Date of Award
2004
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Fischler Graduate School of Education and Human Services
Advisor
Charles Greco
Committee Member
Raymond Froling
Committee Member
Maryellen Maher
Keywords
aggressive behavior, aggression prevention, anger management, applied research, behavior management, caring school climate, class meetings, discipline policy, discipline problems, discipline referrals, disciplinary interventions, elementary education, empathy, faculty development, impulse control, learning community, parent involvement, positive behavior support, prevention and management of aggressive behaviors, school administrative student information system, school climate, school law, school policy, schoolwide expectations, Second Step Program, self-discipline, social competence, staff development, State Bridge Crossing Elementary School, student behavior, student discipline, student school relationship, student tracking, suburban elementary schools, suspension, teacher training
Abstract
The major purpose of this study was to reduce the number of student discipline referrals in a suburban elementary school with a student population of approximately 830 in 2003. An analysis of the annual School Administrative Student Information System Discipline Report indicated that over the past two years (2000-2002), discipline referrals had increased by 44%.
The design most conducive for this applied research was a descriptive design. Pre- and postdata were compared to determine if there was a decrease in student discipline referrals. Data were gathered from students, parents of the 133 representative fifth-grade students, and teachers regarding the school climate at State Bridge Crossing Elementary School. The faculty and staff focused on assisting students to acquire positive self-discipline, thereby, creating a learning community where learning and caring prevail. Solution strategies included: (a) staff development for teachers; (b) class meetings; (c) the number of faculty and staff trained in Prevention and Management of Aggressive Behaviors was increased; (d) a Second Step Program that was designed to reduce impulsive and aggressive behavior in children and increase their level of social competence by teaching skills in empathy, impulse control, and anger management was inconsistently implemented by the teachers; and (e) schoolwide expectations strategically posted throughout the building.
It was intended that implementing these intervention strategies would reduce the student discipline referrals from 62 to 49 or less during the 1st semester of the 2003-2004 school year. Unfortunately, the number of referrals was only reduced from 62 first semester referrals to 54 as indicated by student tracking documentation as a result of the applied dissertation intervention during the first semester of the 2003-2004 school year school year, which fell short of the stated objective.