Date of Award
2003
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Fischler Graduate School of Education and Human Services
Advisor
Barbara Gerard
Committee Member
William Thayer
Committee Member
Barbara Packer
Keywords
academic achievement, alcohol use, attitude measures, behavior change, behavioral indicators, beliefs, civic behavior, consequences, discipline, drug and alcohol use, drug prevention, educational environment, English language arts, high expectations, high-level learning, illegal drug use, implementation, institutional mission, interventions, leadership, leadership philosophy, mathematics, programmatic initiatives, questionnaire, safety, school accountability, school community, school procedures, social behavior, student achievement, student behavior, survey results, well-being of schools
Abstract
This applied dissertation was designed to determine the effects that specific interventions have on student behavior change regarding drug and alcohol use on school grounds. A change in leadership philosophy, drug and alcohol survey results, and school community input were the impetus for a study as to the effectiveness of interventions of behavioral indicators. The researcher was clearly interested in systematically reducing alcohol and other drug use on school grounds in order to promote an environment of high-level learning. School accountability was focused on increasing student achievement levels in English language arts and math. A review of related research substantiated the notion that high student achievement can only take place in an atmosphere of safety, order, and discipline.
The methodology used to determine the effectiveness of the interventions began by embedding programmatic initiatives within school procedures that served as a framework for improving the safety and order in school. Next, the determination of the effects, if any, the implementation of specific interventions had on student behavior indicators were analyzed. A questionnaire to determine the differences in beliefs, if any, between members of the school-community regarding the perceived effectiveness and implementation of the interventions was both administered and analyzed.
The basis of this undertaking was not to produce significant short-term results in academic achievement; however, the practices established as a result of this applied dissertation project were to have long-term effects on high-level learning. The outcomes of this study revealed that high expectations for civic and social behavior followed through with consistent and timely consequences did, ultimately, change behavior. These data will be one source of information that may be used to make further decisions about the safety and well-being of a school.