A 

Abortion
Accounting
Advertising
Africa
African-American Studies
Aging
Agriculture
American Indian Studies
Anthropology
Archaeology
Architecture
Argumentative
Art: Artists (Alphabetized)
Art: General
Become an Affiliate and Earn $$$
Biographies (Alphabetized)
Book Reviews (Non-Fiction) (Alphabetized)
Business: Companies (Alphabetized)
Business: General
Business: Industries (Alphabetized)
Business: International
Business: Small
California
Canada
Caribbean
Child Abuse
China
Communication: Journalism
Communication: Language & Speech
Communication: Media
Communication: Non-Verbal
Communication: Television
Communication: Television & Children
Communism
Computer Science
Consumerism
Criminal Justice: General
Criminal Justice: Juvenile Delinquency
Criminal Justice: Police Science
Criminal Justice: Prisons
Cuba
Death & Dying: Euthanasia
Death & Dying: General
Death & Dying: Suicide
Drama: American
Drama: English
Drama: World
Drugs: Alcohol
Drugs: General
Economics: Banking
Economics: Economists (Alphabetized)
Economics: General
Economics: Inflation
Economics: International Trade
Economics: Macroeconomics
Economics: Microeconomics
Economics: Taxation
Education: Administration
Education: Curriculum
Education: General
Education: Higher
Education: Physical
Education: Psychology
Education: Reading
Education: Special
Education: Teaching Methods
Education: Theory
Energy: General
Energy: Nuclear
Energy: Solar
Environmental Studies
Evolution
Family & Marriage
Films: Artists (Alphabetized)
Films: General
Finance: Companies (Alphabetized)
Finance: General
Former Soviet Union: Post-1990
France
Gender & Sexuality
Geography
Germany
History: Ancient Greek & Roman
History: European
History: Great Britain
History: U.S. (After 1865)
History: U.S. (Before 1865)
History: U.S. Presidency
History: U.S. Presidents (Alphabetized)
Homosexuality
Immigration
India
Indonesia
International Relations: Arms Control
International Relations: Cold War
International Relations: Non-U.S.
International Relations: U.S.
Japan
Jewish Studies
Korea
Labor
Latin America
Law: Business
Law: Capital Punishment
Law: General
Law: International & Non-U.S.
Law: Supreme Court
Leadership
Literature, American: Authors (Alphabetized)
Literature, American: Faulkner
Literature, American: Fitzgerald
Literature, American: General
Literature, American: Hawthorne
Literature, American: Hemingway
Literature, American: Melville
Literature, American: Poe
Literature, American: Steinbeck
Literature, American: Twain
Literature, English: Authors (Alphabetized)
Literature, English: Chaucer
Literature, English: Conrad
Literature, English: Dickens
Literature, English: General
Literature, English: Joyce
Literature, English: Lawrence
Literature, English: Shakespeare
Literature, English: Swift
Literature, General: Children
Literature, General: Classic (Greek & Roman)
Literature, General: Russian
Literature, General: World
Management: General
Management: Japanese
Management: Motivation
Management: Theory
Management: Women
Marketing: Companies (Alphabetized)
Marketing: General
Marketing: Plans
Mathematics
Medical: Aids
Medical: Dentistry
Medical: Diseases & Disorders (Alphabetized)
Medical: General
Medical: Nursing
Mexican-American Studies
Mexico
Middle East: Egypt
Middle East: General
Middle East: O.P.E.C.
Military
Music: Classical
Music: General
Mythology
Nutrition
Parapsychology/Occult
Philosophy: Ancient Greek
Philosophy: Descartes
Philosophy: Eastern
Philosophy: General
Philosophy: Kant
Philosophy: Sartre
Poetry: American
Poetry: English
Poetry: Milton
Poetry: World
Political Science: Elections & Campaigns
Political Science: Foreign
Political Science: Lobbyists & Pressure Groups
Political Science: Machiavelli
Political Science: Mill
Political Science: Political Theory
Political Science: U.S.
Psychology: Behaviorism
Psychology: Child & Adolescent
Psychology: Disorders
Psychology: Dreams
Psychology: Experimental
Psychology: Freud
Psychology: General
Psychology: Jung
Psychology: Physiology
Psychology: Piaget
Psychology: Rogers
Psychology: Social
Psychology: Testing
Psychology: Therapies
Public Administration: General
Public Administration: Government Agencies (Alphabetized)
Racism
Real Estate
Recreation & Leisure
Religion: Eastern
Religion: General
Religion: Islam
Religion: The Bible
Research: Completed Studies (With Statistics & Results)
Research: Designs & Proposals
Research: Statistics & Methodology
Russia: Pre-1917 Revolution
Science: Astronomy
Science: Biology
Science: General
Science: Genetics
Sociology: Durkheim
Sociology: General
Sociology: Marx
Sociology: Social Problems
Sociology: Social Theory
Sociology: Social Welfare
Sociology: Weber
Soviet Union: 1917-1990
Sports: Drugs
Sports: General
Technology
Transportation: Automotive
Transportation: Aviation
Transportation: General
Transportation: Railroads
Urban Studies
Vietnam
Women Studies
 

DISCIPLINE MANAGEMENT.   Term Paper ID:23702 Click to get this paper

Essay Subject: Examines theories, techniques & examples of this approach to controlling student behavior as part of holistic learning-teaching process & mental & moral motivation.... More...

11 Pages / 2475 Words 14 sources, 18 Citations, APA Format $44.00 Return to List of Papers

Paper Abstract: Examines theories, techniques & examples of this approach to controlling student behavior as part of holistic learning-teaching process & mental & moral motivation. Paper Introduction: Problem Statement Discipline management is rooted in an alternative way of thinking about school discipline policy. It advocates the establishment of a school environment that supports good student behavior and provides an organizational look at how to build good school discipline, based on actual experiences. In essence, the philosophy of discipline management holds that punitive approaches, whether based on rewards or punishment, simply employ techniques to control student behavior which, as a result, produce little self-discipline and only short-term compliance. Accordingly, the philosophy of discipline management holds that discipline must be viewed as part of the larger learning system whose goal is to strive for long-term learning that produces mental and moral involvement. Text of the Paper: The entire text of the paper is shown below. However, the text is somewhat scrambled. We want to give you as much information as we possibly can about our papers and essays, but we cannot give them away for free. In the text below you will find that while disordered, many of the phrases are essentially intact. From this text you will be able to get a solid sense of the writing style, the concepts addressed, and the sources used in the research paper. There were no significant differences notedin the motivation and reading areas for the gender variable. Conclusions In general, the reviewed literature tended to show gains for bothstudents and teachers involved in discipline management. [16]M. A second conclusion of this review is that the benefits associatedwith discipline management have strong implications for the youth cultureof today's society. EducationalPsychology, 7(3), 1987: 157-168. Journal of Reality Therapy, 13(1): 46-52. Butler. The control group consisted of teachers who chose notto use the program. AAD9 - 8868) Short, P.M. 2232. Theinstrument used to measure classroom management efficacy was a Scale ForMeasuring Teacher Efficacy in Classroom Management and Discipline.Classroom observation data was gathered using the Stallings Time Off-TaskObservation Instrument. ERIC Document Reproduction Service No. [8]Ibid. In other words, it can be concluded here that theexisting literature supports this paper's research hypothesis. Discipline management offers strong promise as asolution for this problem. Further, resultsof a teacher confidence survey showed expression of confidence andsatisfaction with the program as well as a belief that the program hadsignificantly improved their teaching. Ellsworth, J. Comparative Youth Culture: The Sociology of youthcultures and youth subcultures in America. (1989). The Impact of theDevelopmental Discipline Management System on Teaching Effectiveness andStudent Achievement in Classrooms. The Good Behavior Game, a discipline management technique aimed atyoung children, was examined by Kosiec, Czernicki and McLaughlin (1986) forits effects on the frequency of inappropriate verbalizations in a fourth-and sixth-grade classroom (N = 54) of students attending school in theFernie School District, Canada. Clark. [3]Robert M. (DoctoralDissertation, Mississippi State University) Dissertation AbstractsInternational, 5 (11-A), 1989: p. ED 291 363). Problem Statement Discipline management is rooted in an alternative way of thinkingabout school discipline policy. EducationalPsychology, 7(3), 1987: 157-168. Gill and Butler have noted that the effects of discipline managementare not restricted merely to increasing students academic performance.[7]According to the authors, such programs have also increased students self-concepts, improved their school attendance and lowered the level ofdisruptive behavior in the classroom.[8] In addition, disciplinemanagement programs have been found to significantly decrease disciplinereferrals and school suspensions and expulsions.[9] In summary then, the use of discipline management is associated withseveral benefits for students. Owen. The effect of a systematic program teachingdiscipline management, problem-solving and creative thinking onachievement, motivation, and self-esteem of sixth grade students. For example, in a case study approachto discipline management, McNamara, Harrop and Owen observed a teacherusing discipline management in interactions with her 12-13 year old pupils(N=18) in a secondary school remedial class; individual levels of on-taskbehavior were recorded, as well as the teacher's use of approval anddisapproval.[4] Using discipline management principles, the authors designed amodified, simple rules-praise-and-ignoring intervention strategy. This study was conductedbetween September, 199 and May, 1991 in a suburban senior high school. In any case, what is important here is that regardless of country, tosome extent teachers experience discipline problems in their classes and,to some extent, this is part of a youth culture which tends to be somewhatrebellious and distrusting of authority brought about by psychosocialand/or geographic factors. Paper presented at the Annual Conferenceof the Society of School Librarians International (2nd, Nashville, TN,November 7, 1987). Thisstudy would indicate that there is a possibility that discipline managementprograms could be implemented as a preventative measure against studentsgrowing up into the kind of rebellious and pained youth that so oftencharacterizes at least a part of any country's adolescence. [4]E. AAD9 - 8868) [7]W. Strategies for quality physical education: TheGlasser approach to physical education. The effect of group orientatedclassroom management procedures on individual pupils. AADAA-I9544985) Weeditz, S. 3529. Teachers received 15 hours of training in theprogram. (Microfilm Order No. (Northern Arizona University: Flagstaff Centerfor Excellence in Education. Thus, the programprovides reason to believe that it can be effectively eliminated to resolveexisting behavioral problems in schools. The results of this study indicated that students in the disciplinemanaged program increased their academic performance and had higher levelsof self-esteem than did the students who received the regular instructionalprogram. 3812.(Microfilm Order No. (Microfilm Order No. Kosiec, M.R. Parental knowledge of parent and student rights regardingschool disciplinary action. This lastmeaning emerged in the 195 s, crystallizing in a distinctive subculture,with symbols, practices, and folkways peculiarly its own. The paperconcludes by relating findings to youth culture. (Microfilm Order No. 2232. Teacher Self-Efficacy in Classroom and DisciplineManagement (Doctoral Dissertation, University of Houston) DissertationAbstracts International, 53(7-A), 1994, p. One study of teacher efficacy, discipline management and studentbehaviors explored teacher perceptions of their ability to manage studentclassroom conduct, on-task engagement, and the reasons given for makingdisciplinary referrals.[12] The study addressed three research questions: (1) Is there a difference in the number and nature of disciplinereferrals between high and low efficacy teachers? ED 291 363). The Youth Culture, The School System, and theSocialization Community. In this regard,it can first be noted that some educators hold that the negative side ofthe youth culture could be better controlled if educators got parents moreinvolved in their schooling.[17] One way to get parents more involved in their children's schoolingmay be to get them more involved in the school's efforts at disciplinemanagement. (DoctoralDissertation, Mississippi State University) Dissertation AbstractsInternational, 5 (11-A), p. Results were said to indicate that thegame reduced inappropriate responding in both classrooms; the use of candydid not augment the effectiveness of the game. Benefits to teachers include:increased satisfaction and feelings of confidence; belief that the programcan increase instructional ability and capability; and greater generalteacher efficacy. Video utilization and role play in supportof schoolwide discipline programs. [6]V.B. AAD92-25128) Weinstein, D. Findings of the study showed that students' levels of academicachievement in the classrooms using discipline management approachessignificantly increased over that of the control group. The Good BehaviorGame: A replication with consumer satisfaction in two regular elementaryschool classrooms. [18]P.P. ERIC Document Reproduction Service No.ED 378 15 . Gill, W. The Impact of the DevelopmentalDiscipline Management System on Teaching Effectiveness and StudentAchievement in Classrooms. [17]R. Strategies for quality physical education: The Glasserapproach to physical education. Journal of Reality Therapy, 13(1):46-52. [14]D. Lippitt, R. Edens, R.M. Females also had significantlyhigher math scores than males. Harrop and F. The Youth Culture, The School System, and theSocialization Community. The Effect of a School-Wide DisciplineManagement Program on School Discipline. The Good BehaviorGame: A replication with consumer satisfaction in two regular elementaryschool classrooms. (Thousand Oaks, CA: Corwin Press, 1994). In thisregard, it will be remembered that one of the cited studies showed positiveresults for a management discipline program at the preschool level. Interviews were conducted using an interview schedule adapted fromexisting schedules in order to explore teachers' reasons for disciplinaryreferrals to the office and beliefs about internal and external factorsaffecting classroom management and discipline. [11]Ibid. 3529. Educational and PsychologicalResearch, 8(3), 1988: 2 3-212. Expendable Youth: The Rise and Fall of Youth Culture.(Chicago, Il, American Sociological Association, 1992).----------------------- [1]P.M. In this regard, Tyler found that to the extent parents wereknowledgeable about the disciplinary programs of their schools, they werebetter able to take actions which resulted in lowered levels of disruptivebehavior of students.[18] BIBLIOGRAPHY Brake, M. One example of support for thisnotion can be found in a study of the effects of a discipline managementprogram (the impact of the Developmental Discipline Management System) onboth teaching effectiveness and student achievement in special needsclassrooms conducted by educators Ellsworth and Monahan.[1 ] According tothe authors the program was developed as a human centered, systems approachto education designed to help each child achieve self mastery and masteryof subjects and to help teachers feel the importance and dignity of workingwith children.[11] The population for the study consisted of all certified Chapter Oneteachers and their assigned students in the primary grades of an inner cityArizona school district. Tyler. Hypotheses Based on the claims of proponents of discipline management, thefollowing hypothesis is formulated: The existing literature will show that discipline management produces several positive benefits both to students and to their teachers. These include: longer on-task behavior,less inappropriate verbalizations, elevation of self-esteem, increasedacademic performance, less absence from school, lower levels of disruptivebehavior in class, and lowered levels of discipline referrals, schoolsuspensions and expulsions.Effects of Discipline Management on Teachers Examination of the literature also suggests that teachers benefitfrom discipline management practices. (1989). Gill and K.H. The effect of a systematic program teachingdiscipline management, problem-solving and creative thinking onachievement, motivation, and self-esteem of sixth grade students. There is yet another reason to believe that disciplinary managementprograms could have preventative results in terms of dealing with the morerebellious element of today's youth culture. Findings of the study showed thatevery pupil's and mean class on-task behavior increased duringintervention, and this was maintained during the partial reversal. Theteacher utilized the approach on students which was then followed by apartial reversal to baseline conditions. [2]Ibid. Discipline management studies, however,indicate that these programs operate to increase students' self-esteem. The literature can be divided intotwo broad categories: (1) the effects of discipline management on students;and (2) the effects of discipline management on teachers.Effects of Discipline Management on Students There are many studies supporting the notion that the impact ofdiscipline management is positive. and Clark, S. The Comprehensive Tests of Basic Skills - Form U/V (CTBS), theCoopersmith Self-Esteem Inventory - School Form (CSEI), and the Children'sIntrinsic Motivation Inventory (CAIMI) were administered to the control andexperimental groups as a pretest and as a posttest. Additionally, schooldiscipline referral records were examined to determine reasons and patternsfor referrals across the two groups of teachers. [12]Shirley, Weeditz. (Northern Arizona University: FlagstaffCenter for Excellence in Education. (Doctoral Dissertation, Texas SoutherUniversity) Dissertation Abstracts International, 56(1 -A), 1995: p. (Microfilm Order No. [9]P.M. The control group was taught a regular curriculumduring the eight-week period. and Monahan, A.K. Rethinking Student Discipline: Alternatives That Work.Principals Taking Action Series. McNamara, A. Techniques, 2(1), 15-23. Tyler, P.P. The descriptive data gathered through the interviews did, however,show some differences between groups in the direction of disciplinemanagement techniques helping teachers to be more effective in terms ofclassroom discipline. Contentanalysis was used to interpret interview data. A third conclusion of this study is that while discipline managementhas been associated with benefits for both teachers and students, there maybe a way in which to elevate or increase these benefits. Paper presented at the Annual Conferenceof the Society of School Librarians International (2nd, Nashville, TN,November 7, 1987). Accordingly, thephilosophy of discipline management holds that discipline must be viewed aspart of the larger learning system whose goal is to strive for long-termlearning that produces mental and moral involvement.[2] Proponents of discipline management have stated that it has strongand lasting benefits. The sample population consisted of 7 high school teachers with a sub-sample of 1 teachers in a small southwestern public school district. Also, it was found that females had significantly higher self-esteem adjusted mean scores than males. [15]Ibid. The effect of group orientatedclassroom management procedures on individual pupils. Rethinking Student Discipline: Alternatives That Work.Principals Taking Action Series. Comparative Youth Culture: The Sociology of youth culturesand youth subcultures in America. ERIC Document Reproduction Service No. [5]L.E. AADAA-I9544985)----------------------- 1 ERIC Document Reproduction Service No. Bydoing so, they could be operating to prevent at least some students fromproblematic behavior as they grow into adolescents. (Boston: Law-Medicine Research Institution, 1994). Educational and PsychologicalResearch, 8(3), 1988: 2 3-212. Kosiec, L.E., Czernicki M.R. McLaughlin. Short, P.M. The treatment consistedof an eight-week Best Program curriculum taught by teachers trained in theadministration of the Best Program to sixth-grade students in theexperimental group. Aquasi-experimental design using a one-way analysis of variance (ANOVA), anda two-tailed t-test was employed to analyze quantitative data. Student learning was assessed using the CaliforniaAchievement Test as a pretest and a post-test administered to the childrenin each of the 31 classrooms. Weinstein, Expendable Youth: The Rise and Fall of Youth Culture.(Chicago, Il, American Sociological Association, 1992). 3812.(Microfilm Order No. The Effect of a School-Wide DisciplineManagement Program on School Discipline. and Owen, F. The teachers usingthe discipline management approach received significantly higher ratingsthan did teachers in the control group. Techniques, 2(1), 15-23. (Doctoral Dissertation, Texas SoutherUniversity) Dissertation Abstracts International, 56(1 -A), 1995: p. (Thousand Oaks, CA: Corwin Press, 1994). Unlike the previously discussed study, the findings of this studyindicated no significant correlation between level of teacher efficacy andnumber and nature of discipline referrals or student off-task behaviorrates. (2) Is there a difference in the amount of student off-task behaviorsin classrooms of high and low efficacy teachers? and Butler, K.H. Brake. (London, England: Routledge andKegan Paul, 1985). In more currenttimes, it has been pointed out that the general category of "youth" is nothomogeneous; rather, their are socioeconomic and ethnic/racial differencesin culture which not only distinguish young people from one another asgroups but most definitely distinguish them from one another in theirapproach to education and schooling.[14] Regarding the foregoing differences, the greatest number ofbehavioral/discipline problems in the school system have been associatedwith minorities and/or lower social classes; divorce is also thought toplay a factor.[15] Country of origin can, of course, also have an impacton the youth culture; for example, it has been reported that this non-homogeneity of youth culture based on psychosocial factors is far lesspresent in Canada where the country's vast size and small, locallydistributed populations are said to have created differences not so much onthe basis of class or ethnic differences as on the basis of geographiclocation.[16] However, it is felt that increasing levels of inflation andunemployment could change this pattern, making it more akin to theheterogeneity of youth culture observed in the United States or GreatBritain. In addition, the results ofattitudinal sampling showed that students liked the game and felt that itwas more enjoyable when candy was added as a consequence for winning.[5] The purpose of a study conducted by Vickie Bolton-Neal was todetermine if significant differences existed in the adjusted mean scores inachievement, motivation, and self-esteem for a group of sixth-gradestudents who participated in a discipline management program designed toenhance achievement, motivation, and self-esteem (Best Program) and a groupof sixth-grade students who participated in the regular instructionalprogram.[6] The subjects were 1 4 sixth-grade students from a centralMississippi public school district with an enrollment of 33, students.The research design utilized was a pretest-posttest nonrandomized controlgroup design utilizing a multivariate analysis of covariance (MANCOVA). (London, England: Routledge and KeganPaul, 1985). However, before discussing these implications, it isfirst important to note that the term "youth" has at least three forms ofdistinct and sometimes divergent meanings: a biological category defined byage, a distinctive social group, and a cultural construct. Video utilization and role play in supportof schoolwide discipline programs. Short and S. It advocates the establishment of a schoolenvironment that supports good student behavior and provides anorganizational look at how to build good school discipline, based on actualexperiences.[1] In essence, the philosophy of discipline management holds thatpunitive approaches, whether based on rewards or punishment, simply employtechniques to control student behavior which, as a result, produce littleself-discipline and only short-term compliance. Lippitt. Czernicki and T.F. Neal. Teacher Self-Efficacy in Classroom and DisciplineManagement (Doctoral Dissertation, University of Houston) DissertationAbstracts International, 53(7-A), 1994, p. Review of the Literature The review of literature presented here examines several studies ofthe impact of discipline management. and McLaughlin, T.F. Edens. Neal, V.B. Indeed, it seemsreasonable to state that the existing work in the field indicates thatthere is a good possibility that the use of discipline management helpsstudents to learn better, reduces disciplinary problems and improvesteacher effectiveness while cutting down their stress in terms of dealingwith bad behavior. Short. ED 37815 . Parental knowledge of parent and student rightsregarding school disciplinary action. In this regard, disruptiveschool behavior and juvenile delinquency general have been associated withproblems of low self-esteem. The teachers in this inner-city district who chose to use the programin their second and third grade classes during the school year were theexperimental group. The just reviewed studies supported the notion that teachers alsobenefit from discipline management. McNamara, E., Harrop, A. First, there is the fact that discipline management programs havebeen found not only to increase students' academic achievement but toreduce several indicators of problematic behavior. (Boston: Law-Medicine Research Institution, 1994). Moreover, at the end of the year the district administrator ratedeach of the teachers with a competency evaluation tool. Monahan. AAD92-25128) [13]Ibid. (3) Is there a difference in the reasons given for making studentdiscipline referrals to the office between high and low efficacyteachers?[13] In order to broaden the understanding of teachers' sense of efficacy,the study incorporated both qualitative and quantitative methodologies. However, there is a second and perhaps even more important aspectwhich is the preventative component of discipline management. [1 ]J'Anne Ellsworth and Alicia K. Indeed, Edens states that the use of disciplinemanagement can create an ideal learning environment in which coercion isabsent, behavioral problems are reduced, children look forward to going toschool, and students are more fully engaged in learning; moreover, Edensstates that because of the positive benefits to students in terms ofimproved and less disruptive classroom behavior, teachers benefit in thatthey experience less stress.[3] The purpose of this paper is to examinethe literature on discipline management in order to determine the validityof claims of positive benefits for discipline management. If this paper is not what you are looking for, you can search again: Search for: or Click here to request an essay written just for you.