The AIM of this study was to analyze the effectiveness of the integration of character education and positive behavior reinforcement. This integration was the intervention itself, a school-wide program, used within this study. After the intervention was implemented, quantitative student discipline data were examined to determine if there was a reduction in the number of student discipline infractions. In addition, staff and students were interviewed/focus group participation was conducted to gain qualitative data in regards to staff and student perspectives regarding the effectiveness of the intervention.
While the intervention's original intent of reducing overall student discipline referrals may not have been met, there was value to the intervention for students after they had been referred to the office for behavior infractions. It was also found that the intervention has the potential to be targeted towards specific student groups and specific behaviors. From a student and staff perspective, the intervention was found to be effective due to its reward system and common vocabulary.
It is recommended that this intervention be used in the future as a school-wide intervention, but effectiveness of the intervention be measured by the intervention’s impact on specific student groups and specific student behaviors. In particular, this intervention may be most effective with students after they have been identified with their first disciplinary infraction. Use of the intervention in this manner can help school leaders meet state required mandates. Working with students to teach positive qualities of character and behaviors can lead to a proactive approach to address student behaviors.
|Commitee:||Perney, Jan, Sims, Paul|
|School:||Concordia University Chicago|
|School Location:||United States -- Illinois|
|Source:||DAI-A 80/02(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Middle School education, Educational administration|
|Keywords:||Character education, Positive behavior reinforcement|
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