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ERIC Number: ED518258
Record Type: Non-Journal
Publication Date: 2010
Pages: 120
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1240-6433-8
ISSN: N/A
Assertive Discipline and Its Impact on Disruptive Behavior
Etheridge, Tasha R.
ProQuest LLC, Ph.D. Dissertation, Capella University
Past research studies suggested that many students could benefit from well-structured classroom management strategies to help in the reduction of discipline problems that some may have. The research, however, was inconclusive as to which classroom management strategies are the most effective in managing behaviors within the classroom setting. The purpose of this study was to help educators implement a discipline program to modify inappropriate behaviors exhibited by students within the classroom--specifically the implementation of the assertive discipline model. The study employed a mixed method research approach to examine how the exposure to the assertive discipline model could help to modify student behavior. The subjects in the study were teachers that worked closely with students who had histories of exhibiting inappropriate behaviors within the classroom setting. Teachers implemented the assertive discipline model within their classroom for eight weeks and then completed surveys and questionnaires on their opinions of the effectiveness of assertive discipline model on disruptive behavior within the classroom. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A