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Dissertations / Theses on the topic 'Students School discipline'

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Published: 4 June 2021

Last updated: 16 February 2022

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1

Chan, Yin-chun. "School deviance and the role of the discipline master in some Hong Kong secondary schools." [Hong Kong : University of Hong Kong], 1990. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12840907.

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2

Eddy, Thomas M. McNeal Larry. "Teacher and student perceptions of school environment and student discipline." Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9819892.

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Thesis (Ed. D.)--Illinois State University, 1997.
Title from title page screen, viewed June 14, 2006. Dissertation Committee: Larry McNeal (chair), Paul J. Baker, Lemuel W. Watson, Joe Parks. Includes bibliographical references (leaves 102-112) and abstract. Also available in print.

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3

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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4

Bracy, Nicole L. "Learning locked down evaluating the treatment of students' rights in high security school /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 272 p, 2009. http://proquest.umi.com/pqdweb?did=1818417591&sid=4&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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5

Pro, Amy Louise McFarland. "Social and academic factors that influence the behavior of students assigned to a disciplinary alternative education program /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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6

Dehlinger, Robin G. "An investigation into unitary status and the overrepresentation of black students in school discipline as measured by out-of-school suspensions in secondary schools within the 67 Florida public school districts." Orlando, Fla. : University of Central Florida, 2008. http://purl.fcla.edu/fcla/etd/CFE0002042.

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7

McMasters, Christine. "Student and teacher perceptions of discipline at the middle school level." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002mcmastersc.pdf.

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8

Chan, Kam-wai Dennis. "Unruly pupils in a Hong Kong secondary school : a case study /." [Hong Kong] : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13834277.

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9

Gillan, Kevin P. "Technologies of power : discipline of Aboriginal students in primary school." University of Western Australia. Graduate School of Education, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0183.

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This study explored how the discursive practices of government education systemic discipline policy shape the behaviour of Aboriginal primary school students in an urban education district in Western Australia. First, this study conducted a Foucauldian genealogical discourse analysis of the historical and contemporary discursive forces that shaped systemic discipline policy in Western Australian government schools between 1983 and 1998 to uncover changing discursive practices within the institution. This period represented a most turbulent era of systemic discipline policy development within the institution. The analysis of the historical and contemporary discursive forces that shaped policy during this period revealed nine major and consistent discursive practices. Secondly, the study conducted a Foucauldian genealogical discourse analysis into the perspectives of key interest groups of students, parents and Education Department employees in an urban Aboriginal community on discipline policy in Education Department primary schools during the period from 2000 to 2001; and the influence of these policies on the behaviour of Aboriginal students in primary schools. The analysis was accomplished using Foucault's method of genealogy through a tactical use of subjugated knowledges. A cross section of the Aboriginal community was interviewed to examine issues of consultation, suspension and exclusion, institutional organisation and discourse. The study revealed that there are minimal consistent conceptual underpinnings to the development of Education Department discipline policy between 1983 and 1998. What is clear through the nine discursive practices that emerged during the first part of the study is a strengthened recentralising pattern of regulation, in response to the influence of a neo-liberal doctrine that commodifies students in a network of accountability mechanisms driven by the market-state economy. Evidence from both genealogical analyses in this study confirms that the increasing psychologisation of the classroom is contributing towards the pathologisation of Aboriginal student behaviour. It is apparent from the findings in this study that Aboriginal students regularly display Aboriginality-as-resistance type behaviours in response to school discipline regimes. The daily tension for these students at school is the maintenance of their Aboriginality in the face of school policy that disregards many of their regular cultural and behavioural practices, or regimes of truth, that are socially acceptable at home and in their community but threaten the 'good order' of the institution when brought to school. This study found that teachers and principals are ensnared in a web of governmentality with their ability to manoeuvre within the constraints of systemic discipline policy extremely limited. The consequence of this web of governmentality is that those doing the governing in the school are simultaneously the prisoner and the gaoler, and in effect the principle of their own subjection. Also revealed were the obscure and dividing discursive practices of discipline regimes that contribute to the epistemic violence enacted upon Noongar students in primary schools through technologies of power.

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Lam, Leung Yin-ting Teresa. "Perceptions of school climate in the eyes of teachers and students : a case study /." Hong Kong : University of Hong Kong, 1992. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13890918.

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11

Miles, Brittney. "Black Girls’ Meaning-Making of School Discipline in Cincinnati." University of Cincinnati / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1617106372110342.

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12

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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13

Chung, Yiu-bun. "Teachers' and students' perceptions on the cooperation of discipline and guidance." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20058068.

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14

Chung, Yiu-bun, and 鍾耀斌. "Teachers' and students' perceptions on the cooperation of discipline and guidance." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B3196008X.

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15

Patton, David Kent. "Demographic and education related factors that influence student behavior /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9998502.

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16

Lyell, Fallo Katie. "Decoding Discipline: The Impact of Restorative Justice Practices on Reducing the Discipline Gap for African American Students." Youngstown State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ysu155957512173617.

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17

Hamilton, Michele Villarreal. "Restorative justice: Reconceptualizing school disciplinary theory and practice." Scholarly Commons, 2008. https://scholarlycommons.pacific.edu/uop_etds/2366.

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The threat of school violence plagues high school campuses nationwide. To thwart violent student behavior and create a safe school environment, schools often utilize punitive disciplinary practices. These practices, often referred to as zero-tolerance policies, essentially transform schools into law enforcement models focused on punishment and the exclusion of students from the educational setting. Conversely, restorative justice practices, specifically Circles, provide students with an opportunity to resolve conflicts through dialoguing, problem-solving, building relationships and reflecting on their behavior. Used in conjunction with traditional disciplinary practices, Circles can provide schools with an additional tool to teach appropriate behavior. Currently, there is limited research examining the impact of the Circle process on student behavior and school climate relative to student discipline. The purpose of this study was to examine the use of restorative justice practices, specifically Circles to address behavioral infractions among high school students. The findings of this study add to the current literature surrounding school disciplinary theory and practice and provide school administrators with another option for addressing student behavior. A qualitative case study approach was utilized to examine the impact of Circles at one high school. Thirteen participants were interviewed during a week long visit to West Valley High School (identified by pseudonym). Interviews responses were transcribed, analyzed and coded into themes representing the experiences of the participants in the Circle process. The data for this study revealed the following research findings: (a) the school employed a restorative approach to discipline which included the use of Circles as a complement to traditional disciplinary procedures, (b) the Circle process at WVHS led to the elimination of further behavioral infractions among Circle participants, (c) the Circle process provided students with increased opportunities for conflict resolution and learning, (d) the Circle process provided a forum for students' to discuss personal issues unrelated to the original conflict, and (e) the Circle process had a positive impact on student behavior and the participants' perception of school climate relative to student discipline.

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18

Pellegrino, Mark J. "Leadership Practices That Support Marginalized Students: Culturally Responsive Discipline for African American, Hispanic, and Latinx Students." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108800.

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Thesis advisor: Lauri Johnson
Traditionally, schools have suspended students of color at significantly higher rates than White students. Culturally responsive classroom practices have been found to reduce these disparities. This exploratory case study examined whether or not teachers with low discipline referrals for African American and Hispanic/Latinx students from a midsized urban Massachusetts district report using culturally responsive discipline practices, and how their principal fosters these practices. It was part of a larger group study that examined how school and district leaders support marginalized students. Data was collected over a four-month period using semi-structured interviews with two principals and nine teachers in two schools. Interview questions were based on the Double-Check Framework (Hershfeldt etl al., 2009) which identifies culturally responsive discipline practices. Data showed that teachers with low office discipline referrals might embrace culturally responsive practices, at least to a limited degree. Additionally, while principals reported that they provided culturally responsive professional learning activities for teachers, teachers interviewed did not attribute their practices to these efforts. Results suggest that school leaders should cultivate positive relationships between students and staff to reduce discipline disparities
Thesis (EdD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education

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19

Smith, Tad Jonathan. "ARK: At risk kids: A preventive discipline program for adolescent students." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1178.

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20

Greflund, Sara. "Examining disproportionality in school discipline practices for students with Aboriginal status in Canadian schools implementing PBIS." Thesis, University of British Columbia, 2013. http://hdl.handle.net/2429/44648.

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The purpose of the study was to investigate the extent to which students with Aboriginal status receive disproportionate levels of Office Discipline Referrals (ODRs) and more severe administrative consequences relative to students without Aboriginal status. The participants were all 1,750 students in five rural British Columbia and Alberta elementary and middle schools implementing PBIS. Binary multilevel logistic regression was used to determine to what extent disproportionality was present. Contrary to hypotheses, students with Aboriginal status were no more likely to receive ODRs than students without Aboriginal status. Students with Aboriginal status were more likely, but not statistically significantly more likely, to receive suspensions and harsh administrative consequences from ODRs. In addition, students with Aboriginal status were more likely, and statistically significantly more likely to receive other or unknown administrative consequences. Potential factors for these findings include the small sample, the Canadian educational context, and implementation of PBIS in participating schools.

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21

Chan, Tsan-ming Kenneth. "School control of juvenile delinquency in Hong Kong /." [Hong Kong : University of Hong Kong], 1990. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12840932.

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22

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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23

Leung, Yuk-wah. "Rewards and punishments in schools : a study of their effectiveness as perceived by secondary school students and their teachers /." Hong Kong : University of Hong Kong, 1991. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14419890.

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24

Gallant, Catherine Imelda. "A study of the due process rights of students in matters of school discipline." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq25842.pdf.

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25

Griffith, Christina. "School Environment, Discipline, and Factors Affecting Students with Problem Behaviors| Understanding the Perspectives of Students| A Qualitative Research." Thesis, Northcentral University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10980350.

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Policy makers continue to seek answers in addressing problem behaviors in schools. Zero tolerance in schools has been used widely across the nation yet educators have encountered many challenges with students who have been suspended for short or long periods. Research studies have found that the strategies used to address problem behaviors are not sufficient and many perspectives have been given on the topic. There has however, been a lack of understanding how students perceive the factors affecting their behaviors. The problem is that, in not understanding students’ perspectives on the issue, politicians will continue to make decisions without acknowledging the need to explore students’ views. A grounded theory case study will be conducted to explore how students perceive the school environment and protective and risk factors to affect their behaviors. The participants will be 6th to 8th grade students and teachers coming from a Northeastern district middle school in New York and teachers from other schools. The students will be observed and interviewed while teachers will be surveyed.

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26

Lam, Leung Yin-ting Teresa, and 林梁燕婷. "Perceptions of school climate in the eyes of teachers and students: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B31956099.

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27

Chung, Man-ngai Danny. "A peer support programme in a secondary school : a case study /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25752212.

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28

Chan, Yin-chun, and 陳燕春. "School deviance and the role of the discipline master in some Hong Kong secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B31976190.

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29

Chun, Ping-kit Roxco. "Responses to delinquency in Hong Kong secondary schools towards an integrative approach /." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37033311.

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30

Brown, Kevin L. "A comparison of social competencies among high school students referred for disciplinary action and nonreferred peers." Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1344197.

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Early identification of high school students at-risk for antisocial behavior and school failure is critical to reducing the number punitive consequences they may experience, as well as for lowering referral rates to special education. The identification of characteristics that are common to students accumulating disciplinary referrals for chronic or acute behavior problems can be valuable for targeting the needs of these students and developing proactive intervention strategies. Typical approaches employ deficit-based measures which describe behaviors that are regarded as problems to be eliminated or reduced, but which seldom provide guidance to teachers on how to achieve that result. This study used the Behavioral Objective Sequence (BOS) (Braaten, 1998) a strength-based instrument, to examine the attributes of students in an urban high school who had been referred the Character Development Center (CDC), an out-of-classroom disciplinary intervention.The BOS provides a criterion referenced assessment of behavioral competencies which can subsequently be used by educators to develop instructional interventions that are directly related to skill deficiencies. A Likert type rating scale method was used to assess students' demonstration the BOS skills or behavioral/social competencies.Data were collected on 99 students who had been referred to CDC one or more times and 37 randomly selected peers who had never been referred. BOS scores were obtained from the classroom teachers who had made the student referrals to CDC and the nonreferred students. One-way ANOVAs and independent t-tests were computed to test for differences in the mean scores on the six BOS subscales. Students who were referred for disciplinary intervention scored significantly lower on all subscales. ANOVA tests for significant interactions between rater and student demographic attributes were all non significant indicating that the results were not influenced by characteristics such as gender, ethnicity, or social economic status.The results support the findings of previous studies that indicate use of skill-based BOS scores can identify students who are a high risk for disciplinary intervention. This approach offers educators an assessment instrument that can assist with early identification by proactively targeting skills that need to be taught and reinforced rather than reliance on consequences for misconduct.
Department of Special Education

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31

Lamie, James M. "Factors Impacting Success in Ninth Grade Algebra I for High School Students." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etd/2427.

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The implementation of the Common Core State Standards (CCSS, 2013), No Child Left Behind Act of 2001, and the Race to the Top initiative of 2009 has placed a greater emphasis on high stakes testing. A renewed emphasis on math education for all students and their ability to succeed in high school mathematics place new challenges on today’s classroom teachers. Although the belief is that with new standards and best teaching strategies students will improve their test scores, there are multiple factors that can serve as deterrents to the success in mathematics for at-risk high school students (Balfanz, 2009). The purpose of this research is to examine the relationship of at-risk indicators attendance, family composition, socioeconomic status (as measured by free and reduced priced meals), grade retention, special education status, number of discipline referrals, students who are English language learners (ELL), and gender with student performance in high school mathematics. Using archived data from the student management system of a rural county school in Northeast Tennessee, data were gathered for 412 high school freshmen attending the county’s 4 high schools. There were 8 research questions with corresponding null hypotheses. Each research question was analyzed with a series of independent t-tests or Pearson correlation coefficient tests. All data were analyzed at the .05 level of significance. Findings from the data indicated a significant difference in the mean scores on the algebra I end of course (EOC) assessment with 5 at-risk factors. Mean scores for students from two-parent families were higher than students from single-parent families. Mean scores for students not from low socioeconomic status were higher than students from low socioeconomic status. Mean scores for students that had not been retained where higher than students that had been retained. Mean scores for students that did not receive special education services were higher than students that did receive special education services. Mean scores for female students were higher than male students. Findings for the data also indicated negative relationships between the students’ score on the end of course assessment and the number of days absent from school and the number of discipline referrals received.

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32

Lewis, Roberta 1949. "Benefits of an adapted discipline based art education program for behaviorally disordered public school students." Thesis, The University of Arizona, 1988. http://hdl.handle.net/10150/276773.

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This thesis examines the significance of the study of art, specifically discipline-based art education, for behaviorally disordered public school students. A brief description of the distinctions between art education and art therapy is given and appropriate terms are defined. A discussion of the labels that constitute behavioral disorders and the general educational needs of that population is included. General benefits of art instruction for behaviorally disordered (BD) students are explored with the intention of demonstrating how a discipline-based art program can specifically enhance those benefits. A sample discipline-based drawing lesson adapted for behaviorally disordered students follows.

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33

Weissler, Hannah. ""Tinkering" with Student Rights: School Walkouts and the Implications of Discipline Practice and Policy on Students' Right to Protest." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/scripps_theses/1280.

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In this study, I examine the extent to which students’ rights to free speech and expression were violated in response to the nationwide school walkouts that took place during the spring of 2018. Students hold the right to political speech and expression under the landmark Supreme Court Case, Tinker v. Des Moines (1969). However, the rights students maintain to participate in protest during school hours is somewhat unclear. Using a two-pronged case study analysis, I explore the question of student rights and potential violations in the face of protest through examining school disciplinary responses alongside disciplinary policy and disciplinary policy in the context of Tinker. Findings highlight a widespread gap in school and district-level policy specific to protest or other types of political expression and the need for such policy when protecting the rights students hold under Tinker.

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34

Chan, Kam-wai Dennis, and 陳錦偉. "Unruly pupils in a Hong Kong secondary school: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B3195702X.

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35

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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36

Triplett, Nicholas Paul. "Does the Proportion of White Students Predict Discipline Disparities? A National, School-Level Analysis of Six Racial/Ethnic Student Groups." Thesis, The University of North Carolina at Charlotte, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10749986.

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Racial/ethnic disparities in school discipline have existed for decades (Children’s Defense Fund, 1975), and have had a disproportionately negative effect on the educational attainment, social/emotional well being and life chances of students of color. While past research has found that school racial/ethnic balance is amongst the most powerful predictors of the student-level risk and severity of school discipline (Rocque & Paternoster, 2011; Skiba, Chung, Trachok, Baker, Sheya & Hughes, 2014; Welch & Payne, 2010), only a handful of studies have examined how school racial/ethnic balance affects discipline gaps between students of color and their White counterparts (Freeman & Steidl, 2016; Thornton & Trent, 1988). However, careful analysis of previous scholarship suggests that students of color attending schools with higher proportions of White students may be particularly vulnerable to racialized and overly punitive discipline practices (Eitle & Eitle, 2004; Welch & Payne, 2010). The primary purpose of this study was to examine the relationship between school-level racial/ethnic disparities in suspension and the proportion of White students in a school. Regression analysis was used to analyze a nationally representative sample of K-12 schools for each U.S. Census designated student groups of color: American Indian/Alaska Native, Asian, Black, Latinx, Native Hawaiian/Pacific Islander, Two or more Races. Analysis was guided by critical race and intergroup threat theories, which explored the ways that structural racism and perceptions of intergroup threat can produce ideologies, dispositions and actions that deny historically marginalized youth the full benefit of public education (Ladson-Billings & Tate, 1995; Welch & Payne, 2010). Descriptive findings demonstrated that the problem of inequitable suspension rates was perhaps more acute and widespread than previously appreciated. This study provided some of the first empirical evidence of elevated risk of suspension for Asians, Native Hawaiian/Pacific Islanders, students of two or more Races, and students of color in predominantly-White schools. Inferential analysis offered support for two important emerging findings in the school discipline literature. First, analysis indicated that elementary schools tend to have consistently larger racial/ethnic discipline gaps than middle and high schools. Secondly, multivariate analysis showed that the best predictors of school level racial/ethnic discipline gaps were different from those that have best predicted student-level incidence and severity of discipline in previous scholarship. Collectively, results contributed empirical evidence that can help identify the school contexts in which students of color appear to be at elevated risk of suspension, what kinds of reforms might produce more equitable discipline outcomes, where such reforms should be implemented, and how stakeholders can mitigate the irreparable harm caused by racialized discipline policies and practices. Directions for future research are provided, along with recommendations for policy and practice.

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37

Singh, Marcina. "Engendering discipline : perceptions and practices of students and teachers in a secondary school in South Africa." Master's thesis, University of Cape Town, 2010. http://hdl.handle.net/11427/10780.

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Includes bibliographical references (leaves 97-106).
This thesis aimed to investigate whether there is a gender bias in the way teachers discipline boys and girls. The study was conducted in an affluent school in Cape Town and consisted of 113 participants, 97 students (48 boys and 49 girls) and 16 teachers and staff (6 males and 10 females). The data showed that although teachers assume they are being gender neutral in the way they respond to misdemeanors committed by boys and girls, in reality, this is not the case. However, even though the biases of the teachers are largely unconscious, the students were very much aware of the biased nature of the teachers. The data also revealed that male and female teachers react and respond differently when they discipline boys and girls and that male teachers focus more on serious offenses whereas female teachers focused on the less serious offenses.

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38

Overfelt, Kevin. "Middle school instructional teacher team's pupil control behavior and its relationship to student self-esteem and attitude toward school /." free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9924910.

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39

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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40

Dehlinger, Robin. "AN INVESTIGATION INTO UNITARY STATUS AND THE OVERREPRESENTATION OF BLACK STUDENTS IN SCHOOL DISCIPLINE AS MEASURED BY OUT-OF-SCH." Doctoral diss., University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2543.

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While many school districts in the state of Florida have achieved unitary status and are no longer under court jurisdiction, evidence that school districts continue to practice discipline policies that result in the disproportionate suspension of Black students can be found. Despite decades of desegregation, Black students continue to experience the devastating consequences of suspension and expulsion from school. The overrepresentation of Black students in the administration of school discipline is a serious concern for school districts. This study investigated if the attainment of unitary status resulted in equity in school discipline for Black students. Additionally, the study investigated the overrepresentation of Black students in the administration of school discipline as measured by out-of-school suspensions in the secondary schools of the 67 Florida public school districts in 2005-2006. The study compared the representation of Hispanic and Multiracial students to Black students in the administration of school discipline. The study also examined the effects of grade level (6, 7, 8, and 9) on Black, Hispanic, and Multiracial students in the administration of school discipline. Analysis of the data derived from the Florida Department of Education database for school year 2005-2006 led to the following findings: (1) there was overrepresentation of Black students in secondary schools in the state of Florida and that 42 school districts were not in compliance with unitary status guidelines; (2) Black students were overrepresented in school discipline when compared to Hispanic and Multiracial students; (3) the effect of grade (6, 7, 8, and 9) was not significant in the representation of Black students in school discipline; (4) 18 Florida public school districts have attained unitary status, 16 public school districts remained under court jurisdiction, and 33 public school districts were never subject to desegregation litigation; and, (5) Black students were overrepresented in the administration of school discipline in school districts that have attained unitary status.
Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership EdD

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41

Jacks, Andrew Michael. "A Study into How Elementary School Principals Across Virginia Reduce or Eliminate Exclusionary Discipline for Students with Disabilities." Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/90293.

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Students with disabilities are highly at-risk for administrative disciplinary actions that remove them from school for misconduct. School leaders have the authority and expertise to reduce the amount of these removals by reconsidering their current methods for discipline, reflecting on how these affect their students, and making changes to student consequences. The purpose of this study was to determine what highly skilled principals in the field have found to be the most effective strategies in reducing or eliminating out-of-school suspensions for students with disabilities. This insight is invaluable to the discussion on next steps to close the discipline gap between special education and regular education students. This study used a Delphi model for research building consensus through three rounds of surveys. This input was collected from a panel of 15 principals from 13 school divisions across Virginia that were identified as having already achieved success in eliminating out-of-school suspensions for students with disabilities. The panel concluded that principals must ensure a positive relationship with every student, use alternative, logical, and authentic consequences, and identify and implement individualized supports and accommodations when addressing student misconduct to eliminate out-of-school suspensions for their students with disabilities. Principals should implement practical strategies that proactively build positive relationships and help them better understand the child as an individual in order to reduce or eliminate suspensions in their schools.
Doctor of Education
Students with disabilities are highly at-risk for administrative disciplinary actions that remove them from school for misconduct. School leaders have the authority and expertise to reduce the amount of these removals by reconsidering their current methods for discipline, reflecting on how these affect their students, and making changes to student consequences. The purpose of this study was to determine what highly skilled principals in the field have found to be the most effective strategies in reducing or eliminating out-of-school suspensions for students with disabilities. This insight is invaluable to the discussion on next steps to close the discipline gap between special education and regular education students. This study used surveys to gather input and find agreement on best practices from a panel of elementary school principals from many school divisions across Virginia. The panel concluded that principals must ensure a positive relationship with every student, use alternative, logical, and authentic consequences, and identify and implement individualized supports and accommodations when addressing student misconduct to eliminate out-of-school suspensions for their students with disabilities. Principals should implement practical strategies that proactively build positive relationships and help them better understand the child as an individual in order to reduce or eliminate suspensions in their schools.

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42

Barclay, Christopher M. "Benchmarks of Equality? School-Wide Positive Behavior Interventions and Supports and School Discipline Risk and Disparities for Black and Hispanic Students." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6800.

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In U.S. schools, Black and Hispanic youth receive discipline in the form of office discipline referrals and out-of-school suspensions at a rate greater than their White peers. Contributing factors to this “discipline gap” may be found across a number of ecological variables. Therefore, multifaceted and systemic interventions such as school-wide positive behavior interventions and supports (SWPBIS) should be evaluated for their effectiveness in producing more equitable school discipline rates. In light of mixed evidence for the relationship of SWPBIS with discipline equity, the purpose of this study was to examine the merits of five critical elements of SWPBIS for reducing discipline rates for Black and Hispanic students and for closing the discipline gap. Among a sample of 322 Florida SWPBIS-implementing schools serving a total of 292,490 students, SWPBIS fidelity’s relationships with discipline rates and with disparities were investigated. The Benchmarks of Quality, a psychometrically sound measure of SWPBIS fidelity completed by a school-based team and an external coach, was completed at each school. Results of multiple linear regression analyses indicated that higher fidelity to SWPBIS Classroom Systems was related to decreased discipline risk for all students, including Black and Hispanic students, but not more equitable discipline practices. Higher fidelity to SWPBIS Expectations was related to higher suspension risk among Black students while higher levels of Recognition were related to more equitable suspension practices. No significant relationships were observed between Lessons and Data Analysis and disciplinary rates or equity. Implications for the research and practice of SWPBIS are discussed, along with connections to other lines of research addressing educational equity.

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Egyed, Carla J. "The relationship of teacher efficacy, burnout, experience and the referral of disruptive students /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9988656.

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Earle, Simon Yohann. "An examination of the experiences of five African American male students with regard to school discipline practices." [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001624.

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Church, Leslie, and James J. Fox. "A Survey of School Administrators' and teachers' views of Discipline Referrals for Students With and Without Disabilities." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/144.

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Church, Leslie, and James Fox. "A Survey of School Administrators’ and Teachers’ Views of Discipline Referrals for Students With and Without Disabilities." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4175.

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Administrators, general and special educators in two city and two county districts estimated time lost to office referrals. Results indicated lost administrative and instructional time depended on disciplinary offense, student disability, and use of PBIS.

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Leung, Yuk-wah, and 梁玉華. "Rewards and punishments in schools: a study of their effectiveness as perceived by secondary school students andtheir teachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1991. http://hub.hku.hk/bib/B31956014.

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Hammett, Lisa A. Oliver Bernard. "A study of the effects of an after-school program on the discipline and the academic achievement of selected seventh grade students." Diss., UMK access, 2004.

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Thesis (Ph. D.)--School of Education . University of Missouri--Kansas City, 2004.
"A dissertation in urban leadership and policy studies in education." Advisor: Bernard Oliver. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed Dec. 18, 2007. Includes bibliographical references (leaves 118-127). Online version of the print edition.

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Grice, Benjamin C. "Jailbreak: Examining School Criminalization and the Resiliency of African-American University Students." Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1462522915.

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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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