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ERIC Number: ED354633
Record Type: Non-Journal
Publication Date: 1992
Pages: 59
Abstractor: N/A
Reference Count: N/A
Public High Schools: The Uses of Rehabilitative and Punitive Forms of Discipline: A Final Report.
Adams, Anthony T.
Discipline in the nation's schools has become a pressing problem. The widespread use of punitive disciplinary methods, including probation, suspension, and expulsion, can estrange students from schools, negatively "label" affected students, and burden communities with unsupervised youths. Rehabilitative forms of discipline for students include inschool suspension, special day-long classes, and behavior contracts. Knowledge of conditions fostering these forms of punishment can help change the social structure of high schools and enhance instruction. Three hundred sixty-five Michigan principals returned questionnaires evaluating discipline procedures and school security, community, school climate, and principal characteristics. Short-term and inschool suspension, assignment to special day-long classes, and school probation were the most frequently used disciplinary methods in suburban and urban schools. Suburban districts were the most likely to employ inschool suspension, given greater resource availability. Bivariate relationships reveal that discipline and the dissemination of punishment is a function of community type (urban versus rural), enrollment, number of special education teachers, percentage of students receiving federally funded lunches, percentage applying to college, and the numbers of professional staff employed. Excepting federally funded lunches and applications to college, all predictors are statistically and significantly correlated with the application of punitive disciplinary techniques. Variables associated with violent schools are related to schools that are more likely to administer punitive methods of discipline. (TEJ)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: N/A
Identifiers - Location: Michigan