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Seven percent of all students are excluded from school every year across the United States for violating school policies and procedures. Exclusion from school causes a number of problems for students such as higher dropout rates, grade retention, more of a likelihood of not graduating from high school, and a widening of the achievement gap. However, the literature review reveals a lack of exclusion research specific to Hispanic students. Therefore, this research study investigated the level of disciplinary referrals leading to student suspensions during the 2013-2014 school year in a southern California school district of 9223 students with a student demographic composed of 39% free-and-reduced meals, 24% English language learners, and 36% Hispanic. The research study analyzed not just referrals but differences between subjective versus objective referrals for Hispanic and White students. Risk ratio results indicated that Hispanic students were more likely to receive referrals that resulted in suspensions from school at two-and-one-half times the rate compared to their White peers for both subjective (RR = 2.572) and objective (RR = 2.600) referrals. While there was no difference, p = .308, between referrals labeled as subjective versus objective, Hispanic students were significantly more likely to receive objective (p = .017) and subjective (p = .041) disciplinary referrals that resulted in suspensions compared to their White peers. The most significant factors that predicted overall student disciplinary referrals were English language learner status and free and reduced meals. In particular, English language status accounted for 60% of all referrals leading to a student suspension. Oppositely, factors that had the least predicted referral infractions were talented and gifted status, parent education level, and special education status. Results from this study provided school district staff with information that helped to revise district policy and procedures regarding the use of the suspension as an enforcement tool in student discipline, with particular focus on subjective versus objective referrals that could lead to student suspension. Implications of this research are discussed in relation to practice, procedures, and policies.

M.Ed.(Educational management) / The extensive changes in South Africa since the first democratic elections in 1994 have impacted immensely on educational governance. The South African Schools Act (RSA, 1996a) has brought about a major reform in education administration by decentralizing school governance to local school communities. The Constitution and its Bill of Rights (RSA, 1996b) has also impacted significantly on all areas of school governance. School management has to take cognizance of the South African Schools Act and the Bill of Rights when developing and implementing all school policies. One of the policies that all schools must have is a disciplinary policy. Notwithstanding the requirement that every public school should have a disciplinary policy to ensure a disciplined teaching and learning environment, there is a perception amongst educators and other stakeholders such as parents that learner discipline at schools is emerging as a serious problem. This is causing many schools to become ineffective institutions of teaching and learning. The aim of this research study was to explore and describe the experiences of school managers and educators of learner discipline in the school and classroom environment, as well as to ascertain from them their perceptions of a zero - tolerance approach to managing learner discipline. This was undertaken in order to formulate principles and guidelines for school managers and educators to effectively implement a zero - tolerance management approach to learner discipline. A qualitative research design that was explorative, descriptive and contextual was employed. This paradigm was chosen because of the relative newness of the topic to be researched in the South African context. The researcher conducted focus group interviews in order to collect data. The data collected were analysed and interpreted from which various themes and categories were identified. Quotations from transcribed interviews were given to substantiate the themes and categories identified through analysis. A literature control was also undertaken whereby these themes and categories were compared further with the relevant literature and also discussed. Several categories could not be substantiated and thus reflects the unique contribution of this research study. The themes and categories that were identified by the researcher and the independent coder, and the literature reviewed, provided the basis for the proposed guidelines formulated by the researcher. The guidelines focused on two aspects, namely, principles on which a zero - tolerance management approach towards learner discipline should be based and, guidelines for educators to use in dealing with the problem of learner discipline in the classroom situation. Since this research study has been limited to the city of Johannesburg one of the recommendations made by the researcher is that further research should be undertaken on the efficacy of a zero - tolerance approach to managing learner discipline in South African schools. Future research studies on this phenomenon must be based more broadly with special emphasis on the experiences and perceptions of educators in the townships of South Africa. Also, this research study should ultimately form the basis for further quantitative research.

The purpose of the study was to establish relationships pertaining to the use of practices involving the prevention or correction of discipline problems between academic and industrial arts teachers.

One of the main purposes of the present study was to use a parental punitiveness scale, that was developed on the assumption that parental punitiveness is a function of the situation in which aggression takes place. This in turn was used to determine what relationship a child's perception of parental discipline toward aggression has to varying degrees of church attendance of the child.

archives@tulane.edu / The word ‘discipline’ is used to mean either the punishment following disobedience or training in self-control, and schools use both methods when responding to student misbehavior. Currently, we do not know how elementary-age students and their families feel about both types of experiences, and which discipline practices they think ought to be changed or retained by their school. Using ecological and critical race theory frameworks, this phenomenological study aimed to listen to stakeholder voices to understand how students and caregivers experience school discipline practices in order to help determine culturally valid and ecologically sound disciplinary interventions in the future. Focus groups were conducted with 22 students and 14 caregivers at a public charter elementary school serving primarily African American students. The sample included participants whose experiences with school discipline practices ranged from those who have never received an office discipline referral to those who have received over 75 in one year, and a corresponding group of caregivers. Responses were analyzed inductively. Themes were grouped into three main dilemmas that the stakeholders are facing with regard to school discipline: the appropriate roles for school and family, the type of consequence to use, and how time should be allocated for different types of disciplinary responses. These findings highlight the complexity of school discipline beyond simple behavioral contingencies and reflect a need for continued collaboration between the school, students, and caregivers to co-create context-specific discipline policies and procedures. / 1 / Laura C Cornell

A Thesis submitted to the Faculty of Education of the requirements for the Degree of Doctor of Education in the Department of Educational Foundation and Management at the University of Zululand, 2019. / Corporal punishment was a world phenomenon based on the belief that for learners to behave correctly, they need to be punished through pain inflicting means. However, some countries started realizing that corporal punishment had adverse effects on learners and learning and therefore abolished it. South Africa followed suit and banned corporal punishment in 2000 and in its place, the Department of Basic Education and Training introduced Alternatives to Corporal Punishment (ACP). Despite the introduction of alternatives to corporal punishment, cases of application of corporal punishment are still being reported. The purpose of this study was to investigate the effects of alternatives to corporal punishment in maintaining learner discipline in secondary schools within the King Cetshwayo District. Mixed method approach was followed. Semi structured interviews and questionnaires were used to collect data. The sample consisted of 13 principals, 30 educators and 322 grade 12 leaners were involved in responding to the questionnaires. For the qualitative side, 2 Circuit Managers and 2 principals, 2 educators and 2 RCL learners participated in the semi structured interviews in this study. SPSS version 25 was used to analyse quantitative data and thematic analyses was used to analyse qualitative data. Results showed that there are alternatives to corporal punishment that are considered effective by all the respondents. These include inviting parents to school to discuss the behaviour of their children, the involvement of the School Governing Body, convening tribunal. The study also revealed that learners and educators hold different views when it comes to the effectiveness of other alternatives, which include, rendering community services by learners, suspension of learners for 14 days, additional work that can be done by learners at school and depriving learners from participation in extra- mural activities. The study recommends further research on the learner’s perception on ill-discipline in schools and the strategies that can be used by the teachers in maintaining discipline. This study concludes that the circuit managers, teachers, principals and learners take all the alternatives to corporal punishment wherein the parents are involved as effective. This study proposed the model for guiding the implementation on the alternatives to corporal punishment / National Research Foundation of South Africa

A research report submitted to the Faculty of Science, in partial fulfilment of the requirements for the degree of Master of Science, University of the Witwatersrand, Johannesburg, 2016. / The study explores the application of statistical methods to determine factors influencing learners to commit offences at school. Focus is on the time taken to commit a second offence and the number of repeat offences committed by learners after the first offence. The survival time from the first offence to a second offence is analysed by using Kaplan-Meier estimate of the survival function, the tests for equality of survivor functions, the Cox proportional hazards model, and the parametric hazards models. The number of repeat offences is analysed by fitting the Poisson regression model and Negative Binomial regression model. As many learners are expected not to offend again, the Zero Inflated Poisson (ZIP) model is also fitted to determine which factors influence learners not to commit a repeat offence. Factors that are related to the school environment were used in the study of learner offence. The categorical variables are learner grade (class), gender, home location, parental involvement, repeating a grade, suspected substance abuse, and hostel residence. The learner performance in the three selected subjects were used as continuous variables. The results of the analysis should also assist the schools in assessing the effectiveness of other forms of punishment since corporal punishment was abolished. / TG2017

To date, research has established that parents continue to play a significant role in the lives of their emerging adult children. For example, parents continue to engage in parenting practices, such as providing ongoing, intensive support to their emerging adult children; however, few studies have examined the strategies that parents use when their children do not comply with their commands. Emerging evidence suggests parents do engage in discipline practices during this time and the use of harsh discipline (i.e., physical aggression) is associated with negative mental health outcomes for emerging adults. However, to our knowledge, no measure of discipline strategies used in emerging adulthood exists. Thus, the current study developed and examined the psychometric properties of the Domains of Young Adult Discipline Scale (DYADS), a multi-item measure of parental discipline strategies used during emerging adulthood. Results of CFAs revealed the best fitting model contained 25-items and spanned 4 domains of discipline. The final DYADS correlated as expected with existing parenting measures as well as a gross measure of emerging adult mental health. Implications for future research are discussed.

Parenting practices and discipline practices impact children’s lives in many ways, particularly children’s behaviors and outcomes. Positive parenting practices including authoritative parenting, non-violent discipline practices, and consistency are associated with positive psychological adjustment. Research demonstrates that negative parenting practices including authoritarian and permissive parenting, harsh discipline practices, and inconsistency are related to childhood maladjustment. The current study aimed to examine the relationships among parenting practices, discipline practices, consistency, and emerging adult psychological adjustment. Results indicated that positive parenting, positive discipline, and consistent practices are negatively correlated with emerging adult maladjustment. The current study found no differences between mothers and fathers for parenting practices, discipline practices, or consistency. Lastly, it was found that consistency acts as a partial mediator between parenting and discipline practices and psychological outcome and is a strong predictor of psychological adjustment.