Teacher Perceptions of Classroom Management Programs to Improve Whole-School Measures of Attendance, Disruptive Classroom Behaviors, and Academic Outcomes

Author

Charles E. Natt, Jr, Nova Southeastern UniversityFollow

Date of Award

2022

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Abraham S. Fischler College of Education

Advisor

Ralph J. Rich

Committee Member

Susan Torbenson

Committee Member

Kimberly Durham

Keywords

Capturing Kids Hearts, classroom management, Multi-Tiered Systems of Support, Positive Intervention Behavior Supports, student behaviors

Abstract

This qualitative case study explored how the implementation of Capturing Kids’ Hearts (CKH) and Multi-Tiered System of Supports (MTSS) classroom management programs when implemented together affected students and teachers of a Louisiana K-12 school compared with using the Positive Behavior Interventions and Supports (PBIS) program alone. Teachers at the school who had used the PBIS alone and then also used the newly implanted CKH and MTSS programs participated in in-depth interviews to examine the practical effectiveness of both program implementations upon students and classroom learning effectiveness. Teacher perceptions were also compared with ex post facto data for the school from the last 4 years of PBIS only implementation and the first 4-years of implementation for CKH and MTSS. Findings showed how implementing MTSS and CKH programs created a more positive and cohesive school culture, while also improving whole-school student learning experiences and outcomes. These added programs emphasized a shared learning environment among all students (rather than focusing only on disruptive students), something that increased instructional time and learning effectiveness. Teachers reported that MTSS and CKH programs were more easily integrated into lesson plans than were PBIS interventions alone. The MTSS and CKH programs also increased parental involvement and support with their students’ behaviors and learning effectiveness. Teachers also reported a cumulative effect upon student learning and behaviors as student cohorts advanced to successive grades each year.

NSUWorks Citation

Charles E. Natt, Jr. 2022. Teacher Perceptions of Classroom Management Programs to Improve Whole-School Measures of Attendance, Disruptive Classroom Behaviors, and Academic Outcomes. Doctoral dissertation. Nova Southeastern University. Retrieved from NSUWorks, Abraham S. Fischler College of Education. (424)
https://nsuworks.nova.edu/fse_etd/424.