Dissertation/Thesis Abstract

Student Discipline Strategies: Practitioner Perspectives
by Mancini, Joseph A., Ed.D., Nova Southeastern University, 2017, 83; 10637843
Abstract (Summary)

This applied dissertation presented a mixed method design to gain a broader perspective of the perceptions of classroom management practitioners within a particular school district. Many teachers, or practitioners, experience issues with classroom management because of their understanding of strategies they use. Because of the researcher’s position within the education system, it was recognized practitioners are mandated to utilize specific classroom management strategies. As such, the study was designed to glean the perceptions of these practitioners in relation to the misunderstandings and mandates related to the strategies dealt with on a daily basis.

The perspectives gleaned afforded opportunities to generate statistical data. The last question presented to the study participants allowed each participant to express his or her ideas, related to the questionnaire or otherwise, in any way they saw fit. The analysis of the study took into consideration the open response comments as they pertained to the statistical data generated.

Findings revealed the most favorable, as well as most effective, strategies as perceived by actual practitioners. Practitioners also expressed their opinions indicating their displeasure regarding mandated classroom management strategies commonly referred to as Office Referrals. Practitioners indicated they perceived revoking student privileges, placing students in time-out areas, and utilizing counseling services as more effective when choosing strategies relative to managing their classrooms.

Indexing (document details)
Advisor: Weintraub, David, Stothers, Kenneth
Commitee: Durham, Kimberly
School: Nova Southeastern University
Department: Education
School Location: United States -- Florida
Source: DAI-A 79/02(E), Dissertation Abstracts International
Subjects: Educational evaluation, Education Policy, Education philosophy
Keywords: Behavior management, Classroom management, Discipline policy, Student behavior, Student discipline, Teacher "burnout"
Publication Number: 10637843
ISBN: 9780355377613
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