Date of Award
2004
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Fischler Graduate School of Education and Human Services
Advisor
Peter Gabor
Committee Member
Barbara Packer
Keywords
adult supervisor, analysis, anger management, applied dissertation, classroom discipline, classroom managers, classroom tasks, conflict resolution, cooperative learning, data analysis, detention, discipline, disciplinary status, educators, goals, job assignments, meaningful work program, positive school environment, proactive strategies, school discipline, social skills training, stakeholders, student performance, students, structured classroom discipline plan, suspension, violence
Abstract
Students were frequently removed from class or school for discipline, with the consequence that they would fall behind or fail. This applied dissertation was designed to improve the way educators address school discipline. Removal of students from class or school would be less frequently used, resulting in better student performance.
The writer implemented six proactive strategies to reduce the rate of students being removed from class or school for discipline (a) A structured classroom discipline plan and log to keep all stakeholders aware of the students disciplinary status, (b) A Conflict Resolution class pertaining to violence and anger management, (c) Students were assigned Social Skills Training to help deter them from being suspended later, instead of detention, (d) Cooperative Learning strategies were used to hone skills in socializing, (e) A Meaningful Work Program was devised where students received a job to perform around the school in the presence of an adult supervisor, and (f) Students were assigned tasks (jobs) in the classroom as managers.
An analysis of data revealed that all strategies were key in establishing a positive school environment. When looking at the goals set for this study, six out of eight areas showed improvement.