Purpose

Applications for tracking and managing classroom behavior have become increasingly commonplace, thus making it possible to incorporate nonacademic data into collaborative problem-solving and school improvement. Whether or how these platforms might support such aims, however, is not known. Accordingly, this study explores practices involving these applications, focusing especially on problem-solving among educators and with students' families.

Design/methodology/approach

This comparative case study took place in three schools. In total, 34 semistructured interviews were conducted with teachers and school leaders. Analysis included qualitative coding as well as the development of within- and cross-case summaries.

Findings

Schools varied greatly when it came to using behavior management platforms as a part of problem-solving. At a basic level, it was not uncommon for educators to use behavioral data for classroom troubleshooting or check-ins with students and transactional communications with families. However, only two schools attempted to use behavioral data for more systemic, “big picture” problem-solving, such as to make discipline policies more equitable or to improve teacher practices. The richness of collaboration with families seemed especially shaped by how and how frequently data were shared (e.g. automated notifications and paper printouts).

Originality/value

Empirical research about behavior management applications has been limited and focused only at the classroom level. The present study contributes new knowledge about the school-level implications of these platforms, while also expanding conversations about how behavioral data may be incorporated into data-informed problem-solving. Implications for leadership and theory are also discussed.

中文翻译：

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组织问题解决与学校纪律：比较全校行为管理技术的作用

目的

跟踪和管理课堂行为的应用程序变得越来越普遍，因此可以将非学术数据纳入协作解决问题和学校改进中。然而，这些平台是否或如何支持这些目标尚不清楚。因此，本研究探索了涉及这些应用程序的实践，特别关注教育者和学生家庭之间的问题解决。

设计/方法/方法

这个比较案例研究在三所学校进行。总共对教师和学校领导进行了 34 次半结构化访谈。分析包括定性编码以及开发案例内和跨案例摘要。

发现

在使用行为管理平台作为解决问题的一部分时，学校差异很大。在基本层面上，教育工作者使用行为数据进行课堂故障排除或与学生签到以及与家人进行交易沟通的情况并不少见。然而，只有两所学校试图使用行为数据来更系统地、“大局”地解决问题，例如使纪律政策更加公平或改善教师实践。与家庭合作的丰富性似乎特别受共享数据的方式和频率（例如自动通知和纸质打印输出）的影响。

原创性/价值

关于行为管理应用的实证研究一直很有限，并且只集中在课堂层面。本研究提供了有关这些平台在学校层面影响的新知识，同时还扩大了关于如何将行为数据纳入数据知情问题解决方案的对话。还讨论了对领导力和理论的影响。