NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED555980
Record Type: Non-Journal
Publication Date: 2013
Pages: 342
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3035-2660-2
ISSN: N/A
Understanding the State of Discipline in a Suburban High School: Factors That Affect the Perceptions of Stakeholders That Have Responsibility for Establishing and Implementing Disciplinary Policies
Moyer, Gary S.
ProQuest LLC, Ed.D. Dissertation, Saint Joseph's University
The purpose of this research study was to increase the understanding of the state of discipline of a suburban high school by interrogating the factors that affect the perception held by the school's various stakeholders. The stakeholders in this study consisted of those individuals who have the responsibility for the formation of the school's disciplinary policies, or who share in the responsibility for ensuring that adopted policies are faithfully executed. Participants consisted of administrators, teachers, counselors, paraprofessional staff, and a member of the Board of School Directors at the high school studied. Paraprofessionals included instructional assistants, building aides, secretaries, and professionals responsible for providing ancillary services to students. A grounded theory case study method was undertaken that utilized content analysis, surveys, and individual interviews. An evaluation of disciplinary referral data provided a statistical picture of the level of indiscipline at the school. Survey results indicated some areas of significant difference between groups based on position held, years of experience, and grade level taught. In-depth interviews yielded further information concerning factors that impacted stakeholder perceptions. Triangulation of the results from the three phases of study served to reinforce areas of intersection. The development of a theory designed to account for much of the relevant findings followed. [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: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A