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ERIC Number: ED450119
Record Type: Non-Journal
Publication Date: 2000-Nov
Pages: 22
Abstractor: N/A
Reference Count: N/A
The Effects of Positive Discipline Techniques as They Relate to Transition Times in the Middle School Classroom.
Kariuki, Patrick; Davis, Ruth
This study examined the relationship between positive discipline techniques and classroom transition times in middle-school classrooms. The study sample consisted of four language arts classes with a total of 113 predominantly white eighth-grade students from a northeast Tennessee school system. Data were collected by establishing transition times before and after positive discipline was introduced into the classes. The teacher timed the students as they transitioned from one activity to another before and after positive discipline techniques were practiced. Each of the transition times before and after the treatment was charted in the number of seconds it took for students to begin an activity. The positive discipline included class meetings to allow students to discuss their behavior, set improvement goals, choose positive reinforcement rewards, and make suggestions for improvement. Data were analyzed using a Paired Sample T-Test and Pearson's Product Moment Correlation. Results indicated a significant difference in transition times before and after positive discipline. Positive discipline lowered transition times. Results suggest that students in middle school classrooms might benefit from positive discipline techniques. (Contains 20 references.) (SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Tennessee