This article has multiple issues. Please help improve it or discuss these issues on the talk page. (Learn how and when to remove these template messages) The topic of this article may not meet Wikipedia's general notability guideline. Please help to demonstrate the notability of the topic by citing reliable secondary sources that are independent of the topic and provide significant coverage of it beyond a mere trivial mention. If notability cannot be shown, the article is likely to be merged, redirected, or deleted.Find sources: "Culturally Responsive Positive Behavior Interventions and Supports" – news · newspapers · books · scholar · JSTOR (April 2015) (Learn how and when to remove this message) This article may rely excessively on sources too closely associated with the subject, potentially preventing the article from being verifiable and neutral. Please help improve it by replacing them with more appropriate citations to reliable, independent, third-party sources. (April 2015) (Learn how and when to remove this message) (Learn how and when to remove this message)

Culturally Responsive Positive Behavior Interventions and Supports (CRPBIS) is an ongoing statewide research project founded by Dr. Aydin Bal in 2011. The purpose of CRPBIS is to re-mediate school cultures that reproduce behavioral outcome disparities and marginalization of non-dominant students and families.[1] CRPBIS project is conducted at the Wisconsin Center for Education Research at the School of Education, University of Wisconsin–Madison. CRPBIS develops, utilizes, and researches processes and interventions such as Learning Lab to create locally meaningful and sustainable systemic transformations together with local stakeholders (educators, families, students, community representatives).[2] Learning Lab is an innovative methodology of systemic transformation, informed by Cultural-Historical Activity Theory (CHAT) (Bal, 2015;[3] Engestrom, 2008[4]).

As a part of CRPBIS project, local schools create their own decision-making teams with members of their communities to identify and understand systemic problems (e.g., racial disproportionality in school disciplinary actions) within their own schools, propose new solutions, and examine the effectiveness of their solutions.[5]

References

[edit]
  1. ^ "Wisconsin Department of Public Instruction". Wisconsin Department of Public Instruction. Retrieved 2017-04-28.
  2. ^ "PBIS.org Home Page". www.pbis.org. Retrieved 2017-04-28.
  3. ^ Bal, Aydin (2015). "Culturally Responsive Positive Behavioral Interventions and Supports". WCER Working Paper No. 2015-9.
  4. ^ Engeström, Y. (2008). From teams to knots: Activity-theoretical studies of collaboration and learning at work. Cambridge University Press.
  5. ^ "Center on Response to Intervention". www.rti4success.org. Retrieved 2017-04-28.
[edit]
Categories