Date of Award
2026
Degree Name
Curriculum and Instruction
College
College of Education and Professional Development
Type of Degree
Ed.D.
Document Type
Dissertation
First Advisor
Dr. Yvonne Skoretz
Second Advisor
Dr. Ronald Childress
Third Advisor
Dr. Brenda Tuckwiller
Abstract
This descriptive mixed-methods study examined elementary teachers’ implementation and perceived effectiveness of culturally responsive practices within existing Positive Behavioral Interventions and Supports (PBIS) systems in a West Virginia school district. Guided by Leverson et al.’s (2021) Culturally Responsive PBIS (CRPBIS) framework, the study explored five components of culturally responsive practice: identity, voice, supportive environment, situational appropriateness, and data for equity. Both quantitative and qualitative data were collected from 86 elementary teachers using the researcher-developed Culturally Responsive Practices in Existing PBIS Survey. Findings indicated that teachers reported frequent implementation and perceived effectiveness across all five components, with the supportive environment receiving the highest ratings for both. Practices related to data for equity received the lowest implementation ratings, whereas practices related to voice received the lowest perceived effectiveness ratings. No significant differences were found based on years of teaching experience, teaching role, grade level, or perceived PBIS implementation; however, teachers with 15 or more hours of PBIS training reported significantly higher levels of implementation and perceived effectiveness. Qualitative findings revealed themes related to challenges, including limited cultural knowledge and training related to identity, supporting student expression and family participation, creating supportive environments, bridging home and school behavioral expectations, and limited attention to data for equity practices. Themes related to examples of culturally responsive practices included incorporating cultural identity into classroom activities, providing space for student and family voice, building supportive classrooms, explaining school expectations within cultural contexts, and using student and family information to guide instruction. Overall, the findings suggest that culturally responsive practices are present within an existing PBIS system but vary across components, indicating the need for sustained professional development and greater emphasis on equity-centered implementation.
Subject(s)
Education.
Education, Elementary.
Education -- Curricula.
Teaching.
Children of minorities -- Education.
Multicultural education.
Culturally relevant pedagogy.
Mixed methods research.
West Virginia.
Recommended Citation
Coleman, Janna Rae, "A descriptive study of culturally responsive practices in Positive Behavioral Interventions and Supports (PBIS) in West Virginia elementary schools" (2026). Theses, Dissertations and Capstones. 2104.
https://mds.marshall.edu/etd/2104
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Elementary and Middle and Secondary Education Administration Commons, Elementary Education Commons, Elementary Education and Teaching Commons
