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ERIC Number: ED536589
Record Type: Non-Journal
Publication Date: 2012
Pages: 205
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-2671-1194-4
Perspectives of Disciplinary Problems and Practices in Elementary Schools
Huger Marsh, Darlene P.
ProQuest LLC, Ph.D. Dissertation, Capella University
Ill-discipline in public schools predates compulsory education in the United States. Disciplinary policies and laws enacted to combat the problem have met with minimal success. Research and recommendations have generally focused on the indiscipline problems ubiquitous in intermediate, junior and senior high schools. However, similar misbehaviors are often prevalent in elementary schools. This study investigated whether elementary school (fourth and fifth grade) students, parents and teachers have similar perspectives regarding misbehaviors and discipline practices. Three hundred volunteers; 100 teachers, 100 parents and 100 students, from three New York City school districts were recruited. Participants completed surveys comprised of statements delineating misbehaviors and corrective practices prevalent in schools. One-way ANOVAs, a Bivariant Regression and Kruskal Wallis tests were employed to determine associative similarities and/or causal relationships. It was hypothesized that the participants would agree on behaviors deemed as ill-discipline but not upon the degree of disruption or the use of corrective measures. The resulting data confirmed the hypotheses. It demonstrated that the three groups of participants overwhelmingly agreed that the identified misbehaviors were disruptive to both teachers and students, but most, significantly, disagreed on the levels of disruption caused by the behaviors and on the corrective measures needed to adequately address the misbehaviors. It was noted that parents' and students' responses were most similar; showing an 83% agreement rate. However, the overall agreement among the three groups was 37.7%, indicating that parents', students' and teachers' perceptions of disruptive behaviors and correctives measures differ considerably. [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
Identifiers - Location: New York