M.Ed. (Educational Psychology) / This study is part of a broader research project that deals with: The perceptions of the importance of the different aspects of discipline when contemplating disciplinary actions toward children. Ten aspects are incorporated under the above mentioned project. The aim of this specific study is to discover by means of theoretical and empirical research how important teachers and parents deem the perceiving aspect of discipline when contemplating disciplinary actions towards children. This study is also aimed at establishing which aspects (as indicated in this study), teachers and parents value as the most important aspects of perceiving. The literature study describes perceiving and its role in the discipline process. The study makes special reference to educational milieu; personality; emotional and normative aspects of perceiving. Validity and reliability was ascertained by means of Factor Analyses and Item Analyses. The identified variables (ie (Ui) gender, language, educational capacity, involvement in school affairs, residence, religious engagement, number of children in primary school, number of children in high school, educational qualifications, age, marital state and income), constituted the multi-dimensional role used to investigate this specific facet.

Cette recherche traite des mutations contemporaines de la peine à partir de l'hypothèse foucaldienne de l'avènement de la gouvernementalité néolibérale. Le néolibéralisme semble reposer sur le déclin des techniques disciplinaires de pouvoir, telles que décrites en particulier par Foucault (Surveiller et punir). Il fait rupture avec l'autorité monopolistique, avec le pouvoir direct sur les corps, avec la fixation institutionnelle des individus. Or le pouvoir disciplinaire entretenait chez Foucault un lien privilégié avec l'institution carcérale : la prison, c'est l'archétype disciplinaire. Si bien que la mise en question de ce modèle disciplinaire général du pouvoir par l'avènement de la gouvernementalité néolibérale implique une réinterrogation du système pénal, qui s'est présentée par l'entremise d'un problème-prison. Si la prison pose problème aujourd'hui, si le système pénal se réforme autour de la critique de la prison, c'est parce que la prison est devenue un archaïsme visible, une forme désuète de l'art de gouverner les comportements humains, et ce malgré la permanence et l'accélération de l'enfermement. La prison constitue ainsi un problème stratégique de cette transition des formes de gouvernement : le néolibéralisme s'éclaire dans son exercice contre les murs, et hors des murs du carcéral ; il éclaire en retour le mouvement contemporain de contestation critique et de transformation effective des fonctions pénales générales : la régulation pénale et les peines ouvertes dites de réinsertion. De sorte qu'un dispositif de pouvoir contemporain distinct puisse être appréhendé. / This research deals with the contemporary mutations of punishment, from the perspective of the Foucauldian hypothesis of an emerging neoliberal governmentality. Neoliberalism seems to be resting upon the decline of disciplinary power techniques, such as described in particular by Michel Foucault in Discipline and Punish. Neoliberalism breaks with monopolistic authority, direct power on bodies, and the institutional detention of individuals. Yet, disciplinary power had, according to Foucault, a privileged link with the prison institution: the prison is the archetype of discipline. It is so to the extent that the calling into question of the disciplinary model of power by the emergence of neoliberal governmentality implies a deeper questioning of the penal system, through the constitution of the prison as a problem. If the prison institution has become problematic, if the penal system is reforming itself through the critique of prison, it is because it has become an obvious archaism, an obsolete art of governing human behaviors, in spite of the permanency and even the increase of the number of incarcerations. The prison thus constitutes a strategic object for the study of the transition between forms of government: neoliberalism can be analyzed through its specific activity both against prison walls and beyond them. It enlightens contemporary phenomena, from internal penal critiques to factual transformations of the general functions of punishment: penal regulation and post-custodial, open and outdoor punishments aiming at rehabilitation (reinsertion). Through the study of these penal mutations, a contemporary, specific apparatus of power can be comprehended.

The purpose of the study was to develop strategies for maintaining discipline among learners in secondary schools in Kenya in the post-caning era. More specifically, the objectives of this study were to: - Examine disciplinary strategies that are revealed in the relevant literature that will assist the Kenyan public secondary schools manage student discipline in the post-caning area; - Examnine the exsisting approaches to discipline that are being adopted by secondary schools in Kenya in the post-caning era; - Develop strategies for managing student discipline in public secondary schools in Kenya in the post-caning era.

M.Ed. (Educational Psychology) / Please refer to full text to view abstract

La présente étude a consisté à traiter de différents points relatifs à la traductologie et à la traduction. Après avoir mis en exergue les différentes théories qui tentent de définir et de cerner l’acte de traduire, nous nous sommes interrogé sur la question de la traduction sous deux aspects. En classe de langue, elle constitue avant tout un outil didactique. Dans le cadre de formation spécialisée, la traduction constitue un vecteur de la communication intra et interculturelle. En outre, la question de la scientificité de la traductologie étant toujours d’actualité, nous nous sommes servis des données épistémologiques pour aborder ce point. De cette étude, il a été retenu que du fait de son interdisciplinarité, la traductologie s’occupe aussi bien de la traduction humaine que celle à la machine. De fait, la discipline transcende les sciences humaines pour se placer également au niveau des sciences formelles à travers les calculs statistiques qui s’inscrivent dans la programmation des logiciels. Après avoir étudié les programmes de formation en traduction de certains établissements des pays occidentaux, notre ambition a été ensuite de voir de quelle façon est envisagée sa pratique en milieux exolingue et dans les classes de langues universitaires du Gabon et de la Guinée-équatoriale. Pour ce faire, nous avons effectué une enquête de terrain qui nous a permis d’identifier certains manquements tels que la non spécialisation des enseignants (au Gabon) et l’inexistence de la formation (en Guinée-équatoriale). Les problèmes notés lors de l’enquête de terrain nous ont amenés à proposer quelques solutions. / This study consisted in treating various points concerning the Translations Studies and the translation. After having highlighted some teories which try to define and understand the translating process, we wondered about the matter of translation under two ways. In language classes, it is above at all teaching tool. In the specialized training context, the translation is an intra and intercommunication vehicle. In the addition, the matter of the scientific value of Translations studies is still valid, we used epistemological data to treat this point. From this analyze, it was retained that, because of this interdisciplinary, the Translations studies treats both of human translation than the machine. In fact, the discipline transcends the humanities to also place at the formal sciences through statistical calculations that fall within the program software. After reviewing the training programs translations of some western establishments, our goal was then to analyze how its practice is envisaged in the exolingual environment and in languages classes of university of Gabon and Equatorial Guinea. To do this, we did a field survey allowed us to identify certain breaches such as the lack of specialization of teachers (in Gabon) and the nonexistence of training (Equatorial Guinea). Problems noted during the field survey have led us to propose some solutions.

This thesis presents findings of a study conducted to determine the levels of cooperation that are manifested when disciplinary issues arise in the classroom.

The lack of learner discipline in ordinary schools is a universal concern. Managing learners’ discipline is even more challenging in special schools since learners with special educational needs (LSEN) struggle with a wide range of difficulties that impact their behaviour. Many of these learners do not readily recognise authority and have a very hard time following school rules. These are often secondary problems stemming from primary conditions, such as communication disorders which are complex and difficult to manage. This case study was conducted at a special school in the Gauteng province of South Africa. A sample of 18 members participated in the study by answering semi-structured interview questions. The goal of this qualitative study was to answer the main research question: How do special schools manage learner discipline? To do this, the nature, intensity and frequency of the disciplinary issues of learners in special schools had to be explored. The unique challenging and disruptive behaviours of individual learners in special schools include but are not limited to ADHD-associated behaviours, extreme aggressiveness, the throwing of tantrums, verbal abuse and direct threats towards teachers and other learners, hitting, biting and scratching teachers, severe defiance, and severe bullying. These behavioural challenges have a negative impact on both the quality of teaching and learning as well as on the safety and security of all school stakeholders. The findings of this study were interpreted through the theoretical lens of the social model of disability, as learners in special schools are accommodated using measures implemented from a social premise. While using the medical model of disability as a base, teachers and other staff at the research site currently apply the principles of the social model of disability to accommodate learners with behavioural problems in spite of the limitations of this model. These environmental accommodative measures have also proven successful in removing spatial barriers and assisting the staff in managing learner behaviour. This study used Charles’ (1989) definition concept as a working definition for the management of discipline in schools focusing on preventive, supportive and corrective discipline. The literature review focussed on these concepts in relation to the management of discipline of learners with special educational needs. As postulated by Charles (1989), the goal of preventative discipline is to prevent disruptive behaviour before it occurs. In terms of preventative disciplinary measures, the school chosen for this study used its code of conduct alongside the well-established classroom rules to serve as the basis for managing learner behaviour. Supportive discipline, on the other hand, refers to support strategies that are developed to assist an individual acquire social and behavioural competence. In line with existing literature, effective supportive disciplinary measures are focused on individualised strategies developed by multi-disciplinary teams to assist individual learners. It must be noted that parental input and support is a vital component of this process. The findings of this study, which are detailed in the closing chapter of the dissertation, indicate that the environmental accommodations made for learners from the premise of the social model of disability are, to an extent, successful in removing environmental barriers within the educational context and assisting staff in managing learner behaviour. The third pillar of discipline management, corrective discipline, refers to measures that help redirect poor behaviour when it does occur. This is aligned to Charles’ (1989) definition of discipline. Corrective discipline is therefore not a punitive disciplinary measure, but instead focuses on providing individual support to help correct current behavioural patterns and prevent further inappropriate behaviours from developing. / Dissertation (MEd)--University of Pretoria, 2020. / Education Management and Policy Studies / MEd / Unrestricted

Exclusionary discipline practices are often considered to be generally ineffective and inequitable, however, they are one of the more common disciplinary practices used in schools today. Although there are many positive alternatives to school exclusion, there are limited disciplinary practices specifically intended to target discipline with racial equity in mind. The GREET-STOP-PROMPT (GSP) intervention, developed by Cook and colleagues (2018), is one intervention found in the literature explicitly created to reduce racial discipline disparities. Although there is currently limited research evaluating the GSP intervention, the results indicate it to be a potentially promising method of equitably addressing student behavior. The purpose of the current study was to extend the literature to examine the effects of the GSP intervention on racial discipline disparities, as well as students’ academic engagement and disruptive behavior in the classroom. The current study evaluated the GSP intervention across three elementary classrooms in a rural school district located in the southeastern United States. Results indicated the GSP intervention did not have meaningful effects on student exclusion, racial disparities, academic engagement, and disruptive behavior, which ultimately failed to support the current researcher’s hypotheses. However, there was limited discipline data available to draw conclusions specifically related to the intervention’s effect on student exclusion and discipline disparities. Further exploration is necessary to evaluate the effectiveness of the GSP intervention in addressing student behavior in the classroom and reducing racial discipline disparities.

The purpose of this study was to determine what change, if any, existed in the number and percentage of student discipline referrals and exclusionary discipline practices of students by race, gender, and those with disabilities after the introduction of a division-wide, systematic approach to discipline that aligned behavior, social-emotional wellness, and academics into one decision-making framework. This research used quantitative data with a nonexperimental descriptive design. The researcher sought to answer the questions: 1. What is the number and percentage of students receiving an office discipline referral by race, gender, and those with a disability? 2. What is the number and percentage of students receiving suspensions, both in-school and out-of-school, related to office discipline referrals for students by race, gender, and those with a disability? 3. How has the number and percentage changed for incidents over the three years of implementing a systematic approach that aligns behavior, social-emotional wellness, and academics into one decision-making framework for students of different races, genders, and those with a disability? 4. How has the number and percentage changed for consequences over the three years of implementing a systematic approach that behavior, social-emotional wellness, and academics into one decision-making framework for students of different races, genders, and those with a disability? This study included 39 schools (24 elementary schools, seven middle schools, five high schools, one middle/high school, one specialty high school, and one alternative school) of an urban school division in the Commonwealth of Virginia. The selected division leadership team established an outcome to decrease office discipline referrals (ODRs), In-School Suspension (ISS), and Out-of-School Suspensions (OSS) in order to increase instructional time in the classroom. The sampled schools had evidence of varying levels of implementation. This study examined the effects of a multi-tiered system of support on student discipline. This study found that the proportion of students receiving ODRs was not reduced by the implementation of a multitiered framework. Additionally, the number of ODRs increased for most subgroups over the period of the study. However, the study did find that the disproportionality for SWD decreased for ODRs. The study also found that the gap in proportions between Black students receiving ISS and White students receiving ISS increased. Despite the growing disparity between Black and White students, disproportionality for SWD receiving ISS decreased. Conversely, the proportion of Black students receiving OSS decreased over the 3-year period of the study. In conjunction to the findings related to ISS, the disproportionality of SWD receiving OSS decreased during this study period. Finally, the study found that the proportion of female students receiving LTS increased over the 3-year period of the study. This study did not include an analysis of the critical features of a multi-tiered system of support. / Doctor of Education / The purpose of this study was to determine what change, if any, existed in the number and percentage of student discipline referrals and exclusionary discipline practices of students by race, gender, and those with disabilities after the introduction of a division-wide, systematic approach to discipline that aligned behavior, social-emotional wellness, and academics into one decision-making framework. This research used quantitative data with a nonexperimental descriptive design. This study found that the proportion of students receiving ODRs was not reduced by the implementation of a multitiered framework. Additionally, the number of ODRs increased for most subgroups over the period of the study. However, the study did find that the disproportionality for SWD decreased for ODRs. The study also found that the gap in proportions between Black students receiving ISS and White students receiving ISS increased. Despite the growing disparity between Black and White students, disproportionality for SWD receiving ISS decreased. Conversely, the proportion of Black students receiving OSS decreased over the 3-year period of the study. In conjunction to the findings related to ISS, the disproportionality of SWD receiving OSS decreased during this study period. Finally, the study found that the proportion of female students receiving LTS increased over the 3-year period of the study. This study did not include an analysis of the critical features of a multi-tiered system of support.

Positive Behavioral Interventions and Supports (PBIS) frameworks, formerly known as effective school-wide discipline, started in 2005 as a State initiative to help raise student achievement by addressing the overlapping relationship between classroom conduct and academic achievement (Virginia Department of Education, 2009, superintendent's message). Positive Behavioral Interventions and Supports implemented as part of the effective school-wide discipline practices in the Commonwealth of Virginia are seeing strong reductions in referrals and student exclusions/suspensions from school (Ciolfi, Shin, and Harris, 2011). Over 90,500 individual students were suspended or expelled from a Virginia school in 2010-2011; many of them more than once (2011 p.1). As paradigms switch from reactionary to prevention, school-wide approaches to discipline utilizing Positive Behavioral Interventions and Supports are becoming more frequently used as a tool to reduce the number of office discipline referrals (ODR) and to keep students in class. Since the state has now 223 schools supporting the PBIS framework from 43 different school divisions, a study of the principles and practices of the most successful high school implementations could help high schools which are struggling with managing student conduct issues. By providing a compilation of those principles and practices that school leaders utilized to implement a highly effective Positive Behavioral Intervention Process, schools could focus on them to more successfully incorporate Positive Behavioral Interventions and Supports frameworks in their high schools. Three questions guided the work for this study. First, were there specific principles that the high schools using Positive Behavioral Interventions and Supports operated by to successfully implement and reduce office discipline referrals? Secondly, were there certain practices that these high schools also employed which garnered success? Lastly, what artifacts could the successful schools provide demonstrating their successful implementation of Positive Behavioral Interventions and Supports framework that would provide benefit to beginning or struggling high schools implementing Positive Behavioral Interventions and Supports? A qualitative study was used utilizing the grounded theory method and cross school comparisons of data. Interviewing superintendent-designated leaders from nine high schools that reduced office discipline referrals (ODR), uncovered the principles and practices common to the successful high schools employing Positive Behavioral Interventions and Supports. There were twelve interviews: three group interviews with 2 respondents each and nine individual interviews. The twelve interviews involved 15 people: • four division-level personnel: three were division leaders who were also PBIS Division Coaches and one who was titled PBIS Division Coordinator • eight school administrators (five principals and three assistant principals) • three teachers who also were designated as PBIS School Coaches No interviewee designated by the superintendent refused to be interviewed. Reviews of the data collected were analyzed across all divisions to report these principles and practices. These principles and practices could be shared with new high schools to consider prior to Positive Behavioral Interventions and Supports framework programs being implemented. As more high schools employ Positive Behavioral Interventions and Supports and are studied regarding reducing the number of office discipline referrals, the Commonwealth of Virginia's Department of Education can utilize these longitudinal data to craft more effective support for the programs across the Commonwealth of Virginia. All data were extracted from the recordings and then charted for common elements. Three principles emerged that led to the theoretical propositions those high schools that reduced ODR had: 1. PBIS Leaders who created a minimal set of school-wide rules. 2. PBIS leaders who believed improving school climate for staff learners improved student behaviors. 3. PBIS leaders who asserted that all school staff must be consistent with application of rules. Additionally the data reviewed were analyzed and the researcher discovered that high schools that reduce office discipline referrals (ODR) have common practices where: 1. PBIS leaders recognized positive behaviors and defined the expectations to the school. 2. PBIS leaders involved other learning community members and empowered students. 3. PBIS leaders analyzed and disaggregated data to inform their procedures. 4. PBIS leaders trained staff members and promoted school expectations. Additionally the data collected from the 12 interviews had respondents stating the single greatest obstacle that they encountered while implementing PBIS to reduce ODR which led to more implications for practice. Thus, the following lists the top obstacles that all respondents referred to in their interviews: 1. Nine interviews had respondents who listed the top obstacle as establishing consistency in both staff participation and rule application. 2. Six interviews also had respondents that listed finding time to implement PBIS strategies and interventions was their greatest obstacle. 3. One interview had a respondent who also stated finding funding was his main obstacle. Providing these data enabled high schools interested in implementing PBIS to be aware of these obstacles so those schools may avoid the pitfalls encountered as high schools employed PBIS frameworks to reduce ODR. However, all twelve interviews were noted with success stories that respondents felt were directly related to their reduction of ODR. 1. Six interviews had respondents that reported enhanced relationships between students, teachers, and administrators (within the school). 2. Seven interviews had participants that described how student successes enhanced school pride and school promotion. 3. Three interviews had respondents that discussed the improved relationships with community partners and parents. / Ed. D.