ERIC Number: ED235257
Record Type: RIE
Publication Date: 1983-Apr
Student Discipline and Instructionally Effective Schools.
Harris, J. John, III; And Others
This paper reports on an inquiry into discipline and effective schools, as perceived by administrators and teachers in a large, midwestern school district. A discussion of the historical foundations in school law, the societal milieu for the study, and educational research into discipline and school effectiveness is followed by a summary of the methodology and a description of the survey sample's general characteristics. Findings indicated that administrators and teachers hold different opinions about school environment, discipline, ongoing positive interactions at the school site, and program adequacy. The position of the respondents and location of the school are said to be the most significant factors in differing opinions; sex and race were also cited as factors in significant differences between administrators' and teachers' feelings. In general, both groups believed that school environment was positive, discipline procedures were often exercised, positive interactions were average, and programs were somewhat inadequate. Recommendations are made for the development of (1) nondiscriminatory student policies; (2) curricular policies that promote maximal academic enhancement; (3) a school philosophy that promotes optimal student development; and (4) the use of physical and human resources in a cost effective manner consonant with the aforementioned. (CMG)
Descriptors: Academic Achievement, Administrator Attitudes, Case Studies, Discipline Policy, Educational Environment, Elementary Secondary Education, High Schools, Parent School Relationship, School Activities, School Effectiveness, Student Development, Student Teacher Relationship, Teacher Administrator Relationship, Teacher Attitudes
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Sponsor: Department of Education, Washington, DC.
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Quebec, Canada, April 11-15, 1983).