This qualitative action research study will focus on teacher perceptions of exclusionary discipline practices in the context of a book discussion of non-punitive alternatives. The purpose of this study is to understand how teachers in a suburban high school in the Midwest who are participating in a book group about a collaborative problem solving approach to school discipline perceive and learn about different kinds of discipline practices. District and building level administrators must work with staff members and gain their practical input to ensure that district and building discipline practices are appropriate yet supportive for the growth and development of all students. Understanding how teachers think and learn about alternatives to exclusionary discipline will help me as a principal to move the school toward such alternatives.
|Commitee:||Reeves, Alison, Leland, Andrew|
|School:||Southern Illinois University at Edwardsville|
|School Location:||United States -- Illinois|
|Source:||DAI-A 81/12(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Secondary education|
|Keywords:||Exclusionary discipline, School discipline|
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