Date of Award
2004
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Fischler Graduate School of Education and Human Services
Advisor
Robert Esenberg
Committee Member
Clifford Claiborne
Committee Member
Maryellen Maher
Keywords
achievement scores, analysis, assertive discipline, behavior, Canter, classroom management, classroom observation, disciplinary referrals, discipline, elementary school, Faraday Elementary School, grades 1-5, implementation, infractions, instructional time, special education, student behavior, teacher training, teachers, questionnaires, school-wide program, training, volunteer teachers
Abstract
This applied dissertation was designed to improve classroom management skills to decrease the number of discipline referrals at Faraday Elementary School. The writer believed that improving classroom management would help to increase the amount of instructional time and raise achievement scores. An analysis of the discipline referrals for the years 1998-2002 showed a 16% increase in students receiving them. Analysis of the data helped to identify which teachers needed the most support. The data also showed the types of infractions that the students committed.
The writer provided classroom management training over a 9-month period for teachers in Grades 1-5 and 1 special education teacher. The targeted teachers (n = 6) were trained using the Canter and Canter?s (1992) Assertive Discipline program. Classroom observation and data analysis were used to determine the targeted teachers. Two teachers volunteered to be involved in the study. The other teachers in the school continued to use other methods.
Classrooms were observed at least 30 minutes a day for 5 months to see if the infractions were related to poor classroom management. Teachers were also given a questionnaire before and after the implementation to determine their views on the improvement of classroom management skills and the impact on discipline referrals. Four of the 9 months were used to train teachers.
After the implementation, the teachers showed improvement in classroom management skills. Objective 1 was met. The 2nd objective was met because there was an 18% decrease in discipline referral and the goal was to have a 15% decrease. The 3rd objective, to increase in instructional time by 15% was not met. It was only increased by 10%. The staff decided not continue the program school-wide because there was not a significant enough change in student behavior to convince them that this was the program to expand for the entire school.