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Positive Behaviour for Learning: Investigating the transfer of a United States system into the New South Wales Department of Education and Training Western Sydney Region schools REPORT Mary Mooney Brenda Dobia Katrina Barker Anne Power Kevin Watson School of Education The University of Western Sydney Alexander S. Yeung Centre for Educational Research The University of Western Sydney March 2008 Positive Behaviour for Learning: Investigating the transfer of a United States system into the Department of Education Western Sydney Region schools ISBN 978-1-74108-164-0 Mary Mooney, Brenda Dobia, Alex S. Yeung, Katrina Barker, Anne Power, Kevin Watson © 2008 University of Western Sydney Published and printed by the University of Western Sydney, Penrith NSW Australia ii Executive Summary Positive Behaviour for Learning (PBL) is an initiative of the NSW Department of Education and Training Western Sydney Region (DET WSR) that has been progressively introduced into schools across the region from 2005. As PBL has been derived from the Positive Behaviour Interventions and Supports (PBIS) program developed in the United States, the central questions for the present investigation were how the cultural transfer of the United States model has resulted in implementations with local features and the extent to which the Australian PBL model has been successful in promoting positive student behaviour and in facilitating learning outcomes. As the name of PBL in the Australian model suggests, there was an extension in the Australian approach to an emphasis on positive learning outcomes as a result of positive behaviour enhancement. There was therefore a need to examine the extent to which the PBL model has been successful in promoting positive student learning outcomes. The investigation involved the collaboration between the University of Western Sydney (UWS) and DET WSR. The value of this research partnership project is that it responds to the PBL initiative of the DET WSR which began in 2005 and is part of their Strategic Plan until 2009. Findings will not only inform better practice in translating school-wide improvements in student behaviour into sustainable educational outcomes through a systemic approach in and beyond WSR, but will also contribute to the literature of positive behaviour intervention and supports internationally. The research project applied a mixed-methods approach that involved the analysis of data collected by DET WSR at regular intervals using the School-wide Evaluation Tool (SET), fieldwork data obtained from observations together with focus group discussions and individual interviews of students, parents, teachers, coaches and various levels of personnel involved in the PBL implementation together with research artefacts such as regional documents and conference presentations, and survey data from students, parents, and teachers. Parallel data were also obtained from schools that had not implemented PBL. The research questions of the investigation were: RQ 1. How have schools implemented PBL? Which processes have schools found effective for their different contexts? RQ 2. What effects are evident from students’ behaviour, motivation, self-concept, and learning? RQ 3. How does the implementation of PBL impact on the attitudes of school staff, students, and parents to learning and behaviour? RQ 4. What changes are made to the PBIS model at a school and regional level as part of implementing PBL? For what reasons and to what effect? Findings of the research are as follows: For RQ 1, there were three common features and three differences across the three fieldwork schools as they implemented PBL. The common features were (a) consistency, (b) local examples in the training, and (c) the critical interaction of coaches and PBL teams. The differences were (a) involvement of students in decision making, (b) clustering between primary and high schools, and (c) staff ownership of the process. These findings suggest that for success of implementation and sustainability of outcomes, PBL should iii continue to maintain the established consistency, especially with regard to language and expectations, rely on collaborative leadership models, include local examples in the training, and maximise the interaction of coaches and school PBL teams especially in collecting and maintaining data that provide an evidence base for monitoring behavioural changes. For better results in various schools with different contexts, the PBL school teams could consider involving students in some decision making processes, and continuing the strategic clustering between primary and high schools for efficiency, and encouraging a sense of school staff ownership of the PBL process. For RQ 2, the School-wide Evaluation Tool (SET) data found significant improvement in school-wide implementation of PBL measured by seven indicators. Noteworthy increases in overall scores over time were found in the primary schools from 59.77% to 91.26%. For the high schools, the overall SET score improved from 67.66% to 84.41%. Survey data obtained from teachers did not find significant differences between experimental (PBL Schools) and control groups (Non-PBL Schools). Both groups of teachers had high self-esteem and high emotional stability (Ms > 4.5 on a 6-point scale), and very high instruction and management efficacy (Ms > 5). Future research might consider the use of more contextually specific instruments to measure teacher self-concept and self-efficacy in relation to PBL implementation over time. Students’ satisfaction ratings were clearly higher for Phase 1 schools (> 70%) than for the other phases (< 45%). This suggests a relationship between time in implementation and impact, indicating room for improvement for those schools at the initial stages of implementation. There was some evidence of success in the cultural transfer of the PBIS to the PBL model that attempts to further translate positive behaviours to positive learning outcomes such as self-concept and achievement motivation. These findings suggest that further research would continue to assess the effects of PBL on student learning. Student survey data showed that the experimental group tended to have higher scores for all 5 self-concepts measured: school competency, school affect, mathematics, English, and parent self-concepts, although statistically significant differences were found only in school competency, mathematics self-concept, and parent self-concept. The experimental group also had significantly higher motivation orientations including: Belief, Value, Planning, Management and Persistence and significantly lower scores for Disengagement. Using satisfaction ratings as a general indicator of the output quality of PBL, the analysis showed high satisfaction rates for both parents and teachers (both > the 70% target for all phases). For RQ 3, fieldwork data and surveys found that the implementation of PBL tended to change the attitudes of some teachers from individual efforts of behavioural management to a systemic, school-wide approach. The staff in the school and some parents have changed to a more positive attitude towards the strategies of promoting students’ desirable behaviours. To a certain extent, there were also perceptions of improved academic behaviours in the students. PBL was shown to influence student attitudes in relations to the school’s expectations. For RQ 4, it was found that the renaming of PBIS as PBL and its attendant emphasis on students’ academic learning was more significant than was initially thought. Contextualising PBL in DET WSR schools was found to be important for success whilst maintaining the integrity of the PBIS model. Some schools were integrating the learning characteristic of the NSW Quality Teaching model with the behaviour characteristic of PBIS. This was important for coherence with existing initiatives and for maintaining a student-centred focus. Accordingly, there seems to be evidence that Quality Teaching and PBL work together well to achieve both positive behaviour and academic outcomes. iv
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