Date of Award

3-1-2020

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

First Advisor

Dr. Tamara J. Williams

Abstract

Negative-feeling variables not only distract schools from reform initiatives but make system change matters almost impossible. Paired with increased student behavior and managing school discipline needs, educators can feel frustrated and alone. This study looked at one middle’s school initial implementation of a Multi-Tiered Systems of Support for Behavior program through the lens of Fullan and Quinn’s Coherence Framework. The constructs of stability and innovation were also explored. The research design for this study was a mixed-data program implementation case study. Survey results from staff regarding program implementation practices were used, as well as field notes and document analysis. A mixed-data design offered the best approach to fully analyze how all four components of the Coherence Framework. A sign test was used to analyze quantitative data, and in all four systems within the survey instrument, the data showed a significant difference after the MTSS-B implementation. A network display was created to analyze the qualitative data and show the full story of all five semesters of programming. The study provided recommendations for further research and may provide insight to building and district leaders hoping to support school leadership during any behavior program implementation.

Comments

A Dissertation Presented to the Faculty of the Graduate College at the University of Nebraska in Fulfillment of Requirements for the Degree of Doctor of Education. Copyright 2020 Chelsea S. Krebs.

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