Ill-discipline in public schools predates compulsory education in the United States. Disciplinary policies and laws enacted to combat the problem have met with minimal success. Research and recommendations have generally focused on the indiscipline problems ubiquitous in intermediate, junior and senior high schools. However, similar misbehaviors are often prevalent in elementary schools. This study investigated whether elementary school (fourth and fifth grade) students, parents and teachers have similar perspectives regarding misbehaviors and discipline practices. Three hundred volunteers; 100 teachers, 100 parents and100 students, from three New York City school districts were recruited. Participants completed surveys comprised of statements delineating misbehaviors and corrective practices prevalent in schools. One-way ANOVAs, a Bivariant Regression and Kruskal Wallis tests were employed to determine associative similarities and/or causal relationships. It was hypothesized that the participants would agree on behaviors deemed as ill-discipline but not upon the degree of disruption or the use of corrective measures. The resulting data confirmed the hypotheses. It demonstrated that the three groups of participants overwhelmingly agreed that the identified misbehaviors were disruptive to both teachers and students, but most, significantly, disagreed on the levels of disruption caused by the behaviors and on the corrective measures needed to adequately address the misbehaviors. It was noted that parents' and students' responses were most similar; showing an 83% agreement rate. However, the overall agreement among the three groups was 37.7%, indicating that parents', students' and teachers' perceptions of disruptive behaviors and correctives measures differ considerably.
|Advisor:||Persky, Barry, Gehrz, Jonathan|
|Commitee:||Balch, David, DeWitt, Douglas|
|Department:||School of Education|
|School Location:||United States -- Minnesota|
|Source:||DAI-A 73/04, Dissertation Abstracts International|
|Subjects:||Educational leadership, Elementary education, Teacher education|
|Keywords:||Disciplinary problems, Disruption, Indiscipline, Misbehaviors, Perspectives|
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