Thesis (Ed.D.)--University of Central Florida, 2009. / Adviser: Rosemarye Taylor. Includes bibliographical references (p. 144-157).

The researcher intended to establish the types of student disciplinary problems in Gaborone Community Junior Secondary Schools as well as ways of combating these problems. The opening chapter states the problem, purpose of study and also provides background to the problem. Data was collected from teachers and the students using questionnaires. All in all sixty (60) subjects were used to collect data. The other chapter that has substantially enriched the project is chapter two. The third chapter explains the methodology used in this research study. Chapter four is about data presentation, analysis and interpretation and lastly the recommendations, which close this study, arc provided to help the authorities. The research shows that theft is a major student disciplinary problem in Community Junior Secondary Schools. The other disciplinary problems arc destruction of school property, disrespect to teachers, disruption of classes, drug abuse, insults, refusal to take instructions and truancy. These problems result in low academic performance, disruption of school programme, juvenile delinquency and limited or no future for these teenagers. The research shows that the major cause of these problems is peer pressure. The other factors that contribute to the disciplinary problems are poor administrative policies, lack of teachers' commitment to their work, media influence and collapse of extended family structure. / (M. Ed.) North-West University, Mafikeng Campus, 2006

Thesis (Ed.D.)--Georgia Southern University, 2007. / "A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Education Administration, under the direction of Linda M. Arthur. ETD. Electronic version approved: December 2007. Includes bibliographical references (p. 81-90) and appendices.

Thesis (Ph.D.) -- McMaster University, 1998. / Includes bibliographical references (leaves 296-305). Also available via World Wide Web.

Report (Ed.D.)--Teachers College. / Typescript; issued also on microfilm. Sponsor: William G. Anderson. Dissertation Committee: Bernard Gutin. Bibliography: leaves 173-181.

Thesis (M.A.)--Rowan University, 2005. / Typescript. Includes bibliographical references.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1981. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 63-70).

Thesis (M.Ed.)--York University, 2004. Graduate Programme in Education. / Typescript. Includes bibliographical references (leaves 117-124). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pMQ99377

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.

Schools are seeking to understand how to build positive school environments that help students learn and become good citizens in the school community. One practice used in charter schools is merit and demerit systems. The literature indicates that positive and negative reinforcements acts as punitive discipline that only works when adults are around students to enforce policies, rules, and expectations. One particular charter high school that used a merit and demerit system to discipline students was studied to understand the implications of such systems for students of color living in a low-income community. Using the principles of critical pedagogy, the study connected and drew inferences between teacher perceptions of discipline and how the merit and demerit system impacted student referral and punishment. A total of 12 teachers (ninth and 10th grade) participated in this qualitative study. Through classroom observations and focus groups, trends were triangulated and presented in this study. A major finding of this study involves the teacher understanding that the concept of a merit and demerit system is beneficial, but ultimately leads to a loss of student agency. The discussion focuses on explaining an authoritarian perspective and the perceptions and reality of the implementing a merit and demerit system at the high school level. Implications for educators to understand and improve school discipline policies that support students and rethink punitive and authoritarian practices are discussed. Recommendations for future research in the study are presented and summarized.