Browsing by Subject "Student discipline"
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Item The Effect of Leadership Skills Lessons on Students’ Rates and Types of Discipline Problems(2017-05-19) Hoes, La Wanda; Woods, Rebecca; Masters of EducationThe purpose of this study was to investigate the effect of providing leadership skills training lessons on students’ rate and types of disciplinary problems. The study followed a one-group pretest/posttest design. Participants included 17 girls enrolled in grades seven and eight. These particular students were selected for the study based upon their history of negative behavior issues. The pre-intervention data collected provided a baseline rate regarding referrals, suspensions, expulsions, and minor incident referrals (MIRs) for each participant for two weeks before the treatment. The post-intervention data sources were the referrals, suspensions, expulsions, and MIRs for two weeks after the treatment to determine if the intervention affected the disciplinary incident rates. The null hypotheses that the rate of disciplinary problems as reflected in office referrals, suspensions, expulsions, and MRIs of the participating students would not change due to being taught leadership skills each were retained. There either were no incidences or no significant differences in rates of referrals, suspensions, expulsions, and MIRs in the pre-and post-intervention intervals. Future research that would include a longer intervention period, inclusion of a control group, and considerations for student development is recommended.Item The Effects of Restorative Practices on Negative Student Behavior and Disciplinary Action(2020-07-20) Barrett, Andrew; Brager, Gary; Brennan, Sarah; Rhoades, Thomas; Sunshine, Phyllis; Miller, Natasha; Masters of EducationThe purpose of this study was to determine if a novel, school-wide initiative known as Restorative Practices would influence student misbehavior. The measurement tool was the Office Disciplinary Referral written by a staff member when a student’s negative behavior is so egregious, it requires a consequence from an administrator. This study involved comparison of data from before implementation (SY2018), to information gleaned post implementation of Restorative Practices. Although there were fewer referrals, the study showed no significant statistical change between study groups. A number of mitigating factors may be attributable to the results. Further study addressing the long-term impact of Restorative Practices as well as research into the impracticality of traditional student discipline methods are warranted by this study.Item A Missing Factor in Addressing Disproportionate Discipline: Job-Embedded Professional Development in Restorative Practices for “First Responders”(2020-04-22) Coley, DeVeda; Cuddapah, Jennifer; Education; Organizational LeadershipDisproportionality in student discipline practices is a major concern for United States schools. African American boys are suspended from school more than their Caucasian counterparts. Suspensions equate to missed instructional time which can exacerbate the present achievement gap. Disproportionate discipline of African American boys has been addressed by some schools through the use of restorative practices by teachers to decrease suspensions. Yet, it is the staff who decide to suspend students who must also understand the gravity of their decision on disproportionality. In schools, those who respond to support calls when teachers have determined they need additional disciplinary support for a child, are first responder staff members. First responders are key decision-makers who make critical decisions about student discipline that can include suspension and, in some cases, expulsion. These decision-makers decide the fate of students daily, yet they receive little or no training in handling discipline situations. This study tracked the professional development of first responders in restorative practices. This action-research study, analyzing quantitative and qualitative data sources, explored the impact of a year-long Job-Embedded Professional Development experience (JEPD) in restorative practices for seven first responders with the primary goal of impacting the disproportionate discipline data of African American boys. Discipline data and support call logs from a pre-K–fifth-grade elementary school in a large Mid-Atlantic school system, as well as surveys and reflective journals completed by the first responders, were analyzed. Data showed that first responders’ actions, words, thinking, and knowledge changed following JEPD and that JEPD, using the premise of change theory, positively impacted first responders and that when first responder lacked a restorative environment, barriers impeded the implementation of restorative practices. These results and implications for future practice and research are discussed. This study highlights the importance of educational leaders who make decisions regarding discipline, provides suggestions for knowledge and application, and suggests practices for implementation. Study outcomes include an implementation guide and a model for JEPD using the premise of change theory. Elementary and secondary schools and entire school systems can use the results of this study to determine whether JEPD in the use of restorative practices comprise a strategy that will help address the disproportionality of suspensions/student discipline referrals in their schools.Item Reducing Classroom Disruption through Restorative Practices(2019-12-01) Zoschg, Theresa; Masters of EducationTrauma is an unfortunate reality in the lives of many students, and their behaviors in school reflect the past they have experienced with students responding aggressively to traditional discipline involvement from adults. Discipline as it has been traditionally used- suspending or expelling highly disruptive students- has not been effective in improving student behavior in classrooms. The study investigated the impact of discipline style on student disruptions. Participants were 52 diverse students in two sections taught by one teacher at a large public high school in the mid-Atlantic. Disruption totals were gathered for classes during traditional discipline use, and then both classes were instructed in a Restorative Practices method for improving interactions during conflict. Disruption totals were gathered again after students had time to practice the method. Data was gathered using a counter app on the teacher’s phone and based on a list of disruptive behaviors developed by the students in the respective classes. Analysis on the disruption totals before the intervention showed no significant differences between the sections, so all students were combined into one test group for analysis. Comparing the pre- and post-intervention disruption totals did not indicate a significant difference in student behavior, although anecdotal observations do demonstrate changes in the behavior of many students’ behavior. This research question may demonstrate different results with further study if a larger sample is used.