Relevant bibliographies by topics / Classroom management. School discipline. Classroom management School discipline / Dissertations / Theses
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Dissertations / Theses on the topic 'Classroom management. School discipline. Classroom management School discipline'

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1

Snodgrass, Ronald E. "School violence policy initiatives : a study of the effectiveness of a zero-tolerance threats policy /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3115592.

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2

Dayton, Jennifer. "Student perception of behavior management systems /." Full text available online, 2005. http://www.lib.rowan.edu/home/research/articles/rowan_theses.

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3

Lai, Tak-wah John. "Effectiveness of classroom management procedures involving behavioural approach : perceptions of prevocational schools' teachers and students /." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17602130.

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4

Jacoby, Rhonda L. Edwards Linda L. "The effectiveness of a proactive school-wide approach to discipline at the middle school level." Diss., UMK access, 2008.

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Thesis (Ph. D.)--School of Education. University of Missouri--Kansas City, 2008.
"A dissertation in urban leadership and policy studies in education and education." Advisor: Linda L. Edwards. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed Feb. 6, 2009. Includes bibliographical references (leaves 84-91). Online version of the print edition.
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Mak, Tak-cheung. "A study of teachers' perception of school discipline and management." [Hong Kong : University of Hong Kong], 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B15967852.

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6

King, Joseph Dain. "The effects using positive statements in a discipline code on sixth grade students." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1998. http://www.kutztown.edu/library/services/remote_access.asp.

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7

Strauss, Bradley Stead. "School discipline and collaboration rule-making : pupil perception." Thesis, Cape Peninsula University of Technology, 2006. http://hdl.handle.net/20.500.11838/1926.

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Thesis (MTech (Education))--Cape Peninsula University of Technology, Cape Town, 2006
Teachers often complain of a lack of discipline in the school environment. In addition, these breakdowns in discipline become, on occasion, media headlines when violence, bullying, vandalism and intimidation flare up into major incidents. This, coupled with the desire of the national Department of Education (DOE) to encourage teachers to use more co-operative disciplinary methods, has led to this investigation. This dissertation explores the perceptions of senior secondary pupils around school discipline, with a particular focus on collaborative rule-making. Pupil perceptions were ascertained through a structured interview process. A framework of understanding was established by examining the pupils' interpretation of the meaning of discipline; the state of discipline in their school and recommendations to address problem areas; authority; corporal punishment; power and prefectship; power and non-prefect matrics; prefect versus nonprefect views on discipline; the prefect system; the fairness of school rules; and pupil input into school rules. The understanding gleaned from the pupils' perceptions of these notions established a solid base from which an investigation into collaborative rule-making was launched. Thereafter, the notion of collaborative rule-making, the viability of collaborative rule-making, the advantages and disadvantages of collaborative rule-making and the implementation of collaborative rule-making were examined. The pupils came out strongly in support of collaborative rule-making and were keen to have an input into the school's disciplinary structures. The potential advantages far outweighed any possible disadvantages. These findings support both Bernstein's (1996) principle of pupil participation and the premise of pupil input into Codes of Conduct as detailed by the South African Schools Act (No. 84 of 1996).
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Plaatjies, Bernadictus O'Brian. "Effektiewe klaskamerbestuur by 'n arm landelike skool." Thesis, Cape Peninsula University of Technology, 2007. http://hdl.handle.net/20.500.11838/1930.

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Thesis (MTech (Education))--Cape Peninsula University of Technology, 2007
In this mini-thesis data has been collected and processed to detennine which factors inf1uence effectiv'e classroom management in the intermediate and senior phases at poor rural schools, A Comprehensive review of relevant National and International literature were conducted and farmed the basis for the construction of a questionnaire. The questionnaire was formulated to determine the extent, complexity and reality to which educators at poor rural schools are exposed to on a daily basis. External and internal factors contributing to poor classroom management were identified. External factors include home circumstances and the environment in which learners live. The lack of stimulation at home, low literacy levels of parents, the absence of good early childhood programmes and the shortage of food have a huge impact on learners performance in the classroom. Negative role models in the community and home as well as proper supervision, lead to discipline problems and unmotivated learners. Internal factors refer to the role of the teacher, the curriculum and discipline in the classroom. It is clear that educators play a central role in the provision of quality education. It is not an easy task. Working conditions are difficult and lead to weak motivation and low morale among teachers. It is impossible to implement outcomes based education in large classes. Dejected teachers try to survive by using traditional teaching and classroom approaches. There is however a big group of professional and motivated teachers. This teachers do everything to support and motivate learners. It is clear that poverty in the community is the main reason for the problems in rural schools. It is also clear that this problems need to be addressed. Long-term political solutions are needed to combat poverty. Short-term solutions might include better cooperation between the school and the community. The key to success is sustainable coaching and mentoring of teachers. The excessive emphasis on teaching and demonstration of outcomes are not beneficial for both learners and teachers. A solution to the problem is: ..... adapt the system in the child's best interest rather than the child having to adapt to the education system." Human Rights Commission (2006: 16)
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9

Adams, Anthony PC. "An investigation into learner discipline at Silverlea Primary school." Thesis, Cape Technikon, 2004. http://hdl.handle.net/20.500.11838/1654.

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Thesis (MTech (Public Management))--Cape Peninsula University of Technology, 2004.
Corporal punishment was abolished in schools in June 1995 (Benson:1995). The suspension was sudden, and the Education Department provided very Little guidance with regard to alternative means of maintaining discipline. Teachers, who for years had the option of resorting to corporal punishment as a final means of instilling and maintaining leaner discipline, now had very little to fall back on to. An upsurge in disciplinary problems seemed to follow the suspension, and many schools struggled to maintain effective learner discipline. As with many other schools, Silverlea Primary School battled to come to grips with learner discipline in the post-corporal punishment era. Educators had little or no training in alternative methods of maintaining discipline, but still had to deal with the same, or worsening, levels of learner discipline. It is because of this perceived erosion of learner discipline that this study was undertaken. It is grounded in the belief that a positive, disciplined ~environment is essential for effective teaching and learning to happen consistently, and moves from the premise that the system of discipline and, to a large extent its effectiveness, is the creation of the staff of that school. This system, though, should operate within a supportive framework of the Department of Education. Discipline impacts strongly on the quality of education offered and received. It also affects the ability of educators to maintain consistently high standards. Although the environment from which the learners come affect their behaviour and discipline, the management of this discipline at school is dependent on the management skills and systems present at the school. Four concepts - effective discipline, curriculum, management styles, and the abolition of corporal punishment - are identified as being central to the study of discipline. They affect the running of the school, and thus the discipline adhered to at the school. This discipline in turn impacts on the educators who have to constantly be dealing with disciplinary problems rather than teaching. A descriptive research method was used
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Mak, Tak-cheung, and 麥德彰. "A study of teachers' perception of school discipline and management." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958126.

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11

Smith, Brittany Wilkinson. "EXAMINING ADMINITRATORS' DISCIPLINARY PHILOSOPHIES: A CONCEPTUAL MODEL." UKnowledge, 2011. http://uknowledge.uky.edu/gradschool_theses/111.

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In the 40th Annual Phi Delta Kappa/Gallup Poll of the Public’s Attitudes toward the Public Schools, Americans rated discipline as the second largest problem facing public education (Bushaw & Gallup, 2008). This poses a substantial problem for administrators as they strive to employ school reform policies, address public demands and meet the needs of contemporary students. A review of literature revealed a large body of research which examines disciplinary practice; however, it also showcased a literary gap regarding administrative disciplinary philosophies. This multiple case study highlights disciplinary philosophies possessed by five secondary school administrators. Analysis included utilizing the Administrator Discipline Facilitation Continuum; an adapted discipline continuum developed to analyze administrator disciplinary philosophies. The versatility of the continuum is discussed, as well as implications for its use and future development.
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Cowan-Stanley, Randi Lynn. "The effectiveness of a behavior checklist on classroom management with freshman students in a business and information technology course at Elk Mound High School." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006stanleyr.pdf.

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13

Damonse, Selwyn. "Informal and non-formal learning amongst teachers in relation to the management of classroom discipline at a primary school." Thesis, University of the Western Cape, 2011. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_1553_1360926110.

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South Africa has undergone major transformation after the election of the first democratic government in 1994. The acceptance of a humane constitution as well as equal rights for all its citizens necessitated the banning of corporal punishment in all schools under the South African Schools Act 84 of 1996. Accordingly, this change in the education policy as well as a change in society regarding equal rights for all citizens required teachers to adjust and improve their practices related to classroom management and discipline. The abolition of corporal punishment in 1996 (South African Schools Act 84 of 1996) can thus be regarded as such a changed aspect which required teachers to find alternative ways of keeping discipline in schools. It is expected from teachers to manage learning in classrooms, while at the same time practise and promote a critical, committed and ethical attitude towards the development of a sense of respect and responsibility amongst learners. It is with this in mind that one should remember that classroom locations and environments are complex as well as dynamic. Learners can now use their rights in a court of law while at the same time become more unruly, disruptive and at times even violent. Teachers on the other hand are left with limited alternative procedures or guidelines to manage unruly learners. As such, teachers now rely on their own informal learning in order to deal with such learners since alternatives to manage ill-disciplined learners are not included in formative teacher training courses. This study therefore concerns itself with the way teachers acquire classroom management skills in the absence of corporal punishment and learn how to deal with behavioural problems in order to carry on with day-to-day classroom activities. This is essentially viewed as informal learning. Because of the absence of much-needed training and support from educational authorities, teachers adjust and improve their practice, relying on hands-on experience in classrooms since they only incidentally receive opportunities to engage in ongoing formal professional development. This study explores the nature and content of informal/incidental as well as nonformal (courses not leading to formal accreditation) teachers&rsquo
learning related to managing classroom discipline in the absence of corporal punishment and investigates how skills, to manage classroom discipline, impact on the learning and teaching enterprise. A qualitative approach within the interpretive paradigm was followed throughout this study. Unstructured interviews were used to gather data which resulted in the gaining of rich detailed descriptions of participants&rsquo
responses to acquiring classroom management skills. This qualitative investigation included a literature review that explored and analysed different perspectives on the learning process. This study confirms that teachers acquire classroom management and discipline skills through workplace learning, initiated by themselves as well as collaboratively through interaction with colleagues and learners. Learning within the workplace was possible due to the opportunities they were afforded within the working context they found themselves in.

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14

Root, Monica Rose. "The Effect of Teacher-Identified Classroom Management." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1544.

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The framework of this study was monitoring classroom management strategies and student behaviors in the classroom, then providing strategies and feedback to increase effective classroom management and decrease problem student behaviors. There were 15 evidence–based practices that were researched and used in the study. Specifically teachers were asked to focus on 5 of them. These practices were: using 5 positive feedback comments to 1 negative comment; having classroom rules and expectations that were posted, taught, practiced, consistent, and positively reinforced; using an attention getting cue that had been taught, practiced and positively reinforced; having continuous active supervision including moving and scanning; and managing minor problem behaviors positively, consistently and quickly. Teachers filled out a self–assessment tool on how well they think they implemented these strategies in the classroom, and then received coaching sessions on how to use them more effectively in the classroom. These coaching sessions were given throughout the study as teachers had days where they needed positive reinforcement themselves. The results of these coaching sessions and the use of the strategies are presented in this study.
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Chow, Kam-ming, and 周鑑明. "A comparison of the strategies adopted by experienced and novice teachers in handling discipline problems in a secondary school in HongKong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957134.

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16

Snyder, Troy Ernest. "The influence of Equine Essentials on teacher holonomy." [Fort Worth, Tex.] : Texas Christian University, 2009. http://etd.tcu.edu/etdfiles/available/etd-10122009-152050/unrestricted/Snyder.pdf.

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17

Oosthuizen, Lizette Clarise. "The role of school management teams in selected Northern areas schools in Port Elizabeth in creating a culture of discipline and order." Thesis, Nelson Mandela Metropolitan University, 2009. http://hdl.handle.net/10948/983.

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Good discipline is one of the key characteristics of an effective school and is a vital prerequisite for a culture of learning and teaching at any school. Despite the requirement that every public school should have a code of conduct and other disciplinary policies to ensure a disciplined environment of teaching and learning, there is a perception that learner discipline at certain schools in the Northern areas of Port Elizabeth is busy eroding the fabric of effective school management. As an educator and more specifically a member of the school management team (SMT) at a Northern areas high school, I elected to investigate the role of SMTs in managing discipline at selected schools in the Northern areas of Port Elizabeth. The research question, which formed the basis of my research, was: What is the role played by SMTs of specific schools in the Northern areas of Port Elizabeth in creating a culture of discipline and order? By investigating how these SMTs cope with the challenge of managing learners’ ill-discipline, I was hoping to provide SMTs with possible solutions and/or guidelines for future use by SMTs facing similar challenges. This study chose the interpretive paradigm in which to conduct its investigation, as the aim was to understand how SMTs experience the phenomenon of school discipline at selected schools in the Northern areas of Port Elizabeth. This was done by means of qualitative research methods, which allowed me to listen to and share the experiences of SMT members in the participating schools. The sample of this investigation comprised of the SMTs of four schools in the Northern areas – three high schools and one primary school. Data were collected by getting the viewpoints of the participants by means of questionnaires as well as individual and group interviews. This data were then analyzed by highlighting significant themes resulting in the formulation of emerging themes, namely: a decline in discipline, socio-economic factors, classroom planning and school management and discipline practices. These four themes were then sub-divided into two categories each and thereafter the experiences of the participants were described in rich, thick detail. The main findings of this research focused on school discipline being the responsibility of all the relevant stakeholders of a school; finding solutions to the discipline problems should be a collective effort of SMT, educators and parents; the Department of Education (DoE) should increase its efforts to assist schools to manage discipline problems more effectively in order to create a culture of discipline and order. The findings of this study resulted in specific recommendations being formulated, e.g. the development of learners’ self-discipline should be high on the priority list of any school, educators need to be trained in effective alternatives to corporal punishment, and parents need to set standards of acceptable behaviour for their children at home, which will automatically spill over to the school. The conclusions from this research are that SMTs need to work as a team and in collaboration with other educators and parents to effectively manage discipline at their respective schools.
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Wilson, Omega W. "The Relationship between Student Discipline Disproportionality and High School Dropout Rate." Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/28959.

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Previous research has indicated that there is a possible relationship between disproportionality in student discipline and high school dropout rate.  Using discipline and dropout data from a mid-Atlantic state school district, discipline disproportionality and dropout rate amongst high school African American, Hispanic, and Caucasian male and females over a period of four school years was examined. The findings indicated that there was indeed discipline disproportionality among African American, Hispanic, and Caucasian students.  However, the evidence indicating a relationship between disproportionality and dropping out was not conclusive.  Based on the findings, implications for educational practice are advanced.  In addition, recommendations for further research are set forth.
Ed. D.
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19

Erasmus, Julian Malcolm. "An exploration of disciplinary approaches to classroom management in selected northern area schools in Port Elizabeth." Thesis, Nelson Mandela Metropolitan University, 2009. http://hdl.handle.net/10948/950.

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The study analysed the management of disciplinary approaches to classroom management in selected Northern Areas schools in Port Elizabeth, South Africa. The South African education system has historically promoted corporal punishment as a means of maintaining discipline. As a result corporal punishment was an integral part of schooling for most educators and learners in twentieth century South African schools (Morrel, 2001b:292). Since 1994, however, the South African government has implemented principles of equity, redress and social empowerment in broader society and education. Consequently, corporal punishment was banned in schools and new methods of managing discipline were introduced. The study followed a qualitative investigation, which is explorative, descriptive and contextual, using interviews with educators and questionnaires with learners to collect data at selected schools. The study’s aim was to investigate and explore the perceptions and experiences of learners and educators regarding discipline and to make recommendations regarding proactive, positive disciplinary approaches so as to guide educators to facilitate learners towards self-discipline. However, it was discovered that educators were unable to facilitate self-discipline or guide learners as they themselves had not learnt to practise and demonstrate the values and principles of self-discipline. This study thus has as its intention to challenge educators to review and refocus their ways, motives and expected outcomes as they demonstrate and exercise discipline.
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Nelson, Faye. "A Qualitative Study of Effective School Discipline Practices: Perceptions of Administrators, Tenured Teachers, and Parents in Twenty Schools." Digital Commons @ East Tennessee State University, 2002. https://dc.etsu.edu/etd/718.

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Many educators and parents are gravely concerned about disorder and danger in school environments. In addition to school discipline issues, American classrooms are frequently plagued by minor infractions of misbehavior that disrupt the flow of classroom activities and interfere with learning. The purpose of this qualitative study was to investigate common threads of effective school discipline practices as perceived by administrators, tenured teachers, and parents in 20 schools in East Tennessee. I also attempted to determine if the views of administrators, tenured teachers, and parents are consistent with published research on school discipline practices. Data were collected from administrators, tenured teachers, and parents through an open-ended interview form that I designed. The study offers a number of recommendations regarding components of effective school discipline practices. An effective school discipline practice involves all stakeholders in its design. The principal and the teachers are responsible for carrying out the school discipline practices to foster appropriate behavior from the students. However, parents, students and community members should be equally represented in the design of discipline procedures. Administrators and teachers need to have quality professional development opportunities to acquire strategies for classroom and school discipline practices. Rewarding students for good behavior and positive contributions to the school community is important. Effective discipline practices are built through consistency and teamwork. Evaluation of school discipline practices should be ongoing, and strategies for reducing school disruptions should be continuously assessed for improvements.
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September, Willie Jeffrie. "Die verbetering van dissipline as 'n sleutelbestuurstaak in 'n skool." Thesis, Nelson Mandela Metropolitan University, 2007. http://hdl.handle.net/10948/679.

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Die doel van hierdie studie is om die dissiplinêre probleme in skole soos dit in die Oudtshoorn-omgewing voorkom, te identifiseer en aan te spreek. Dit word gedoen deur te let op: • die skoolklimaat wat by 'n skool heers en die uitwerking van die skoolklimaat op die dissipline van`n skool. • die dissiplinêre probleme wat met skooldissipline in skole ervaar word. • die oorsake van skooldissipline en in watter mate die omgewing waarin die skool geleë is 'n invloed op skooldissipline het en • om oplossings vir dissiplinêre probleme soos vasgestel aan die hand te doen. Die studie poog om deur kwalitatiewe navorsingsmetodes vas te stel hoe prinsipale, opvoeders en leerders die huidige dissiplinêre situasie in skole ervaar. Dit poog dus om eerstehandse kennis te verkry van hul denke, gevoelens en gedagtes en hoe hierdie fenomeen hulle beïnvloed. Die studie kyk ook in watter mate skoolklimaat op die breë spektrum van skooldissipline 'n invloed het, en hoe die verbetering van skooldissipline `n sleutelbestuurstaak in 'n skool is. Die belangrikste bevindinge van die studie is dat daar samewerking tussen opvoeders en ouers moet wees om negatiewe leerdergedrag aan te spreek. Die studie dui ook aan dat kommunikasie tussen alle rolspelers van uiterse belang is om die dissiplinêre probleme binne skole aan bande te lê. Skoolleierskap moet hulle ook vergewis van die jongste metodes om dissiplinêre probleme aan te spreek. 'n Positiewe skoolklimaat of kultuur is ondersteunend om skooldissipline te verbeter.
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Eloff, Cecile Henriette. "Die hantering van leerderwangedrag in sekondêre skole / Cecile Eloff." Thesis, North-West University, 2009. http://hdl.handle.net/10394/2876.

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Due to the extent of disciplinary problems in South African schools today, there is a growing need among all shareholders in education to understand which factors influence learner misconduct so as to find effective disciplinary methods that can be applied in South African schools. The literature indicates 5 factors which contribute to learner misconduct, being: • socially related factors; • parent-related factors; • school-related factors; • educator-related factors; and • learner-related factors. This study follows a holistic approach in order to understand the nature of and contributing factors to learner misconduct so as to examine the relationship between the learners' and the educators' perceptions regarding: • the various forms of learner misconduct in secondary schools; • the various factors which have a negative influence on learner conduct; • the effectiveness of methods that are currently applied by secondary schools. The contribution of the above-mentioned aspects was discussed in accordance with the different factors that relate to learner misconduct. This study was conducted at 14 secondary schools in the Potchefstroom district. Learner respondents (n = 735) as well as educator respondents (n = 29) were selected to answer the same questions on learner misconduct so as to enable comparison of learners' and educators' perceptions of learner misconduct. The empirical study led to the following findings: • According to the literature as well as the empirical study, the quality of South African educators is not up to standard. • According to the study it appears that educators with more experience than the average educator do not necessarily have command of knowledge of either the new curriculum or the contemporary approach to dealing with learner misconduct. The lack of knowledge regarding the new curriculum and regarding experience may contribute to learner misconduct. • According to the responses of the participants, it seems that none of the role-players are aware of their influence on one another in terms of learner misconduct: • Parents are not aware of the negative effect of divorce on learners. • Learners are not aware of the parents' role in their behaviour in the classroom. • Educators are not aware of the learners' living environment). • Educators do not seem to realise that learners may experience stress in their daily lives. The findings reveal that educators' uncertainty regarding certain aspects promote learner misconduct, for instance their incapability to maintain discipline, regarding the curriculum and problems with the educator-learner relationship. The research has indicated that some of the critical issues with regard to dealing with learner misconduct are situated in the integration of the 5 related factors for maintaining discipline, the wide gap between the perceptions of learners and educators regarding learner misconduct, as well as the conflicting needs of learners and educators in a challenging society. Specific recommendations were made for further study in accordance with the 5 relevant factors that contribute to learner misconduct.
Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2009.
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Koontz, Kendall Dawn. "Effect of responsive classroom approach on caring and respectful behaviors of children /." Electronic version (PDF), 2003. http://dl.uncw.edu/etd/2003/koontzk/kendallkoontz.pdf.

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Bryan, Katy Michelle. "A critical review of the literature the effects of bullying and aggression and the most effective practices for reducing and/or eliminating the problem /." Online pdf file accessible through the World Wide Web, 2009. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Bryan_KMITthesis2009.pdf.

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Pearson, Adrian D. "Media influence on deviant behavior in middle school students /." Electronic version (PDF), 2006. http://dl.uncw.edu/etd/2006/pearsona/adrianpearson.pdf.

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Gibson, Kyle. "Teachers' Perceptions of School Training on Positive Behavior Supports for Behavior Intervention and Discipline." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5865.

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School staff was concerned that disruptive student behaviors at an urban, middle school in central Ohio had continued even with positive behavior interventions and supports (PBIS) implementation and professional development (PD) for more than 4 years. The purpose of this study was to explore teachers' perspectives of school training on the implementation of the PBIS system. Skinner's reinforcement theory and Bandura's social learning theory served as the conceptual frameworks for this study. Specifically, this study explored the training of teachers using the PBIS framework in diminishing students' negative behaviors. This study used triangulated data from interviews, observations, and document analysis. Of the 13 study participants, 7 participated in both interviews and observations. The remaining 6 participants were split evenly with 3 participating in the interviews and 3 in the observations for a total of 10 participants in each data source. The findings revealed the following: PBIS was not given full administrative support; PBIS did not have full funding for an effective implementation, and embedded continuous professional development was added to the PBIS program for all staff. Based on 1 of the findings, quarterly professional development programs led by the school leader were developed to address the inconsistent implementation of PBIS and the ongoing professional development that was needed. Effectively implementing PBIS should increase positive behaviors of students. As such, there are implications for social change in the quality of the school environment; change in school rating that results in more attractive neighborhoods; and increase academic achievement due to more instructional time on task.
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Lai, Tak-wah John, and 賴德華. "Effectiveness of classroom management procedures involving behaviouralapproach: perceptions of prevocationalschools' teachers and students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31958709.

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Kindelan, Julie Kinsley. "Elementary School Administrator Training in the Area of Handling Student Discipline." Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/27445.

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School safety is the utmost priority for an elementary school administrator and is high on the list of public concerns. The intent of this study was to identify the professional development that Virginia Elementary School principals receive in the area of handling student discipline. The study addressed the following research questions: (a) to what extent do current elementary school administrators receive training in the area of handling student discipline; (b) to what extent do elementary school administrators receive training in the area of handling student discipline in principal preparation coursework; (c) what are the most prevalent topics when administrators receive training in the area of handling student discipline; and (d) what future training, in the area of handling student discipline, do elementary school administrators need? This descriptive, quantitative study included a survey, created by the researcher that was used to collect data from 103 elementary school administrators. The results indicate that the administrators did not receive comprehensive training in the area of handling student discipline. In particular, training regarding suspensions and minority overrepresentation was severely lacking while the training around safety and security was the most prevalent. Forty-nine percent of the administrators indicated that their principal preparation programs did not address student discipline in a required coursework. The results of this study provide school district leaders with information on current gaps in the area of student discipline included in professional development provided to elementary school administrators in principal preparation programs and during their tenure as administrators.
Ed. D.
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Short, Selena Gutierrez. "An Analysis of EC-4 Pre-Service Teacher Perceptions of Knowledge and Use of Classroom Discipline Techniques." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5212/.

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The purpose of this study was to examine the perceptions of pre-service Texas Wesleyan University teachers' knowledge and use of classroom discipline techniques. The study was conducted to obtain data utilized for the evaluation of the research questions. A non-experimental, mixed research design using survey methodology was used. Part one of the Allen Classroom and Discipline Management Instrument (ACDMI) consisted of demographic information: current position, ethnicity, level of education, gender, age, teaching certification obtained, teaching certification anticipated to be obtained, type of teacher certification training, and number of clock hours received in discipline management. The demographic information was used as independent variables for comparing responses to survey items. Part two contained discipline management techniques from Skinner, Canter, Dreikurs, Gathercoal, Glasser, Faye and Funk, Curwin and Mendler, and Berne and Harris. These techniques were used to determine mean differences with the independent variables. Finally, part three was the qualitative section which consisted of four questions requesting information about helpful discipline techniques. The sample population consisted of 150 pre-service teachers from a small liberal arts university in Texas. Findings from the study indicated that EC-4 pre-service teachers' predicted use of discipline management techniques were the ones in which they were most knowledgeable. Furthermore, EC-4 pre-service teachers reported to be most knowledgeable of the following discipline management techniques: "Student Input in Developing Classroom Rules," "Social Reinforcement and Praise," and "Direct Teach and Model Appropriate Behavior." In addition, certified EC-4 pre-service teachers had more knowledge of classroom discipline techniques than non-certified EC-4 pre-service teachers. The qualitative analysis revealed a consensus among all EC-4 pre-service teachers with regard to their training in discipline management. All EC-4 pre-service teachers indicated that their overall training was inadequate in the area of classroom discipline management and that more was needed.
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Guthals, Jennifer. "The relationship between positive behavior supports, student achievement, severe problem behavior, and administrative stress." Diss., [Missoula, Mont.] : The University of Montana, 2009. http://etd.lib.umt.edu/theses/available/etd-06042009-123515.

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Jones, Thomas L. "Middle School Teachers' and Administrators' Experiences When Students Transition." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7020.

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Student discipline and subsequent placements are a common problem in education. This qualitative phenomenological study addressed a gap in the literature by discovering the experiences of middle school teachers and administrators regarding student discipline, classroom removal, and assignment of students to alternative education. This research describes the development of an interview protocol based on critical incident theory and demonstrates its usage in drawing out thick, rich descriptions which help increase the trustworthiness of qualitative research. Initial interview data are presented to highlight the utilization of critical incident theory to elicit specific information about how participants experienced various critical interactions that influenced academic decisions about the student removal process, the kinds of situations and safety issues they encountered, and training they received for managing student removal. Data were collected using audio recorded and transcribed in-depth interviews using open ended questions with participants. Six teachers and 2 administrators from 3 middle schools in the southern U.S. responded to 15 questions in semistructured interviews that were audio recorded and transcribed. Qualitative analysis of the interviews revealed an overarching theme of managing disruptive classroom behavior. Participants described classroom management difficulties, their methods of dealing with disruptive students, and their emotional reactions to disruptions. Some teachers shared that at times, they reconsidered their decision to teach due to classroom management problems, and some revealed that their classroom management training had been deficient. Recommendations include further research on the degree and kinds of stress resulting from teachers having to deal with student discipline problems. Implications for positive social change include motivating schools to evaluate their programs of continuing teacher education for dealing with classroom discipline and to provide opportunities for teachers to discuss, with their peers, their behavioral and emotional reactions to difficult student encounters, thereby contributing to teacher well-being and retention.
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Amponsah-Amfo, Daniel. "Discipline: An interpersonal approach for elementary school teachers in Ghana." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1425.

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Hamilton, Karen D. "A study of the effectiveness of seven selected classroom management discipline systems and sixteen strategies as perceived by new and beginning teachers /." La Verne, Calif. : University of La Verne, 2003. http://0-wwwlib.umi.com.garfield.ulv.edu/dissertations/fullcit/3090256.

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Johannes, Edgar Anthony. "Using collaborative action research to improve classroom discipline: an action research study at a secondary school in the Boland." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&amp.

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This study focused on improving the learners behaviour through classroom management and the implementation of human rights awareness as an intervention strategy. The purpose of the research was to prevent learners from misbehaving through the implementation of different teaching strategies. Learners transgression will not stop completely and a second objective was to use the implementation of human rights awareness as an intervention strategy if the learners behaviour become unacceptable. The strategies the educators has to instigate were primarily considered to be those associated with classroom management.
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Fauver, Kristine Siesel. "Perspectives and Practices of Ohio School Leaders Using School-wide Positive Behavior Supports." Connect to full text in OhioLINK ETD Center, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1216604240.

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Dissertation (Ed.D.)--University of Toledo, 2008.
Typescript. "Submitted as partial fulfillment of the requirements for The Education Doctorate Degree in Educational Administration and Supervision." Bibliography: leaves 156-169.
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Simonsen, Flint. "Variables affecting schools' use of research-validated practices in education /." view abstract or download file of text, 2001. http://wwwlib.umi.com/cr/uoregon/fullcit?p3024535.

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Thesis (Ph. D.)--University of Oregon, 2001.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 105-111). Also available for download via the World Wide Web; free to University of Oregon users. Address: http://wwwlib.umi.com/cr/uoregon/fullcit?p3024535.
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Brame, Stacey Lynn. "School administrator perceptions of managing student behavior." [Pensacola, Fla.] : University of West Florida, 2009. http://purl.fcla.edu/fcla/etd/WFE0000166.

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Thesis (Ed.D.)--University of West Florida, 2009.
Submitted to the Division of Teacher Education. Title from title page of source document. Document formatted into pages; contains 185 pages. Includes bibliographical references.
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Mangena, Lethamaga Thames. "The protection of human rights : an analysis of approaches to school discipline." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/53151.

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Thesis (MPhil)--Stellenbosch University, 2002.
ENGLISH ABSTRACT: This is an in-depth investigation of human rights in education as reflected in school discipline in the Northern Province. In this research, three different schools were selected as the settings for my study. This selection of the setting was influenced by the diversity of the schools such as: -the community school, -the township school and the urban school. The three schools are not the representative of the schools in the Northern Province, but they illustrate or reveal if there were patterns in terms of the data collected. The methods used for collecting data are the following: Observation, Interview and Documents. A period of time was spent at the three settings for the purpose of observing the real school environment, interviewing the research participants (principal, educators, learners/LRC and the parentcomponent of the SGB) and to consult documents especially policies of the school. The departmental policies were also consulted. The results of the study indicate that most stakeholders (especially in rural and township schools) are not yet conversant with human rights in education. Educators and parents regard some human rights provisions in education as erosion of their 'status' in education.
AFRIKAANSE OPSOMMING: Hierdie studie is 'n diepgaande ondersoek van menseregte in die onderwys soos dit in dissipline in the Noordelike Provinisie se skole weerspieel word. In hierdie navorsing is drie skole gekies om as die milieu vir die studie te dien. Die keuse van hierdie skole is ingelig deur die verskille wat tussen hulle bestaan soos die gemeenskap skool, die woonbuurt skool en die stedelike skool. Die drie skole is nie noodwendig verteenwoordigend vandie skole in die Noordelike Provinsie nie, maar hulle illustreer of bewys indien daar 'n model bestaan in gevolge van die data wat versamel is. Die volgende metodes is toegepas om data in te samel: waarneming, onderhoud en die bestudering van dokumente. Om die egte skool milieu waar te neem, is sekere tyd by elkeen gespandeer. Onderhoude is met die deelnemers in die navorsing gevoer, t.w., skoolhoofde, onderwysers, leerlinge, leerlingverteenwoordigers en die ouers wat deel van die skoolraad is. Dokumente soos die skoolbeleid en relevante departementele beleidsdokumente is ook bestudeer. Die resultate van die navorsing dui aan dat die meeste belanghebbendes (veral die platteland - en woorbuurtskole) is nog nie bekend met mense regte in die onderwysers nie. Onderwysers en ouers beskou sekere mense regte voorsienings in the onderwys as wegvreting van hul 'status'.
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Shippy, Tanya L. "Relationships among teachers' pupil control ideology, teachers' pupil control behavior, student achievement, and self-regulating behaviors /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9842582.

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Bixler, Cynthia L. ""Because I said so ... an examination of rule-governed behavior within the classroom /." Oxford, Ohio : Miami University, 2010. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1264560256.

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41

Sutter, Mary Alanna Adkins Amee. "The promise of restorative justice a hermeneutical analysis /." Normal, Ill. Illinois State University, 2003. http://wwwlib.umi.com/cr/ilstu/fullcit?p3087876.

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Thesis (Ph. D.)--Illinois State University, 2003.
Title from title page screen, viewed October 19, 2005. Dissertation Committee: Amee Adkins (chair), Albert T. Azinger, W. Paul Vogt, Robert Nielsen, Loyd Edward Wells. Includes bibliographical references (leaves 206-219) and abstract. Also available in print.
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Tuta, Thamsanqa Clifford. "Teachers’ perspectives of learners’ indiscipline on Grade 12 academic performance: a case of the Libode District." Thesis, Walter Sisulu University, 2012. http://hdl.handle.net/11260/889.

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Evidence of the effects of indiscipline on the academic performance of grade 12 learners has been mixed. This study examined how indiscipline in the forms of disruptive, aggressive behaviour, alcohol and drug abuse affected levels of academic performance in a case study of public Senior Secondary Schools of the Libode Education District, Eastern Cape Province in the Republic of South Africa. A total of 25 teachers from two selected schools in the Libode District (10 men and 15 women) were randomly assigned to participate in both the quantitative and qualitative interview surveys conducted by the researcher. The study relied substantially on teacher ratings. The data were collected using interviews which were synthesized, analysed, presented and discussed within a specified time frame. The results adequately reflected on the three research questions of the study which were: To what extent do learners‘ aggressive and violent behaviour impede academic performance? Does imbibing alcohol and drugs influence learners‘ academic performance? To what extent does learners‘ disruptive behaviour affect their academic performance? It has been clearly indicated that disruptive, aggressive behaviour and alcohol and drug abuse have a negative impact on academic performance. The factors (disruptive, aggressive behaviour, alcohol and drug abuse) used in the analysis were identified as the main challenges to the educational development and academic achievement among learners; they pose a serious threat and have negative effects on students, teachers, the school environment and society. They originate from the same sources, however; these are mainly family background, society, cultural values, beliefs, technology, peer pressure and classroom management strategies employed by educators. Findings were discussed in the context of the main and sub research questions and recommendations were made.
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43

Luttrull, Pamelia D. "Impact of School-Wide Positive Behavior Intervention Supports for African American Males in American Public Schools." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc699957/.

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Research has shown that African American males are performing poorly in American public schools and are disciplined at a higher rate than other ethnic and gender groups. Positive Behavior Intervention Supports (PBIS) has a long history of success with individual students and more recently in school-wide settings. School-wide PBIS offers schools the ability to tailor their rules, rewards, and consequences to the specific needs and culture of a school. This descriptive and quantitative study sought to determine if implementation with fidelity of SWPBIS positively correlated to reduced disciplinary measures. The object of this study was to determine in what ways disciplinary rates for African American males differ in American public schools that identify as using SWPBIS with fidelity as compared to American public schools that do not implement SWPBIS with fidelity. Disciplinary rates examined included ISS, OSS single incident, and OSS multiple incidents. Descriptive findings indicated that schools that implement SWPBIS show a lower rate of ISS and OSS incidents for African American males. The quantitative findings did not yield a statistically significance between schools with fidelity of implementation of SWPBIS and schools without fidelity of implementation of SWPBIS.
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Suping, P. P. "The Management of Discipline by Educators In Secondary Schools." Thesis, (Welkom): Central University of Technology, Free State, 2008. http://hdl.handle.net/11462/219.

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Full Thesis
The purpose of this research is to assess the management of discipline by educators in selected secondary schools. There are three major objectives in this study. Firstly, the study sought to examine the major causes of lack of discipline in secondary schools. Secondly, the study sought to determine the extent to which educators are affected by lack of discipline in the classrooms. Thirdly, possible strategies and alternatives to be used by educators were investigated. Data was collected from educators in different schools situated in the Lejweleputswa district of the Free State province. The study employed both the qualitative and quantitative research approaches to gain primary data and a literature review for secondary data. Mostly qualitative data was supplemented by quantitative data and a literature review. The results have revealed that many educators struggle to manage discipline in secondary schools. Part of the problem is the lack of alternative disciplinary measures to corporal punishment as a discipline tool. Educators aim to put measures in place to manage discipline, without resorting to punitive measures (such as corporal punishment). There is a need to implement developmental workshops at schools to assist educators in managing discipline. It is therefore recommended by this study that educators should not only be introduced to alternative measures of keeping discipline, but a continuous mentoring and support programme to assist educators with these alternatives should be implemented at schools.
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Khewu, Noncedo Princess Dorcas. "A study of practices in the alternatives to corporal punishment strategy being implemented in selected primary schools in Buffalo city metro municipality: implications for school leadership." Thesis, University of Fort Hare, 2012. http://hdl.handle.net/10353/533.

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The problem of indiscipline in schools has attracted the growing attention of researchers in South Africa and the world at large. Learner indiscipline has been variously reflected in behaviours which range from serious ones such as drug abuse, assault, theft, rape and murder, to minor ones such as truancy; all of which negatively affect teaching and learning. While there is agreement on the need to address the problem, there is a great deal of contestation around what strategies and practices are appropriate to instil discipline in schools. Within this debate many countries, including South Africa, have decided to move away from punitive approaches such as corporal punishment and replace them with what is called Alternatives to Corporal Punishment (ATCP). The main aim of this study was to interrogate the consistency that prevails between disciplinary practices and principles of alternatives to corporal punishment and the implications of this for school leadership. A mixed method design was used. The study was conducted in two phases: the first was a survey during which trends in disciplinary practices were established; the second was a multiple case study where in-depth interviews were conducted in five primary schools across different contexts which included farm, suburban, township, rural and informal settlement locations. This study has seven main findings. First, it was found that primary schools in the Buffalo City Metropolitan Municipality experienced minor offenses which clustered around levels 1 and 2 of the ATCP classification. Second, although statistically there was a weak negative correlation (r = - 0.11) between location and behaviour which is not significant (p >. 05) or (p = .46), qualitative evidence suggests a relationship between context and disciplinary offences. Third, principals’ roles in instilling discipline were focused mainly on reactive administrative and management functions rather than on giving leadership designed to inspire alternative ways of behaving. Fourth, principals’ and teachers’ belief in the use of alternatives to corporal punishment revealed ambivalence and lack of understanding. Fifth, measures to instil discipline, even though they were said to be based on alternatives to corporal punishment, placed heavy emphasis on inflicting pain and relied on extrinsic control. Sixth, two disciplinary measures designed to inflict pain were found to be weakly associated, but significantly (p < 0.05) with violent behaviour, lending credence to view that in using certain practices to instil discipline there are socialisation consequences. Finally, the use of some measures recommended by alternatives to corporal punishment yielded some unintended socialisation consequences. The study concludes that there was lack of consistency between disciplinary practices in Buffalo City Metropolitan Municipality primary schools and the principles of Alternatives to Corporal Punishment. The findings suggest that it is difficult to achieve the consistency without a school leadership which understands that the alternatives call for a paradigm shift in measures to instil discipline. For improving discipline in schools, it is recommended that school principals and stakeholders must focus on measures that are meant to cultivate a new school culture guided by values of self-discipline in order to minimise the need for extrinsic punitive control. For further research, a follow up study based on a probability sample, which should include secondary schools, could be undertaken in order that results can be generalised.
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Ward, R. Dionne. "A Study of Two Urban Middle Schools: Discipline Practices Used to Control Disruptive Behavior of Students." Diss., Virginia Tech, 2007. http://hdl.handle.net/10919/29293.

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Schools are facing challenges in their efforts to educate children appropriately and safely. Students who demonstrate inappropriate, anti-social, and/or disruptive behaviors are becoming more prevalent. School personnel are dealing with disruptive behaviors that occur more frequently and that affect staff and student safety. Additionally, the lack of discipline or management of disruptive behaviors has been identified by the public as the most persistent and possibly the most troublesome issue facing schools ( Cotton, 2001; Elam, Rose, & Gallop, 1998; Fitzsimmons, 1998; Killion, 1998). An assumption in managing problem behaviors in many urban schools is that punishment will change behavior. According to Skiba and Peterson (2000), severe and penalizing disciplinary policies frequently produce a negative school environment rather than improving student behavior. In general, urban schools across the nation rely on suspensions, loss of privileges, reprimands, and or expulsion as means of discipline. Unfortunately, these reactive consequences only help a small number of children learn to "comply with general expectations" and are insufficient for many students who exhibit more challenging behavior problems. This study examines the disciplinary practices being used in two urban middle schools to control disruptive behavior of students. It will reveal what aspects of certain disciplinary practices are viewed as helpful as well as areas needing improvement. It will also give insight into whether selected urban school principals and other stakeholders are using proactive strategies and techniques demonstrated in the research literature as being the most effective in terms of changing inappropriate behavior. Undertaking this study through the application of qualitative research methods of inquiry as a study using interviews, examining relevant documents, and observations will allow me an opportunity to explore my personal reactions to the defined disciplinary practices in the identified schools.
Ed. D.
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Coetzer, Zanie. "The impact of classroom management duties on the discipline of grade two learners / Zanie Coetzer." Thesis, North-West University, 2011. http://hdl.handle.net/10394/8520.

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The aim of this study was to investigate current classroom management practices, disciplinary strategies and educator duties and demands, in the Sedibeng West District (D8) of the Gauteng Province, with the aim of recommending guidelines to assist educators to cope better with classroom management duties as well as maintaining discipline at the same time. The overall aims of the study were achieved through the following objectives: Reviewing existing literature to establish the nature of current classroom management duties. Investigating the influence of increased classroom duties on classroom management. Reviewing existing literature to establish the nature of current disciplinary measures. Investigating the influence of increased classroom duties on discipline. Making recommendations to assist educators to cope better with classroom management duties as well as maintaining discipline at the same time. The abovementioned aims were reached by completing a literature study and an empirical investigation. The study further investigated the perceptions of educators in the foundation phase (grade 2 educators and the respective Heads of Department) as well as principals regarding certain aspects of classroom management and discipline. This was investigated by means of structured questionnaires. Findings from the research indicated that refusal to obey requests and commands, noisiness, showing off, teasing, irritating or disturbing other learners, leaving their seats without permission, talking out of turn, calling out when the educator is speaking, making improper noises, not paying attention, storming out of the classroom, and knife attacks, are current types of behaviour that disturb lessons of educators (Landsberg et al., 2005:455). This makes it impossible for educators to teach properly. Learners who engage in such behaviour get no benefit from the teaching and learning situation. The attention of all the other learners is distracted and the atmosphere in the class is negatively affected. According to Landsberg et al., (2005:456) discipline is a huge part of classroom management and it is reactive in nature. Educators react to learner behaviour, which disrupts the good order of the classroom. Classroom management is proactive, it is preventative and self-control on the part of the learners is its goal. Further findings from the research indicated that educators struggle from teacher-burnout. It has also become apparent that educators are unsure of corrective disciplinary measures. Current disciplinary measures do not yield successful results. In fact, educators feel stressed and de-motivated. As a result of so many reasons for misbehaviour in classrooms, educators feel that they do not have the ability to manage the classroom. This study therefore provided recommendations to assist educators to cope better with classroom management duties in such a way that it will contribute to effective discipline in the foundation phase.
Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2011
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Brown, Mark Jonathan. "Teacher perceptions of factors influencing classroom management practices: A comparative case study of two public high schools in the Western Cape." University of the Western Cape, 2019. http://hdl.handle.net/11394/6623.

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Magister Educationis - MEd
Teachers in schools located in disadvantaged areas are increasingly required to address poor learner behaviour, which makes teaching and the completion of the curriculum a great challenge to teachers. This raised the need to explore teacher views of the effectiveness of the different classroom management strategies teachers’ use and their value in addressing learner behaviour and achievement. This research therefore focussed on understanding classroom management issue from the perspective of teachers. The broad aim of this study was thus to compare teacher perceptions of the factors that contributed to effective classroom management practices in two public high schools located in a historically disadvantaged community. An eco-systemic theoretical lens is used to illuminate an understanding of the complexity of school systems and factors which influence classroom management (CRM). This relates to a Whole School Development (WSD), an approach in which all elements of organisational life and stakeholders are involved to find a solution for a problem – in this case reducing the complexities of the school system in addition to the factors influencing CRM by involving all stakeholders possible.
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49

Zikhali, T. T. "Educators' perceptions of discipline in senior primary school." Thesis, 2006. http://hdl.handle.net/10530/715.

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Submitted in fulfilment of the requirements for the degree MASTER OF EDUCATION in the Department of Educational Psychology and Special Education of the Faculty of Education at the University of Zululand, 2006.
The aim of this study was to pursue an investigation into educators' perceptions of discipline in senior primary schools. From the literature study it became clear that discipline cannot be considered as an object or event in itself but that it has to be seen in terms of factors in and outside the school, and that its maintenance is essentia! for overall class control, without which effective learning is impossible. One of the prerequisites for all children is that they should learn how to behave at home, in school and in the community. Children have to adhere to the family's and the school's codes of conduct. This study has found, however, that discipline remains the most significant problem in senior primary schools, as many schools experience a break¬down of discipline resulting in disruptive behaviour in the classroom. A code of conduct for learners contains school and classroom rules which regulate the day to-day relationship between educators and learners. The adoption of a code of conduct and the effective implementation thereof is the responsibility of the school governing body. It should be reviewed annually by the stakeholders and any amendments should be agreed upon by ail the members. For the purpose of the empirical investigation a self-structured questionnaire, to be completed by educators, was utilised. The completed questionnaires were analysed using descriptive statistics. In conclusion a summary was presented on the findings of the literature and empirical study and the following are some of the recommendations that were made: Good behaviour must be inculcated in learners by means of positive and constructive discipline. A code of conduct for learners must be enforced to regulate the learners' behaviour.
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"Attitudes of high school learners towards school discipline." Thesis, 2008. http://hdl.handle.net/10210/1276.

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