students. The emergent study was conducted in three distinct phases. The (original) individual student investigation was followed by a classroom investigation phase using a case study research approach. The third phase, school development, evolved into the beginning of a community of practice model. This mixed method approach to research uses a combination of qualitative and quantitative data sources to record the experience of this secondary school embarking on a journey of school reform as it moves to a school-wide positive behaviour support approach. This thesis describes the development of three tiers of support in a systemic model. It identifies the constituent elements of each tier and makes suggestions about how other schools could initiate a similar model of support in their own context. The study concludes that it is possible to develop a systemic approach within existing school systems. The result of such a development is improved academic outcomes for students, increased efficacy for teachers and effective processes for student support.</p>

The Development of a Systemic Approach to the Positive Management of Behaviour in One Secondary School

<p>This thesis demonstrates one way in which the tenets of positive behaviour support could be used to meet the challenges of enhancing the academic and social learning of students in secondary school. Positive behaviour support (PBS) is a relatively new concept (and certainly new to New Zealand secondary education) which provides innovative ways in which students at secondary school can be supported and their progress through school sustained at the best possible level. A school-wide approach to developing positive behaviour support involves the integration of ecological assessment, measurable outcomes, data-based decision making, evidence-based practices and development of systems supports for these implementing change. This study centres on the development of a Positive Behaviour Support system in one secondary school. The researcher began this study as a collaborative intervention with class teachers to assist individual students at risk of failure or exclusion from school. What emerged was a wider study to meet the developing needs of the school and the staff and students. The emergent study was conducted in three distinct phases. The (original) individual student investigation was followed by a classroom investigation phase using a case study research approach. The third phase, school development, evolved into the beginning of a community of practice model. This mixed method approach to research uses a combination of qualitative and quantitative data sources to record the experience of this secondary school embarking on a journey of school reform as it moves to a school-wide positive behaviour support approach. This thesis describes the development of three tiers of support in a systemic model. It identifies the constituent elements of each tier and makes suggestions about how other schools could initiate a similar model of support in their own context. The study concludes that it is possible to develop a systemic approach within existing school systems. The result of such a development is improved academic outcomes for students, increased efficacy for teachers and effective processes for student support.</p>

Implementation of a COVID-19 Mass Vaccination Clinic to College Students in Montana

We describe a large-scale collaborative intervention of practice measures and COVID-19 vaccine administration to college students in the priority 1b group, which included Black or Indigenous persons and other persons of color. In February 2021, at this decentralized vaccine distribution site at Montana State University in Bozeman, we administered 806 first doses and 776 second doses by implementing an interprofessional effort with personnel from relevant university units, including facilities management, student health, communications, administration, and academic units (e.g., nursing, medicine, medical assistant program, and engineering). (Am J Public Health. Published online ahead of print September 9, 2021: e1–e4. https://doi.org/10.2105/AJPH.2021.306435 )

Creating “transdisciplinary spaces” for a real-world scenario: A practical teaching collaboration

A lack of transfer of academic literacy competencies was identified by academic literacy and Statistics lecturers involved in an extended programme course. This paper reports on one attempt at a workable collaborative solution to this challenge. The collaborative attempt is situated within the academic literacies framework, and is described. Thereafter, student feedback as well as critical self-reflections from participating lecturers are qualitatively analysed in an interpretative framework, to determine how key stakeholders experienced the collaborative intervention. The collaborative attempt was found to be valuable in more effectively achieving the outcomes of both courses, and in helping students see the relevance of academic literacy in content subjects – this is in line with an academic literacies frameworkwhich holds that academic literacy cannot be divorced from the contexts in which it is practiced. The primary factors that led to a successful collaboration were a willingness of all partners to participate in the project and regular communication between collaborators.Main problems encountered revolved around miscommunication between lecturers and students, and an insufficiently detailed timetable that resulted in pressure at certain stages. Keywords: Teaching collaboration, academic literacy, academic writing, English for specific purposes, project work