Through the utilization of school discipline policies, millions of students nationwide have been harshly disciplined and/or removed from the regular school setting – with lasting impact on both students and their communities. With regards to discretionary school discipline policies, those tasked with implementing them – both at the district and school level, as well as in the classroom – could have a real influence on the outcomes of the policies, due to the basic viewpoints and interpretations that each policy administrator brings to the table. In other words, the way administrators make sense of discipline – including their interpretation of its purpose or efficacy – may be a key factor in the policy implementation process and in policy outcomes (including the over-use of discretionary policies and an over-reliance on more punitive consequences), something to be considered by those examining implementation and outcomes. This study explores the role of principals’ and assistant principals’ own viewpoints in the execution of such policies – specifically, in an urban school district in Texas – which no research has solely and fully touched on in Texas prior to this study. This researcher has sought to examine and explain the potential relationships between the following: a) middle and high school administrators’ interpretation of discretionary school discipline policies (including administrators’ views about purpose and efficacy to provide this researcher with context for each administrator); b) these administrators’ understandings about the factors (“affinities”/themes) that may influence their actual implementation of discipline policies (including both school-specific conditions and student-specific characteristics); and c) the rate of disciplinary actions taken by schools, in comparison to the predicted rate of such action. To provide an examination and explanation of administrators’ interpretation of, as well as the drivers behind, their implementation of discretionary school discipline policies, this researcher has utilized a qualitative research method highly informed by Interactive Qualitative Analysis (IQA), which also incorporates a quantitative data component. This researcher hopes that this study will allow for a broadened discussion of alternative ways of thinking – including considerations of effective alternative programming and strategies – that administrators can employ when dealing with students determined to be problems in the classroom. / text

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Bullying at schools is a problem that has recently gained much media exposure highlighting its increasing occurrence and violent nature. It has also gained attention in the educational field with an increasing number of pertinent studies. The link between school bullying and school violence has been drawn by educators and researchers alike. Of great importance is the positioning of school bullying in the sphere of Peace Education in the school. Despite bullying being mentioned in many relevant educational policies and documents pertaining to school governance, incidents are on the increase. The severity of bullying incidents is also worsening. This context led to the interest of addressing bullying amongst the Representative Council of Learners (RCL) at my school. As the Teacher Liaison Officer (TLO) to the RLC, I decided to initiate an Action Research project with the RCL of this school. The study explores and acts on the RLC perspectives on bullying at their school and their perspectives on suitable interventions. The methodology of action research suited an intervention goal. Learners need to be involved in processes of creating a peaceful learning environment for all. As stated by McNiff and Whitehead, “Working out ideas is the learning, working out how to live with one another is the peace process” (McNiff & Whitehead, 2002, p.13). The study is framed by Freire’s theory on pedagogy and Butler’s theory of gender. It involves several data collection methods, including questionnaires, focus group interviews, creative writing responses, posters, workshops and observations. My findings are presented as discussions based on various generative themes which emerged from the data. The findings of the study revealed that learners had difficulty formulating a comprehensive definition of bullying. Many initially felt that few incidents of bullying occurred at their school and were unaware of the full range of incidents of bullying. Boys and girls experienced bullying differently while different age groups had similar experiences of bullying. Features such as power, aggression and abuse were commonly raised in learners understanding of bullying. While a broader knowledge on bullying was generated through the action research process, many silences still emerged. Learners failed to draw the link between bullying and violence. They also did not mention any incident related to new age bullying or incidents involving the educator as a victim or as the bully. The study acknowledges that in order for bullying at this school to be reduced, a second and possibly a third cycle of the action research process is needed. The study indicates that bullying is not a simple problem that can be dealt with in a short period of time. It needs to be incorporated annually in the school programme dealing with pertinent societal dynamics which affect teaching and learning. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2011.

The purposes of the study were to determine the scope and background of student due process policies and procedures utilized within Indiana school corporations, and to analyze the content of due process policies and procedures utilized within Indiana school corporations in comparison with standards recommended by legal and educational authorities.An Initial Survey form was mailed to the superintendent of each school corporation in Indiana. Superintendents reporting written, school board adopted policies and procedures for student due process were requested to send a copy for the content analysis portion of the study.A Background Survey instrument was mailed to each superintendent providing a copy of due process policies and procedures. Information was sought relative to the formulation, implementation, and utilization of student due process policies and procedures.Recommended standards and guidelines for procedural due process for students, from both legal and educational sources, were reviewed. The standards and guidelines were organized into a recording instrument to help facilitate a content analysis of the policies and procedures.Major findings of the study were:1. Superintendents from 43 of 280 Indiana school corporations reported written, school board adopted policies and procedures outlining student due process in effect as of December 1, 1971.2.The total number of school corporations with written, school board adopted due process policies and procedures has increased annually since 1969.3, The persons most directly affected by discipline and due process--students, teachers, and parents--were not involved in the formulation of policies and procedures.4. Approximately 71 per cent of the students involved in due process hearings were reported to have been suspended or expelled. Approximately 29 per cent of the students involved were reported to have been reinstated.5. The building principal was most often specified as the hearing officer. The school board was most often specified as the hearing board.6. In most instances, the student and parents received the required information in the notice of the charges; however, most notices lacked an explanation of the procedural mechanics of the hearing.7. The amount of time allowed the student to prepare a defense was arbitrary or not specified in most policies.8. As a group, the due process policies were most often lacking ini (a) including a provision for students and/or parents to give a written waiver of formal hearing procedures; (b) including a provision guaranteeing the student prior inspection of documents and evidence; and (c) Including a provision guaranteeing student protection against self-incrimination.9. The type of hearing record most often reported consisted of fill-in forms or written narrative summaries.10. Appeals were most often directed to the superintendent.Major recommendations of the study were:1. Students, parents, and teachers be involved in the formulation of due process policies and procedures.2. Humanistic aspects of the student-institutional relationship be emphasized in teacher education and school administration courses.3. In-service education relative to student due process be provided for both professional and non-professional personnel in school districts. 4. After September 1, 1972, when the Indiana student conduct and due process law becomes effective, a follow-up study be conducted to determine what changes have occurred in the scope, background, and content of student due process policies and procedures.

Thesis (Ed.D.)--University of Tulsa, 1986. / Bibliography: leaves 116-135.

Thesis (Ed. D.)--University of Oregon, 2008. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 94-99). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.

Thesis (Ed.D.)--University of Central Florida, 2008. / Adviser: Barbara A. Murray. Includes bibliographical references (p. 142-147).

Thesis (Ph. D.)--School of Education. University of Missouri--Kansas City, 2008. / "A dissertation in urban leadership and policy studies in education and education." Advisor: Linda L. Edwards. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed Feb. 6, 2009. Includes bibliographical references (leaves 84-91). Online version of the print edition.

Thesis (Ph. D.(Education Management and Policy Studies))-University of Pretoria, 2007. / Includes bibliographical references.

Thesis (Ph. D. in Leadership and Policy Studies)--Vanderbilt University, May 2008. / Title from title screen. Includes bibliographical references.