The quest for greatness has produced disparate outcomes for communities of color, identifying racial and economic injustices that require a call for action. The case study examines the relationship between Positive Behavioral Interventions & Supports (PBIS) and Title I elementary schools, as applied in a location that served an African…

Educators and researchers have been exploring alternative approaches to school discipline such as School-wide Positive Interventions and Supports (SW-PBIS) and Restorative Justice. While these programs and practices along have been determined to be effective in reducing instances of discipline disproportionality (McIntosh et. al., 2018; Stewart…

In this paper the authors use the collaboration framework to explore the implementation of the School Feeding Scheme (SFS) in two primary schools within South Africa. The authors use a qualitative approach to gather data through individual and focus group interviews with two principals and eight teachers respectively. The feeding process was also…

Background: Positive behavioural interventions and supports (PBIS) is a framework that aligns with the South African Department of Education's Alternatives to Corporal Punishment. Aim: The aim of this study is to provide a snapshot of the extent to which policies and practices in a disadvantaged South African primary school align with PBIS.…

In this study, longitudinal data from 708 schools across five states in the continental United States were analyzed to measure the time between initial training and adequate implementation of Tier I Schoolwide Positive Behavioral Interventions and Supports over 5 years and the extent to which it varied by school characteristics. Results indicated…

Community Partnership Schools™ are designed to serve as a positive resource center in their community, staffed with dedicated professionals committed to student success and community well-being (Coalition for Community Schools, n.d.; Ellis, 2016). Following the education model created at the University of Central Florida (UCF), the first…

Positive behavior interventions and supports (PBIS) is an evidence-based framework for preventing and treating challenging behavior in schools and improving overall school climate. The efficacy of this positive, proactive framework has been well established across varying school settings, yet little is known about schoolwide PBIS implementation…

Nationwide, place-based initiatives aiming to improve school and community outcomes are in the midst of neighborhood demographic change. We explore this issue through a case study of the Mission Promise Neighborhood (MPN). We discuss how the social and educational context of MPN poses several challenges to implementing Promise Neighborhood…

This quasi-experimental study used multiple data sources to examine Playworks implementation and outcomes across two school years (2014-15 and 2015-16) at six WCPSS elementary schools. Differences in outcomes between Playworks and matched-comparison schools were examined. Similar to other national studies (Beeker et al., 2012; Fortson et al.,…

This applied dissertation was designed to provide perceptual teacher data as well as summative testing data to educational leaders concerning the effects of implementing Investigations in Number, Data, and Space® (Investigations) in three Title I elementary school settings, two Title I schools, and one non-Title I school. Data collected during…

The purpose of this study was to describe levels of RTI implementation in West Virginia elementary schools. Little is known about the national efforts that states are collectively undertaking to scale up implementation of RTI (Hoover, Baca, Wexler-Love, & Saenz, 2008). West Virginia's elementary schools were required by state policy to…

Since the 2012/13 school year Florida law has required the 100 lowest performing elementary schools in reading to extend the school day by one hour to provide supplemental reading instruction. In 2014 the law was broadened to include the 300 elementary schools with the lowest reading performance. A previous study of the state's first two cohorts…

The purpose of this qualitative phenomenological study was to investigate transformative learning strategies implemented by 10 Title I elementary principals that influence novice teacher retention. Data were gathered by individual interviews. Data were analyzed using Creswell's (2013) description of qualitative research as a collection of data…

This study sought to provide a preliminary examination of the relationship between the implementation of Guided Math and student achievement in Title I schools as measured by the percentage of students who met or exceeded the standard for the Georgia Mathematics CRCT. The study examined data from thirty Title I elementary schools in one suburban…

The ESEA Blueprint for Reform states that teachers need "effective, ongoing, job-embedded, professional development that is targeted to student and school needs… [and] aligned with evidence of improvements in student learning." Unfortunately, the professional development approaches advocated, though sensible and compelling in theory,…