This research study explored the effects of a structured environment at a detention school to determine its effect on the academic challenges for disruptive students in an at-risk population. The study focused on the learning environment as a major determinant of success. The study was based on a secondary analysis of 2513 student records during the period of 2008 to 2010. Data analyzed included length of stay, numbers of stays, instances of disruptive behavior, and academic skills. Findings showed that students who tested below grade level at intake had improved scores on tests of basic math and literacy skills at exit. Further research is needed to investigate the degree of structure necessary to improve academic skills for similar populations.
|Commitee:||Kiley, Theresa, Oestmann, Eric|
|School:||Argosy University Online|
|School Location:||United States -- Arizona|
|Source:||DAI-A 79/04(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Education|
|Keywords:||Academic skills, At-risk population, Detention, Disruptive behavior|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be