Dissertations / Theses: 'Discipline policy'

1

Gaston, Nkoh Lovonne. "Perceptions of Discipline Policy, Practices, and Student Incivilities Related to Senge's Five Disciplines." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/262.

Full text

Abstract:

High occurrences of student incivilities are a growing concern in the K-12 education system. This problem may be directly impacted by systems thinking and inconsistent school policy enforcement. At a local high school, this problem affected student learning outcomes and teacher-student interpersonal relationships. The purpose of this case study was to explore the perceptions of teachers and administrators regarding consistency in discipline policies and practices, as well as student incivilities as they related to Senge's 5 disciplines. The conceptual framework for this study was Senge's 5 disciplines of organizational learning: systems thinking, mental models, team learning, shared vision, and personal mastery. Using a case study design and responsive interviews, data from discipline procedure documents and data on student incivilities were collected from 9 teachers in Grades 9-12, as well as 2 administrators. The data were analyzed using Hatch's interpretive method. Findings indicated discipline policies and practices were ineffective and inconsistent, due to poor systemic communication structures and lack of classroom management. A recommendation was made to implement systemic classroom management policies and Positive Behavior Intervention and Support trainings. Positive social change occurs when administrators and teachers implement the systemic policies and trainings identified in this study in order to motivate students to change their patterns of incivility and, as a result, focus on learning.

APA, Harvard, Vancouver, ISO, and other styles

2

Snodgrass, Ronald E. "School violence policy initiatives : a study of the effectiveness of a zero-tolerance threats policy /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3115592.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Mancini, Joseph A. "Student Discipline Strategies| Practitioner Perspectives." Thesis, Nova Southeastern University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10637843.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

4

Tamagni, Amanda Lee. "Discipline Policy and Preschool Special Education Students' Social Skills." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7085.

Full text

Abstract:

Preschool special education students lack of personal-social skills is affecting their kindergarten readiness and placing them at risk for exposure to school discipline in a large school district in the Southeastern United States. The purpose of this quantitative study was to examine the relationship between the quality of school discipline policies and personal-social skills of preschool special education students within the focus district. Ecological systems theory provided the framework for the study. Data collection included archived personal-social skills scores, as measured by the Battelle Developmental Inventory 2 (BDI 2), of 354 preschool special education students. Four trained educators rated the effectiveness of the schools' discipline policies using the Teaching and Guidance Policies Essentials Checklist (TAGPEC). Findings from simple linear regression analysis indicated no significant relationship between the TAGPEC ratings and students' BDI 2 scores. An ANCOVA was used to compare BDI 2 scores of students in Title I and non-Title I schools (n = 96 students per group) while conrolling for TAGPEC ratings, but results showed no statistically significant differences. The average quality of the discipline policies was rated as inadequate overall. Findings may be used by district administrators to improve the quality of current discipline policies. A policy recommendation was developed to encourage effective discipline policies and create a supportive school environment to promote positive social behaviors of all students, including the youngest and most vulnerable.

APA, Harvard, Vancouver, ISO, and other styles

5

Kawashima, Nobuko. "Cultural policy research : an emerging discipline between theory and practice." Thesis, University of Warwick, 1999. http://wrap.warwick.ac.uk/58547/.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Lapperts, Desmond Michael. "Forms of discipline practised at two rural schools." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/20109.

Full text

Abstract:

Thesis (MEd)--Stellenbosch University, 2012.
ENGLISH ABSTRACT: The study aims to research discipline in schools and I explored alternative forms of discipline. The literature indicates that alternative forms of discipline exist to the canings that were inflicted in the past, which have now been outlawed. However, effective alternatives to corporal punishment are not obvious. Before deciding on alternatives, it is advisable that teachers go through an experimental phase, and be prepared to make adjustments along the way. The literature also shows that classes with fewer behavioural problems have teachers who tend to use non-violent and child-centred approaches to classroom discipline. Studies show that the vast majority of disciplinary problems result from the circumstances in which such learners find themselves, which are characterised by problems at home, learning barriers, trauma, and ineffective teaching methods. I conclude that the application of corporal punishment aggravates such problems, rather than solving them. Present-day educators are required to fill a greater pastoral role than they did in the past, as learners nowadays tend to face many more difficult challenges than they used to do in the past and also are likely to experience less support outside the school. Most educational psychologists recommend that educators place learners, in cases of them suffering from emotional problems, child abuse, sexual abuse, HIV/AIDS, or alcohol and drug abuse, in an intensive process of counselling, with them being referred to experts in the fields of reference (Porteus et al., 2001:45). I conclude that attempts to improve classroom discipline can be effective if the whole school community is involved. One of the ways in which the whole school community can become involved in attaining a better discipline system is through the adoption of a code of conduct that is arrived at by means of consultation, persuasion and agreement with all role-players concerned. The maintenance of such a code is, however, only likely to be successful if it is strictly enforced and the appropriate sanctions are imposed against those who violate it.
AFRIKAANSE OPSOMMING: Hierdie studie doen navorsing oor dissipline in skole, en spesifiek alternatiewe vorme daarvan. Die literatuur dui op die bestaan van alternatiewe vorme van dissipline na die afskaffing van lyfstraf in Suid-Afrikaanse skole. Alternatiewe vorme van dissipline is egter nog nie duidelik sigbaar nie. Voordat daar besluit kan word oor alternatiewe vorme is dit egter raadsaam dat onderwysers eers eksperimenteer en die haalbaarheid van alternatiewe vorme probeer vasstel. Die literatuur dui aan dat klaskamers met min of geen dissiplinêre probleme, onderwysers het wat nie-geweldadige en kindergesentreerde benaderings volg. Studies dui aan dat kinders met dissiplinêre probleme uit huise kom met leerprobleme, trauma, en oneffektiewe onderrig metodes. My gevolgtrekking is dat lyfstraf sulke problem vererger, eerder as om dit op te los. Daar word van hedendaagse onderwysers verwag om meer as ooit tevore 'n pastorale rol te vervul. Sielkundiges adviseer dat leerders met ernstige dissiplinere problem eerder na deskundiges verwys behoort te word in plaas daarvan om dit in die klaskamer te probeer oplos. My gevolgtrekking is dat klaskamer dissipline kan effektief toegepas kan word indien die hele skool, ouers en gemeenskap betrokke word. Dit kan slegs geskied met 'n gedragskode wat deur wye konsultasie, beraadslaging en in ooreenstemming met al die rolspelers daar gestel word. Die handhawing van so ŉ kode kan slegs slaag indien dit streng toegepas word en indien daar strafmaatreëls in plek is vir diegene wat die kode verbreek.

APA, Harvard, Vancouver, ISO, and other styles

7

Sellars, Desmond. "School discipline theory and practice : implications for policy development in an isolated, rural school setting /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0035/MQ47475.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Nardone, Sara Elizabeth. "HIGH SCHOOL DISCIPLINE POLICIES AND THE TEACHER-STUDENT RELATIONSHIP." Cleveland State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=csu156700673853885.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Lo, Wai-ming Vivian, and 羅慧明. "A review of the effectiveness of the discipline policy of the Royal Hong Kong Police Force." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31965349.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Lo, Wai-ming Vivian. "A review of the effectiveness of the discipline policy of the Royal Hong Kong Police Force." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18596071.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

Gilbert, Marie. "Drug abuse : self-regulation or discipline. The rhetoric of public policy /." Title page, contents and abstract only, 1998. http://web4.library.adelaide.edu.au/theses/09AR/09arg465.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

Murray, Anthony G. "Strerss on Educators at a Discipline Alternative Education Program." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7106.

Full text

Abstract:

Interaction with their students during classroom instruction is often a source of stress among many teachers. The academic setting of Disciplinary Alternative Educational Programs (DAEP) poses a risk factor for teachers to experience stress, given that student disruptive behavior has been associated with higher stress levels among teachers. The problem underlying this study was that most studies on DAEP have focused on the experiences of students, with limited information available about the experiences of teachers in this type of academic setting. The purpose of this qualitative phenomenological study was to explore the role of job-related stress and coping on the job performance of DAEP teachers, from a transactional theory of stress and coping approach. This exploration was grounded in the theoretical lens of the transactional theory of stress and coping, which served as the link between the importance of the psychological health of teachers and the successful administration of public programs. The geographical setting of the study was a single DAEP campus. Data were collected using 20 individual, face-to-face semi structured interviews. Data were analyzed using the modified van Kaam method of phenomenological analysis, which involves the systematic analysis of data through the process of dividing large quantities of qualitative data into smaller units of meaning. The results produced significant thematic themes. The findings from this study could help scholars and practitioners gain important insight about job-related stressors in DAEP, which could facilitate the improvement of administration and development policies in order to promote a positive work environment in DAEP settings.

APA, Harvard, Vancouver, ISO, and other styles

13

Wheeler, Anitra. "Middle School Teachers' Perceptions of Discipline." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1374223954.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Chan, Yin-ling Linda, and 陳燕玲. "A study of the discipline policy in the Hong Kong Civil Service." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31966123.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Chiu, Yin-wa David, and 趙燕驊. "An evaluation of the personnel discipline policy of the Hong Kong government." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31964746.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Chiu, Yin-wa David. "An evaluation of the personnel discipline policy of the Hong Kong government." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14023817.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Chan, Yin-ling Linda. "A study of the discipline policy in the Hong Kong Civil Service." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22050747.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Hau, Kwong-chi, and 侯廣智. "An evaluation of the discipline policy of the disciplined services: a comparative study of the Hong Kong PoliceForce (HKPF) and the Fire Services Department (FSD)." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31967176.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Hau, Kwong-chi. "An evaluation of the discipline policy of the disciplined services a comparative study of the Hong Kong Police Force (HKPF) and the Fire Services Department (FSD) /." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B31967176.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

Evans, Haydn. "The impact of performance management policy on standards in schools." Thesis, University of Sussex, 2013. http://sro.sussex.ac.uk/id/eprint/46891/.

Full text

Abstract:

Following the introduction of Performance Management in schools in 2000, the rate of increase in attainment from 2001-2005, as measured by the GCSE 5A*-C percentage pass rate, is noticeably higher than in the five years prior to its introduction. The aim of this research is to consider the impact of the national policy for Performance Management (PM) of teachers on standards of attainment in secondary schools. The thesis attempts to locate and explain a potential causal link between PM and the rate of increase in attainment at GCSE. It does this from within a Transcendental Realist philosophical framework incorporating a Critical Realist sociological perspective. An extensive literature survey on both Performance Management and its precursor, Appraisal, revealed a potential for research on the link between PM and standards of attainment in schools. In considering prospective strategies for such a study, a comprehensive range of methodologies and research methods are explored and the Critical Realist perspective using a case study design was considered to be a reasonable approach in that it appeared not to have some of the weaknesses exhibited by some of the other methodologies reviewed. The Case Study was completed through a series of forty four structured interviews in schools with ‘Challenging Circumstances' (an Ofsted indicator of the demographics of a school) and with two policymakers from the Department for Education and Employment (DfEE). The structured interviews based upon an analysis of PM national policy revealed a positive response to the effect of PM on standards of attainment. This was also coherent with a wider literature survey of the effects of the various PM policy dimensions at one level and a conceptual abstraction of the policy at another. However, PM policy was introduced as part of the Standards Framework (DfEE 1998), which provided for the introduction of a plethora of policies aimed at raising standards. These, together with a number of other contextual factors, were considered to add to the complexity of the final causal analysis. It is argued that Critical Realism has the potential to provide a useful and penetrative starting point in the analysis of such complicated contexts.

APA, Harvard, Vancouver, ISO, and other styles

21

Christy, Donna. "The Influence of School Discipline Approaches on Suspension Rates." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5995.

Full text

Abstract:

A free and appropriate public education is promised to every child in the United States. However, zero tolerance school discipline policies have broken that promise, pushing students out of the classroom and into the school-to-prison pipeline. Despite the growing body of research demonstrating negative social and economic impacts of exclusionary discipline, public school administrators have been slow to adopt innovative policies that provide rehabilitative alternatives. The purpose of this study was to compare, using the consequences of innovations application of Rogers's diffusion of innovations theory, the impact of various school district approaches to school discipline on suspension rates while controlling for race and socioeconomic status. This study used a quantitative, nonexperimental, nonequivalent groups, posttest-only research design using secondary analysis of data reported by 218 school districts in a New England state for the 2016-17 school year. Analysis of covariance indicated that there is a significant relationship between approaches to school discipline and suspension rates when controlling for racial and socioeconomic composition (p < .05). Race and economic disadvantage significantly influenced suspension rates (p < .001), and districts implementing alternatives differed significantly in their racial and socioeconomic compositions (p < .001). Policy implications include the promotion of alternative approaches to school discipline. Implications for social change include evidence to support the work of those addressing the needs underlying student behavior rather than crime and punishment models to produce safe and supportive schools and dismantle the school-to-prison pipeline.

APA, Harvard, Vancouver, ISO, and other styles

22

Etheredge, Corrie. "Willingness to Adopt Restorative Discipline in Schools: An Analysis of Northwest Justice Forum Pre-Training on Restorative Justice and Schools Survey Data." Thesis, University of Oregon, 2014. http://hdl.handle.net/1794/18550.

Full text

Abstract:

Concerns over skyrocketing school disciplinary rates have driven the search for alternative methods to address disruptive student behavior. Restorative disciplinary practices are a promising option for our nation's schools. This investigation explores the willingness of educators to adopt restorative discipline by analyzing survey data from the Northwest Justice Forum Pre-Training on Restorative Justice in Schools. Data analysis was conducted using the Theory of Planned Behavior as a model for understanding and predicting future behavior--in this instance, willingness to be contacted for more information or willingness to participate in a future study. A concurrent review of the participant's school disciplinary policies demonstrated how participant views are reflected in practice. The analysis suggested that the respondent's attitude significantly predicted intention, and both attitude and intention predicted behavior. Furthermore, the policy review confirmed that restorative discipline is largely absent and cautioned that there may be misconceptions about its use.

APA, Harvard, Vancouver, ISO, and other styles

23

Brown, Alyson. "Discipline and disorder in English prisons : aspects of policy and resistance 1840-1920." Thesis, University of Hull, 1998. http://hydra.hull.ac.uk/resources/hull:8278.

Full text

Abstract:

This thesis is an historical examination of English prisons from 1840 to 1920 which approaches the complexity of this institution from the perspective of the disturbances which occurred within it. The primary aim is not to analyse the form and extent of prison disturbances during this period, although this will be considered, but rather to concentrate upon the origins, causes and effects of these disturbances. English prison disturbances are examined on several inter-linking levels with regard to the structure, policy and relationships within the prison and the ways in which these interacted and produced disorder. Analysis of the separate categories of prisoners with regard to gender, age, physical or mental disability will be limited as this thesis is concerned with the prisoner largely in terms of position and status. The reason for examining the prison from the perspective of its internal disturbances is that they often revealed a great deal about the policies, problems and coercive nature of the institution. Indeed it has been asserted that power "unexercised is seldom as visible as power which is challenged."! Prison discipline was such an important environmental determinant that much of this thesis also entails consideration of its functions and influence. It is clear that the problem of maintaining discipline and order on a daily basis in prison was never far removed from the problem of disorder.' The majority of offences were minor infringements of the prison rules and regulations but these were often committed in large numbers. In the second half of the nineteenth century the number of prison offences committed annually in each of the large public works prisons in England often amounted to over two thousand. For example, between the years 1865 and 1875 the annual total of prison offences committed in Portland Convict Prison fell below two thousand in only one year and was over four thousand in four years. The daily average number of convicts in Portland Prison during this period remained fairly stable and was usually between 1550 and 1575. The task of detecting, processing and adjudicating on these offences was a major administrative undertaking. The large number of minor offences that were punished in English prisons during this period must also be understood in the context of a large degree of discretion which operated within the prison system. For instance, individual prisons varied with regard to the effectiveness of the supervision and the priority placed upon punishment in the operation of discipline by the prison administrators. These were important factors in determining the detection, punishment and recording of prison offences. This thesis considers, therefore, the broad range of prison disturbances because of the significance that could be attached to even the smallest actions and the problems these posed for prison management. One important factor to note, however, is that in many cases the most detailed, extensive and valuable evidence available concerns the larger-scale, combined disturbances which more directly and seriously threatened the discipline and order of the prisons. These were also the forms of prison disturbance which were the most vigorously put down. Where the evidence has been particularly useful in examining the origins and causes of prison disorder the large disturbances have been concentrated upon. Hence chapter three examines the causes and consequences of a major riot in Chatham Convict Prisons in 1861 in which over 800 convicts became involved. The fundamental themes of this thesis constitute an analysis of the facets of the prison which caused disorder not only during the historical point at which they are examined here but into the late twentieth century. The extreme monotony of prison regimes, legitimacy problems and the unpredictability of inmate subcultures are all elements which still affect the stability of English prisons. A tendency of prison authorities to rely on deterrence in the face of internal problems or public criticism and an in built structural resistance to change in an institution that often composes the last resort in dealing with social problems also remains. The activities of political interest groups which break the law have been among the most contentious of the social problems which have been reflected in the prison.

APA, Harvard, Vancouver, ISO, and other styles

24

Dashielle, Brante C. "The Impact of the Perceptions and Attitudes of Administrators on School Discipline Policy." Thesis, NSUWorks, 2016. https://nsuworks.nova.edu/fse_etd/117.

Full text

Abstract:

The problem studied in this dissertation involved the disciplinary practices of school administrators and how the practices influenced the trend of suspensions based on socioeconomic status. The dissertation involved an exploration of the disciplinary practices of administrators, more specifically suspensions, within 19 middle schools in the northwest region of the United States. The purpose of the study was to provide insight regarding how leadership and disciplinary procedures affected the educational process. The purposefully selected sample involved 19 middle school principals and vice-principals, as well as students at the middle schools who had suspensions. Quantitative data were collected for three research questions. These data were collected with a modified version of the Schools and Staffing Survey, and suspension data came from the district’s computer database. The research design was an ex post facto design. The Statistical Package for the Social Sciences was used to compute descriptive statistics that included frequencies, percentages, means, standard deviations, effect sizes, and point-biserial correlations, as well as statistics from the t test for independent samples. Findings for Research Question 1 showed that administrators reported the principal was responsible for making the decision to suspend a student; teachers and principals impacted a student’s ability to display positive behaviors. Point-biserial correlation findings for Research Question 2 showed there was a large inverse relationship of -.532 between poverty and middle school suspensions. Results for Research Question 3 suggested that 13 of 19 (68.42%) of the schools had a greater number of students on free and reduced lunch suspended than students who did not receive free and reduced lunch. The mean difference between suspension scores for students on free and reduced lunch and students not on free and reduced lunch was 43.11, suggesting statistical significance, p = .001, with a large Cohen’s d effect-size indicator of 1.22. A primary implication was that future policy on research-based disciplinary polices to improve administrators’ attitudes and competence toward executing discipline policies should be implemented in all middle schools.

APA, Harvard, Vancouver, ISO, and other styles

25

Green, Alix Rivka. "Using history in public policy development." Thesis, University of Hertfordshire, 2013. http://hdl.handle.net/2299/13902.

Full text

Abstract:

This thesis addresses two key problems: that historical practice in the academy is largely disengaged from politics as a domain of public purpose and that policymaking remains fixed on a very narrow (and quantitative) definition of evidence, although the “policy-relevant” disciplines have not proved able to solve long-standing policy issues. It inspects both phenomena with the aim of describing the space in which the two problems can be brought into a workable accommodation. The argument is made that public policy should be regarded as an important concern of academic history, and policymakers themselves as people with legitimate interests that historians should take seriously. Public history provides a helpful framework and set of concerns to work with in this respect. Given that the social and natural sciences have not been able to solve the pressing policy problems with which governments are faced, a certain obligation may be claimed for historians to reconsider their stance. The re-connection of history and policy – the nineteenth-century discipline clearly discerned a public-political purpose for history – requires attention to be given to articulating and demonstrating the distinctive cognitive tools of the historian and their distinctive value to the policymaking process. The thesis addresses two primary fields, whose interests and professional practices appear divergent such that both the principles and the terms of collaboration are difficult to imagine: academic history and government policymaking. The primary material on which the research draws is accordingly the products of these constituencies: works of historiography and policy documents of various kinds. Also of relevance are commentaries and analyses that address these domains, whether from other disciplines with an interest in political decision-making, from the media or from other organisations with a professional stake, such as think tanks. The originality of the research lies in conceiving of the question of the uses of history for public policy as one of integration of “supply” and “demand” perspectives. It seeks clarity on the distinctive value of historical skills and approaches, but not as an end in itself. Rather, the case is assembled for the affinities between history and policy as processes and hence that the two can be brought into a productive alignment. So, instead of history providing pre-packaged accounts for policy, it can be embedded as a way of thinking and reasoning in policy.

APA, Harvard, Vancouver, ISO, and other styles

26

Conley, Tom. "Economic discipline and global punishment : globalisation and Australian economic policy during the Hawke and Keating years /." Title page, contents and abstract only, 1999. http://web4.library.adelaide.edu.au/theses/09PH/09phc7517.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

Rogers, Christy Lee. "From Gautreaux to MTO: Racial Discipline and Neoliberal Governance in Housing Policy." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1304703290.

Full text

APA, Harvard, Vancouver, ISO, and other styles

28

Little, Alexis Patrice. "Voices of the Unheard: Black Girls and School Discipline." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1591121132272033.

Full text

APA, Harvard, Vancouver, ISO, and other styles

29

Carstens, Carin. "Youth culture and discipline at a school in the Western Cape." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80048.

Full text

Abstract:

Thesis (MEd)--Stellenbosch University, 2013.
Bibliography
Internationally, contemporary youth struggle to make sense or meaning of their lives. That is so because they live in a world where they daily witness unsolvable problems of struggling economies, poverty, HIV, and religious and national conflict, and where they are generally treated with ambivalence and a threat to the existing social order. Youth also struggle because within the public imagination they exist on the fringe of society. Giroux (2012: 2) argues that youth are given few spaces where “they can recognise themselves outside of the needs, values, and desires preferred by the marketplace” and are mostly subjected to punitive and zero tolerance approaches when they behave in unacceptable ways. In South Africa presently, it is generally claimed that “discipline problems” amongst youth have become the most endemic problem in South African schools, with policy makers and educators daily complaining about the disciplinary problems within schools that affect how learners engage with learning. Equally, discipline as punitive coercion has been shown to be an unsuccessful educational method in dealing with youth (Porteus & Vally 1999). With the above schooling challenge in mind, this qualitative study explored the views of thirteen young learners at Avondale High School in the Western Cape on school discipline. Via semi-structured interviews, the youth were asked about their understandings of the rules, disciplinary structures, forms of authority and order at the school, how they interpreted the role of discipline, and how they thought this would influence the futures awaiting them. The goal of the study was to provide a multi-dimensional view of what youth regarded as discipline at one school, and to explore whether different learners adopted different meanings of ‘discipline’ according to the context of their individual lives. I show in the study - utilising the views of Emile Durkheim, Michel Foucault and Pierre Bourdieu - that school discipline needs to be thought of as more than punishment or structures of ordering per se if it is to play a productive role in the functioning of schools. Along with Yang (2009: 49) I suggest that only when schools recognise that discipline has multiple meanings and (limited) roles within their daily functioning, will the emancipatory and transformative possibilities of school discipline be unlocked. For that to happen, the voices and views of youth in schools have to be taken account of, and meaningful relationships developed between learners, educators, and school management.

APA, Harvard, Vancouver, ISO, and other styles

30

Lee, Chung-pak Richard, and 李松柏. "An evaluation of social discipline as a factor in economicdevelopment." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1985. http://hub.hku.hk/bib/B31974454.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

Lee, Chung-pak Richard. "An evaluation of social discipline as a factor in economic development." [Hong Kong : University of Hong Kong], 1985. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12316945.

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

Li, Tin-yiu, and 李天耀. "An analysis of staff discipline policy in the Urban Services Department from 1996 to 1998." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31966275.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Irby, Decoteau Jermaine. "Understanding the Zero Tolerance Era School Discipline Net: Net-widening, net-deepening, and the cultural politics of school discipline." Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/46813.

Full text

Abstract:

Urban Education
Ph.D.
School safety is widely recognized as an ongoing problem in United States public schools. Guided by the New Right, the school safety problem has been framed as an issue of school crime, violence, and student misbehavior that is best mitigated by zero tolerance policies. This stance has emerged as an agenda that has proven disproportionately detrimental to poor urban students of color who have experienced unforeseen levels of punishment since the Gun Free Schools Act of 1994 endorsed zero tolerance. Despite mounting evidence that zero tolerance approaches to discipline do little to deter school crime and violence or make schools safe, little ground has been gained in interrupting the ideology, policies, practices, and discourses of the zero tolerance agenda. The dissertation study theorizes and explores how ideology, cultural-politics, and discourse foster the tendency for policy creation and codification to legitimize the New Right's official knowledge of zero tolerance ideology and policy as a panacea for the school safety problem. To accomplish this, I conducted an ethnographic content analysis of codes of student conduct to examine the imbued ideologies, discourses, and policy changes that emerge from the cultural politics of managing school discipline over the last 15 years. Through this process, I lend empirical credence to the concepts of net-widening and net-deepening. With these guiding concepts, I push the field beyond the zero tolerance discourse on school safety and discipline to establish a generative alternative to understanding school discipline policies called the school discipline net framework. The results of the study establish a precedent for thinking more deeply and creatively about the perils and possibilities of school discipline policies. Major findings include the identification of several school policy changes that make the discipline experience both increasingly likely and potentially more punitive for students. Finally, through substantiating the school discipline net as a framework for discoursing, researching, guiding policy creation, and recognizing and locating sites of agency, this work establishes that it is indeed possible to engage issues critical in the field in ways that can transfer into the highly politicized school policy context dominated by New Right ideologies and discourses.
Temple University--Theses

APA, Harvard, Vancouver, ISO, and other styles

34

Banjoko, Ajamu Abiola. "Restorative Discipline as an Alternate to Retributive Discipline within the Juvenile Court System: An Analysis of the Metro County Juvenile Court Community Restorative Board." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/eps_diss/61.

Full text

Abstract:

ABSTRACT RESTORATIVE DISCIPLINE AS AN ALTERNATE TO RETRIBUTIVE DISCIPLINE WITHIN THE JUVENILE COURT SYSTEM: AN ANALYSIS OF THE METRO COUNTY JUVENILE COURT COMMUNITY RESTORATIVE BOARD by Ajamu A. Banjoko Giroux (2003) indicated that the prison industry has become a major economic industry with many states spending more money on prison reforms than on educational reforms. Juvenile delinquent behavior should be punished but fair treatment and equal rights for all human beings under the rule of law is paramount to punishment. Casella (2001) indicated that the prison population has sky-rocketed, and by 1995 forty-eight states passed laws to facilitate the prosecution of juveniles as adults and therefore children are placed in adult prisons where they are at a higher risk of not only attack and rape, but of suicide. The research established a rationale for restorative justice discipline as an alternate to punitive retributive discipline in order to potentially decrease the number of youth offenders facing incarceration. Crime control is the responsibility of all citizens not just the government and this responsibility reflects the foundational tenets of restorative justice. Bazemore and Umbreit (1995) suggested that restorative justice is not an alternative to punishment it is an alternate punishment to bad or unwanted behavior. A qualitative case study was used to analyze and explore the disciplinary functions and procedures of the Metro County Juvenile Court Community Restorative Boards. The perceptions of two board members and three juvenile court officials was analyzed in an effort to better understand how and why Community Restorative Boards implement restorative justice discipline toward youth offenders. Data were gathered through narrative interviews and participatory observations in order to better understand the emerging phenomenon of restorative discipline within the juvenile justice system as an alternate to punitive retributive discipline. The study analyzed the dynamics of the school to prison pipeline through zero tolerance school policies, examined the juvenile justice system and the sentencing of youth offenders in criminal court. The study also examined the usage of traditional retributive discipline and restorative discipline within the juvenile court system. The study provided empirical data that support the infusion of a complimentary or supplementary restorative justice disciplinary approach toward adjudicating youth offenders within the juvenile court system. Bazemore and Umbreit (1995) suggested that utilizing a restorative justice disciplinary model increases the opportunity for young people to be held accountable for their misbehavior by actively participating in the process of establishing consequences to help repair the harm that they have caused to an individual, the community, and themselves.

APA, Harvard, Vancouver, ISO, and other styles

35

Hipondoka, Oiva Shuuveni. "Managing learner discipline : a case study of two secondary schools in the Khomas region, Namibia." Master's thesis, University of Cape Town, 2009. http://hdl.handle.net/11427/9477.

Full text

Abstract:

Includes bibliographical references (leaves 102-105).
This study is concerned with how two schools in the Khomas Region manage learners' discipline. In particular, it seeks to determine why the two schools experience different states of discipline despite the fact that they have learners from similar social backgrounds. The study uses a case study approach. The qualitative methods comprise on-site observations, semi-structured interviews and a review of disciplinary and other policy documents. Interviews were done with the School Boards, the two principals, heads of department, teachers, Learners' Representative Council and learners. The study draws its conceptual framework from seven factors that are believed to influence school discipline: strategy, structures and procedures, school identity and purpose, school resources, parents and community involvement, leadership and management, and school culture. The study revealed that the two schools have many disciplinary practices in common. However, active teamwork, which falls under the school culture factor, and leadership and management were more pronounced in School B than in School A. Compared with School A, School B was characterized by fairly good discipline, and the study consequently attributed these factors, teamwork, leadership and management as the major cause of different levels of discipline in these two schools. It also emerged in the study that School B has a better academic performance in comparison with School A, which suggests that there is a positive relationship between academic performance and discipline.

APA, Harvard, Vancouver, ISO, and other styles

36

Holley, Vera Veronica. "A Qualitative Study of How Students Experienced Exclusionary Discipline Practices." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2982.

Full text

Abstract:

As a result of zero tolerance policies, a significant percentage of students who experience exclusions from schools also experience negative outcomes such as high dropout rates, academic failures, and encounters with juvenile justice agencies. While several researchers have found a relationship between unintended consequences of exclusions and juvenile delinquency, few have examined this phenomenon from the perspectives of juveniles who experienced exclusions. Guided by the framework of operant conditioning, the purpose of this phenomenological study was to understand how students experienced exclusions from school. Purposive sampling was used to recruit participants who experienced both exclusions from schools and involvement with juvenile delinquency. Of the 30 potential participants who initially agreed to participate in the study, 26 actually participated. Data collection and analysis included capturing and grouping emerging themes and patterns from face-to-face interviews and observations that revealed the essence of how juveniles experienced exclusions from schools. According to participants, failure on the part of administrators to listen to their accounts of events that led to referrals for disciplinary action resulted in avoidable suspensions. Participants' narratives further highlighted the prevalence of disruptive behavior in schools throughout the United States. School administrators and policy makers should not only use data from this qualitative study to inform disciplinary policies and practices, but they should also consider input from students and other community stakeholders who are impacted by those decisions. These findings will promote the understanding that effective disciplinary practices are needed to meet the educational needs of all students. Even participants in this study were concerned about the impact that suspensions had on their education.

APA, Harvard, Vancouver, ISO, and other styles

37

Singh, Marcina. "Engendering discipline : perceptions and practices of students and teachers in a secondary school in South Africa." Master's thesis, University of Cape Town, 2010. http://hdl.handle.net/11427/10780.

Full text

Abstract:

Includes bibliographical references (leaves 97-106).
This thesis aimed to investigate whether there is a gender bias in the way teachers discipline boys and girls. The study was conducted in an affluent school in Cape Town and consisted of 113 participants, 97 students (48 boys and 49 girls) and 16 teachers and staff (6 males and 10 females). The data showed that although teachers assume they are being gender neutral in the way they respond to misdemeanors committed by boys and girls, in reality, this is not the case. However, even though the biases of the teachers are largely unconscious, the students were very much aware of the biased nature of the teachers. The data also revealed that male and female teachers react and respond differently when they discipline boys and girls and that male teachers focus more on serious offenses whereas female teachers focused on the less serious offenses.

APA, Harvard, Vancouver, ISO, and other styles

38

Hemmeler, Megan Renee. "Social and Emotional Competency and Exclusionary Discipline." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1301855137.

Full text

APA, Harvard, Vancouver, ISO, and other styles

39

Papaleo, November Rose. "Digital Discipline: Institutional Ethnography of Educational Professionals in the Marana Unified School District." Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/301554.

Full text

Abstract:

Despite the critical role educators play in the lives of students, little research has been conducted on their perceptions of digital media, bullying behaviors and prevention, and the development of disciplinary policy. As educators are tasked with monitoring student behaviors both inside and outside the classroom, how they conceptualize student behavior emerges as a site for possible mediations in the culture of bullying that permeates 21st century schooling. The purpose of this study was to examine how teachers understand digital life, how they represent themselves within the culture of social media, and the effects those perceptions have on the enforcement of or dismantling of bullying as a social institution. The results of this study show that educators are less adept at negotiating digital life and are largely unaware of the impactful nature of online relationships. While bullying has distinct social drawbacks including the maintenance of a horizontally hostile culture, the social benefits of bullying are proposed as emergent sites of intervention. As educators are ever more faced with issues of disciplinary conduct, they have developed a chosen ignorance to justify their lack of knowledge about online and offline bullying cultures. The perception that bullying is an insurmountable issue is a common perception among educators in this sample however this research suggests that through recognizing the function of bullying educators and administrators alike can develop deterrent policies that work outside the abstinence-based models for bullying prevention and recuperative-based models for soothing victims.

APA, Harvard, Vancouver, ISO, and other styles

40

Sooter, Isaac William. "The Relationship between School-Wide Positive Behavior Support Implementation and Office Discipline Referrals at the Secondary Level." Thesis, Lindenwood University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3645325.

Full text

Abstract:

School Wide Positive Behavior Support (SW-PBS) is a current framework for schools to model their discipline strategies. SW-PBS has a framework built on identifying behaviors and predictors of their occurrence, routines to correct and prevent these problems, and implementation of these routines school wide to collect information to evaluate these strategies. Office discipline referrals were reviewed in the secondary school of Rural District 10 in Missouri from 2004-2013 to determine the significance between implementation of SW-PBS and the number of office discipline referrals. School climate was also studied in Rural District 10 as well as other secondary schools around the state of Missouri. A survey was sent to students, teachers and administrators from Rural District 10 and teachers and administrators from other districts around the state that have implemented SW-PBS for at least two years. The data revealed no statistically significance difference between the number of office discipline referrals before and during implementation of SW-PBS in Rural District 10. Based on the perceptions from the questions on the survey, teachers and administrators in Rural District 10 felt as though the climate and culture of the building overall was better compared to the perceptions of students in Rural District 10. Comparing Rural District 10 to other districts, Rural District 10 teachers and administrators felt as though the climate and culture of their secondary school was better, overall, as compared to other districts around the state of Missouri that have implemented SW-PBS for at least two years.

APA, Harvard, Vancouver, ISO, and other styles

41

Hoffler-Riddick, Pamela Y. "The Relationship Between the Implementation of a Mandatory Uniform Dress Policy and Attendance, Grade Point Average, Discipline, and Self-Esteem." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/30442.

Full text

Abstract:

The current belief that fashionable clothing worn to school by students influences their attitude and behavior is the major impetus behind the adoption of stricter dress policies, including uniforms (Behling, 1994). Data available in the United States do not support any specific conclusions about the effects of school uniforms (Palikos & Rist, 1996). A mandatory uniform dress policy was implemented at an urban middle school located in southeastern Virginia. Students in the 9th grade during 1997-98, who also completed three consecutive years at this middle school from 1994-95 through 1996- 97 were the participants in the study. Information was collected and analyzed using an Analysis of Variance for attendance, discipline, grade point average, and self-esteem data using an alpha of .05. The sample of 146 students included 96 Black students (48 men and 48 women) and 50 White students (27 men and 23 women). Independent variables were race, gender, and time. Findings revealed that uniforms had a negative impact on attendance, grade point average, and self-esteem. Discipline indicators (total number of referrals, rule violations, and out-of-school suspensions) showed mixed results. The first year of uniform implementation showed a significant decline in the number of referrals, rule violations, and suspensions for study participant. During the second year of implementation, however, the trend reversed with an increase in all discipline categories exceeding the baseline or non-uniform year.
Ed. D.

APA, Harvard, Vancouver, ISO, and other styles

42

Triplett, Nicholas Paul. "Does the Proportion of White Students Predict Discipline Disparities? A National, School-Level Analysis of Six Racial/Ethnic Student Groups." Thesis, The University of North Carolina at Charlotte, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10749986.

Full text

Abstract:

Racial/ethnic disparities in school discipline have existed for decades (Children’s Defense Fund, 1975), and have had a disproportionately negative effect on the educational attainment, social/emotional well being and life chances of students of color. While past research has found that school racial/ethnic balance is amongst the most powerful predictors of the student-level risk and severity of school discipline (Rocque & Paternoster, 2011; Skiba, Chung, Trachok, Baker, Sheya & Hughes, 2014; Welch & Payne, 2010), only a handful of studies have examined how school racial/ethnic balance affects discipline gaps between students of color and their White counterparts (Freeman & Steidl, 2016; Thornton & Trent, 1988). However, careful analysis of previous scholarship suggests that students of color attending schools with higher proportions of White students may be particularly vulnerable to racialized and overly punitive discipline practices (Eitle & Eitle, 2004; Welch & Payne, 2010). The primary purpose of this study was to examine the relationship between school-level racial/ethnic disparities in suspension and the proportion of White students in a school. Regression analysis was used to analyze a nationally representative sample of K-12 schools for each U.S. Census designated student groups of color: American Indian/Alaska Native, Asian, Black, Latinx, Native Hawaiian/Pacific Islander, Two or more Races. Analysis was guided by critical race and intergroup threat theories, which explored the ways that structural racism and perceptions of intergroup threat can produce ideologies, dispositions and actions that deny historically marginalized youth the full benefit of public education (Ladson-Billings & Tate, 1995; Welch & Payne, 2010). Descriptive findings demonstrated that the problem of inequitable suspension rates was perhaps more acute and widespread than previously appreciated. This study provided some of the first empirical evidence of elevated risk of suspension for Asians, Native Hawaiian/Pacific Islanders, students of two or more Races, and students of color in predominantly-White schools. Inferential analysis offered support for two important emerging findings in the school discipline literature. First, analysis indicated that elementary schools tend to have consistently larger racial/ethnic discipline gaps than middle and high schools. Secondly, multivariate analysis showed that the best predictors of school level racial/ethnic discipline gaps were different from those that have best predicted student-level incidence and severity of discipline in previous scholarship. Collectively, results contributed empirical evidence that can help identify the school contexts in which students of color appear to be at elevated risk of suspension, what kinds of reforms might produce more equitable discipline outcomes, where such reforms should be implemented, and how stakeholders can mitigate the irreparable harm caused by racialized discipline policies and practices. Directions for future research are provided, along with recommendations for policy and practice.

APA, Harvard, Vancouver, ISO, and other styles

43

Wallace, Karen Nicole. "The Intersection of Race, Gender and the School to Prison Pipeline: A Case Study on the Impact of Exclusionary Discipline on African American Girls." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4485.

Full text

Abstract:

Exclusionary discipline in school contributes to gender and racial disproportionality in the juvenile justice system and marginalizes African American girls. Using the social justice and rational choice theories as the foundation, the purpose of this case study was to explore the relationship between the criminalization of behavior in schools, racial bias, and gender stereotypes contribute to the overrepresentation of the school to prison pipeline in Virginia. The central research question focused on the relationship between the criminalization of behavior in schools, racial bias, and gender stereotypes on the overrepresentation of African American girls in the school to prison pipeline. Employing a qualitative case study design, data were collected through semi-structured interviews with 8 African American women (ages 20-30) and surveys from 12 educators. Other data included school discipline and juvenile justice reports from the Virginia Department of Education and Office of Juvenile Justice. The interview data were coded and analyzed using matrix and thematic analysis. Three findings emerged from the thematic analysis from document data. First, participants perceive diversionary programs, community partnership and restorative justice programs create safe and positive learning environments. Second, there are opportunities for policymakers to use their influence to promote social equity. Finally, zero tolerance policies are ineffective. The positive social change implications from this study include recommendations to policymakers to implement restorative justice programs to ensure that all students learn in a positive environment. These actions will benefit all students in public schools and decrease racial disparities in schools and the juvenile justice system.

APA, Harvard, Vancouver, ISO, and other styles

44

Billie, Sikelelwa khuthala. "Teachers' perceptions on the non- implementation of the alternatives to corporal punishment policy : a case study." Thesis, University of Fort Hare, 2015. http://hdl.handle.net/${Handle}.

Full text

Abstract:

This study aims to identify the perceptions that teachers have regarding the nonimplementation of the Alternatives to Corporal Punishment Policy (ATCP). Using a qualitative research approach, data was collected from teachers in a high school in Mdantsane that is still using corporal punishment. The main tools of data collection used were semi-structured interviews and document analysis. The findings from this study revealed a range of factors that influence teachers not to implement the alternatives to corporal punishment policy. These include: culture, religion, lack of parental involvement, violence in schools and lack of capacitation in teachers on the policy. Moreover the findings of this study revealed that if new policies are imposed on implementers there is bound to be resistance. This study therefore recommends that new policies need to be discussed and agreed upon by both the policy makers and policy implementers. The study also recommends that teachers need capacity building workshops so that they understand the need and the benefits of implementing the ATCP.

APA, Harvard, Vancouver, ISO, and other styles

45

Hughes, Lonnie L. Laymon Ronald L. "Administrative perceptions of the effect of parent-teacher advisory committees on the development and implementation of discipline policy in Illinois schools." Normal, Ill. Illinois State University, 1987. http://wwwlib.umi.com/cr/ilstu/fullcit?p8713216.

Full text

Abstract:

Thesis (Ed. D.)--Illinois State University, 1987.
Title from title page screen, viewed July 26, 2005. Dissertation Committee: Ronald L. Laymon (chair), Paul J. Baker, Ronald S. Halinski, Calvin C. Jackson, Mary Ann Lynn. Includes bibliographical references (leaves 110-116) and abstract. Also available in print.

APA, Harvard, Vancouver, ISO, and other styles

46

Gillan, Kevin P. "Technologies of power : discipline of Aboriginal students in primary school." University of Western Australia. Graduate School of Education, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0183.

Full text

Abstract:

This study explored how the discursive practices of government education systemic discipline policy shape the behaviour of Aboriginal primary school students in an urban education district in Western Australia. First, this study conducted a Foucauldian genealogical discourse analysis of the historical and contemporary discursive forces that shaped systemic discipline policy in Western Australian government schools between 1983 and 1998 to uncover changing discursive practices within the institution. This period represented a most turbulent era of systemic discipline policy development within the institution. The analysis of the historical and contemporary discursive forces that shaped policy during this period revealed nine major and consistent discursive practices. Secondly, the study conducted a Foucauldian genealogical discourse analysis into the perspectives of key interest groups of students, parents and Education Department employees in an urban Aboriginal community on discipline policy in Education Department primary schools during the period from 2000 to 2001; and the influence of these policies on the behaviour of Aboriginal students in primary schools. The analysis was accomplished using Foucault's method of genealogy through a tactical use of subjugated knowledges. A cross section of the Aboriginal community was interviewed to examine issues of consultation, suspension and exclusion, institutional organisation and discourse. The study revealed that there are minimal consistent conceptual underpinnings to the development of Education Department discipline policy between 1983 and 1998. What is clear through the nine discursive practices that emerged during the first part of the study is a strengthened recentralising pattern of regulation, in response to the influence of a neo-liberal doctrine that commodifies students in a network of accountability mechanisms driven by the market-state economy. Evidence from both genealogical analyses in this study confirms that the increasing psychologisation of the classroom is contributing towards the pathologisation of Aboriginal student behaviour. It is apparent from the findings in this study that Aboriginal students regularly display Aboriginality-as-resistance type behaviours in response to school discipline regimes. The daily tension for these students at school is the maintenance of their Aboriginality in the face of school policy that disregards many of their regular cultural and behavioural practices, or regimes of truth, that are socially acceptable at home and in their community but threaten the 'good order' of the institution when brought to school. This study found that teachers and principals are ensnared in a web of governmentality with their ability to manoeuvre within the constraints of systemic discipline policy extremely limited. The consequence of this web of governmentality is that those doing the governing in the school are simultaneously the prisoner and the gaoler, and in effect the principle of their own subjection. Also revealed were the obscure and dividing discursive practices of discipline regimes that contribute to the epistemic violence enacted upon Noongar students in primary schools through technologies of power.

APA, Harvard, Vancouver, ISO, and other styles

47

Sinalumbu, Fred S. "An exploration of teachers' perceptions of democratic school governance in Namibia and its contribution to school discipline." Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/79886.

Full text

Abstract:

Thesis (MEd)--Stellenbosch University, 2013.
Bibliography
ENGLISH ABSTRACT: The study explores the perceptions of Namibian teachers of democratic school governance and its contribution to school discipline. The research examines the education policy shifts towards democratic school governance from before to after 1990. The study further investigates the views of twelve teachers from four secondary schools in the Oshana education region on how democratic school governance can contribute to lack of discipline among learners. The study exposes how learner representation on the school board and their participation in the discussions during meetings is experienced. The study also discusses how learners who are elected to serve on the school board are accountable to other learners who have elected them. The study shows the link between democratic school governance and school discipline, internationally, nationally and locally. Finally, given the exploratory nature of the study, some issues that warrant further investigation to add to the existing knowledge are highlighted.
AFRIKAANSE OPSOMMING: Hierdie navorsingsverslag ondersoek die persepsies van Namibiese onderwysers met betrekking tot demokratiese skool bestuur en die bestuur bydrae tot skool disipline. Verder word die opvoedkundige riglyne vir demokratiese skoolbestuur voor en na 1990 ondersoek en die indrukke van twaalf onderwysers van vier sekondêre skole in die Oshana Onderwysdistrik met betrekking tot die bydrae van ‘n demokraties verkose skoolbestuur tot ‘n gebrek aan dissipline onder leerlinge word bespreek Hoe leerlingverteenwoordiging op die skoolraad en leerlinge se bydrae tot besprekings gedurende vergaderings ervaar word, sowel as hoe leerlinge wat gekies is om op die skoolraad te dien aan die leerlinge wat hulle verkies het, verslag doen, word ook oorweeg. Die verband tussen ‘n demokratiese skoolbestuur en skooldissipline op internasionale, nasionale en plaaslike vlak word getoon, Weens die ondersoekende aard van die studie word kwessies laastens uitgelig vir verdere ondersoek om sodat meer inligting by die reeds bestaande kennis gevoeg kan word.

APA, Harvard, Vancouver, ISO, and other styles

48

Belcastro, Richard M. "An exploratory study of policy, procedures, and programs for students with special needs assigned to alternative schools in north central West Virginia." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1710.

Full text

Abstract:

Thesis (Ed. D.)--West Virginia University, 2000.
Title from document title page. Document formatted into pages; contains viii, 102 p. Includes abstract. Includes bibliographical references (p. 90-95).

APA, Harvard, Vancouver, ISO, and other styles

49

Weissler, Hannah. ""Tinkering" with Student Rights: School Walkouts and the Implications of Discipline Practice and Policy on Students' Right to Protest." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/scripps_theses/1280.

Full text

Abstract:

In this study, I examine the extent to which students’ rights to free speech and expression were violated in response to the nationwide school walkouts that took place during the spring of 2018. Students hold the right to political speech and expression under the landmark Supreme Court Case, Tinker v. Des Moines (1969). However, the rights students maintain to participate in protest during school hours is somewhat unclear. Using a two-pronged case study analysis, I explore the question of student rights and potential violations in the face of protest through examining school disciplinary responses alongside disciplinary policy and disciplinary policy in the context of Tinker. Findings highlight a widespread gap in school and district-level policy specific to protest or other types of political expression and the need for such policy when protecting the rights students hold under Tinker.

APA, Harvard, Vancouver, ISO, and other styles

50

Costa, Luciana Pereira. "Disciplina jurídica do câmbio e política pública." Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/2/2133/tde-18112009-155041/.

Full text

Abstract:

A presente dissertação tem por objetivo discorrer sobre a disciplina jurídica do câmbio no direito brasileiro e a sua relação com a política pública. A taxa de câmbio, ao expressar a relação de troca entre a moeda nacional e a moeda estrangeira, está sujeita à influência de diversos fatores que extrapolam os poderes de compra das respectivas moedas e que não refletem a noção de equivalência presente na determinação do preço nas compras e vendas, como a relação internacional de troca e atos de política econômica dos Estados envolvidos. O Estado, ao exercer a política cambial, dever agir conforme os princípios e fundamentos previstos na Constituição Federal. Sua atuação deve ser direcionada à implementação dos objetivos eleitos pela sociedade como prioritários, os quais estão fixados na Carta Magna. Esses objetivos encontram possibilidade de concretude nas políticas públicas.
This paper aims at discussing the legal framework of foreign exchange transactions in the Brazilian legal system and its relation with public policy. The exchange rate expresses the relation between the exchange of local currency and foreign currency. The rate is subject to the influence of several different factors other than the purchasing power of the relevant currencies (i.e. the terms of foreign international relations and economic policy acts of the respective countries), and does not reflect the notion of equivalence that is present in the determination of price in buy and sell transactions. When exercising the exchange rate policy, the Brazilian government shall act in accordance with the principles and fundamental roles provided for in the Federal Constitution, and shall endeavor the realization of the objectives determined as priority therein. Public policies are an important tool in the realization of those objectives.

APA, Harvard, Vancouver, ISO, and other styles

Dissertations / Theses on the topic 'Discipline policy'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles