Date of Award

2-1-2019

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

First Advisor

Dr. Tamara J. Williams

Abstract

The purpose of this study was to complete a formative check of the Multi-Tiered Behavior Framework (MTBF) implementation by gathering elementary teacher and administrator perceptions. These perceptions of implementation are used to inform system-wide action for successful implementation of MTBF. The theoretical framework which guided this study was the Deming Cycle: Plan, Do, Check, Act (Deming, 1950). This framework allowed for the analysis of the project results compared to the expectations. Use of this data enabled the district to more effectively infuse the Multi-Tiered Behavioral Framework system into the instructional design and improve school climate. This study examined the implementation of a district Multi-Tiered Behavioral Framework system and if there are differences between teacher and administrator perspectives. Building administration and teachers at seven K-4 elementary schools were surveyed to determine their perceptions related to the implementation process. The Multi-tiered Behavioral Framework System Survey consists of seven quantitative questions. Findings indicate that the perceptions of each of the stakeholder groups were positive regarding the success of the implementation of the multi-tiered behavioral framework system.

Comments

A Dissertation Presented to the Faculty of the Graduate College of the University of Nebraska in Partial Fulfillment of Requirements for the Degree of Doctor of Education. Copyright 2019 Brad J. Dahl.

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