Browsing by Subject "student behavior"
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Item The Effects of Restorative Practices on Student Behavior(2018-07-16) Hammel, Jenna; Masters of EducationThe purpose of this study was to determine the effects of restorative practices on student behavior. The measurement tool was behavior passes from the 2016-2017 school year compared to 2017-2018 school year where restorative practices were implemented school-wide. This study used a quasi-experimental design to determine the effects of restorative practices on student behavior. The researcher analyzed the data using a t test for paired subjects. According to the results of the study, the number of passes given and in-school interventions was lower in 2017-2018 than in 2016-2017, but the differences were not statistically significant. Therefore, this study shows that the implementation of restorative practices can positively impact students’ behavior in the classroom. Research in this area should continue as there is very little information available regarding the effects of restorative practices on student behavior.Item School Contextual Factors and the Relationship to Behaviors of Middle School Students(2015) Brown, Lori Y.; Thompson, Glenn E.; Department of Educational Professions; Doctor of Education, Educational Leadership (Ed.D.)This descriptive study attempts to increase understanding of relationships between school contextual factors and the fostering of student prosocial development and reduced at risk behaviors among adolescent populations. Using an ethnographic design, the researcher gathered data from six rural public middle schools in Pennsylvania. Three schools with the greatest number of infractions and three with the fewest infractions per 100 eighth grade students represented both ends of the misconduct range and served as the study’s sample. Data were gathered through school site visits, primary documents, interviews of school personnel, and an on-line survey completed by each school faculty. All instruments were informed by subscale dimensions represented by the Alliance for the Study of School Climate (ASSC) School Climate Assessment Instrument (SCAI). Cross-case analysis revealed shared patterns of behavior, beliefs, and language of middle school administrators, guidance counselors, and teachers concerning factors contributing to their respective school climates. Contextual similarities and differences among school groupings were investigated through subscale dimensions of (a) faculty relations, (b) leadership and decision making, (c) discipline and management environment, and (d) attitude and culture. A paired-samples t-test of survey data revealed statistically significant mean differences for (a) leadership and decision making and (b) attitude and culture, with these variances being particularly evident after removing one school that emerged as an outlier. Data gathered from the study’s other instruments aligned with this school’s incongruous nature to all other schools of the sample.