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
Robert Esenberg
Committee Member
Maryellen Maher
Keywords
behavior contracts, behavior problems, bus drivers, conflict resolution, counselors, Crestwood Middle School, discipline referrals, environmental conditions, Grade 6, harassment, in-school suspension, middle schools, negative media influence, parent conferences, parents, peer mediation, school discipline, single-parent households, social skills, socioeconomic factors, student behavior, students, suburban schools, Saturday School, suspensions, teacher interventions, teachers, workshops
Abstract
This research project involved the implementation and evaluation of strategies to reduce suspensions at Crestwood Middle School. The target population was sixth grade students (N = 218), teachers, counselors, parents, administrators, and support staff in a suburban middle school setting. The problem of school suspension was documented with student interviews, parent interviews, teacher interviews, in-school suspension coordinator interviews, and discipline referrals. The probable causes of the high rate of suspensions at this school included single-parent households, environmental conditions, low socioeconomic levels, and negative media influence.
To reduce the number of suspensions, three major solution strategies were undertaken: peer mediation and conflict resolution, strategies developed by teachers of the targeted middle school, and use of an in-school suspension room. The interventions that were implemented in this applied dissertation included (a) two counselors teaching social skills, (b) ongoing parent conferences, (c) inschool suspension social skills instruction, (d) inservices for bus drivers, (e) peer mediation and conflict resolution interaction workshops for students, and (f) implementation of Saturday School.
An analysis of the data revealed that discipline referrals for inappropriate behavior reduced from 55% to 31%. The most successful activities were those involving students as shown in postsurvey data, peer mediation, comparing singleparent homes and two-parent homes, and conflict resolution data. The implementation of a structured in-school suspension room did not reduce the number of suspensions. However, students with disciplinary problems in Grade 6 were placed on behavior contracts and were required to attend mandatory Saturday school.