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ERIC Number: ED526335
Record Type: Non-Journal
Publication Date: 2011
Pages: 232
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1245-3224-0
A Case Study on Positive and Relational Discipline Techniques
Nuoffer, Marcelle D.
ProQuest LLC, Ed.D. Dissertation, Walden University
Many classrooms experience minor disruptions that tend to diminish teaching opportunities for educators. Teachers often impose punitive discipline approaches and consequences in response to classroom disruptions. Using punitive discipline approaches and consequences do not teach students how to change negative behaviors to positive behaviors. The purpose of this single case study was to explore strategies for relational school-wide discipline in a small, private Christian school. The theory of relational discipline holds that students can learn how to change negative behaviors to positive behaviors through building trust-based relationships between students and adults, thus encouraging students to not disrupt the class with unacceptable behavior. The research question was designed to identify relational discipline strategies that are effective in diminishing behaviors that lead to multiple interruptions in classrooms. Additionally, this study included an exploration of how administrators guide students with discipline problems and how educators can build positive relationships with their students. The data included interviews, questionnaires, and disciplinary records. Data were examined using a qualitative topical analysis to determine how relational discipline strategies affect student behavior. The key result and conclusion is that the building of positive, trust-based relationships does reduce the number of disruptions in the classroom. Based on the qualitative findings, it is recommended that relational discipline strategies be implemented to reduce the amount of disruptions in the classroom. Relational discipline can bring about positive social change that benefits both educators and students due to the development of a school environment that is conducive to learning when disruptions in the classroom are diminished. [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:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A