Browsing by Author "Bear, George"
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Item Identifying the helpfulness of school climate: Skipping school, cheating on tests, and elements of school climate(Psychology in the Schools, 2022-04-06) Kupchik, Aaron; Highberger, James; Bear, GeorgePrior research demonstrates the importance of school climate in shaping student behavior but tells us less about which aspects of school climate matter. In this paper we consider how distinct elements of school climate relate to skipping school and cheating on tests. Using survey and administrative data from several statewide Delaware sources, we perform a series of random-intercept logistic regression models. We find that students in schools perceived to have a climate with high levels of structure and support are less likely to report cheating on tests. Yet we do not find a robust relationship between most climate measures and skipping school. School climate relates strongly to in-school deviant behavior but much less to school-related deviant behavior occurring outside of schools. By specifying what measures of climate do and do not relate to problematic student behaviors, our results sharpen our understandings of how school climate shapes student behaviors.Item Positive Behavior Support in Delaware schools: Developing perspectives on implementation and outcomes(Delaware Education Research & Development Center, 2010-07) Ackerman, Cheryl; Cooksy, Leslie; Murphy, Aideen; Rubright, Jonathan; Bear, George; Fifield, SteveIn Spring 2010, the Delaware Education Research and Development Center conducted an evaluation of Delaware’s PBS project, an initiative focused on developing a school-wide system of strategies to reduce behavior problems and foster a positive school climate. The study focused on facilitators and barriers to PBS implementation, and also included analyses to examine the relationship between PBS and school suspensions. This report first provides background on the principles of the original Positive Behavior Support program and the history of its implementation in Delaware, and then presents the evaluation questions, briefly outlines the methods used, and describes the results. The report closes with a postscript reflection on the findings from a PBS expert and member of the DE-PBS leadership team.