Date of Award
2004
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Fischler Graduate School of Education and Human Services
Advisor
Joan M. Mignerey
Committee Member
John Reynolds
Committee Member
Barbara Packer
Keywords
assignments, behavior referrals, conflict resolution, disruptive behavior, discussions, guest speakers, homework, homework problem checklist, lectures, mentoring, parent participation, parent-school relationship, peer counseling, peer mediation, Pines Alternative-to-Student-Suspension, Pines Middle School, problem solving, role plays, seventh-grade students, social control, student referrals, student suspension, written assignments
Abstract
At Pines Middle School (PMS), seventh-grade student referrals for disruptive behavior were the highest of all three grades. This applied dissertation focused on reducing the seventh-grade referrals by improving the Pines Alternative-to-Student-Suspension (PASS) program.
Two research questions addressed (a) strategies to improve the program, and (b) outcome data for PASS participant treatment and nonparticipant control groups. A total of 216 respondents participated, 54 students and 54 parents each in the treatment and control groups. All parents completed the Homework Problem Checklist (HPC), and treatment parents and students completed the PASS Effectiveness Survey (PES). Student strategies included mentoring; lectures, discussions, role plays, and written assignments in conflict resolution and peer mediation; and visits by guest speakers. Parent strategies included daily notes on their children’s homework and attending a class and two group homework help sessions.
Four terminal objectives were met. (a) Treatment student referrals surpassed the objective of 10% less than control students, with 12% less. (b) Treatment students surpassed the objective of 1-point decrease on the HPC from pretest to posttest with almost 2 points decrease and at posttest almost 2½ points decrease over control students. (c) Parents participated 100% of the time, although with reminders and rescheduling. (d) Treatment parents and students surpassed the objective that 85% would rate the program favorably; 85.7% of students and 99.3% of parents rated the program effective most of the time.