Thesis (M.ED.) --University of Limpopo, 2007 / The purpose of this study is to investigate and highlight the effects of learner discipline on academic achievement. Respondents in this research were requested to make their perceptions and attitudes known on the following issues: • Can discipline improve academic achievement? • How can discipline be used as a means to manage academic achievement? • How does discipline influence academic achievement? • Which strategies promote sound management of academic achievement? • Why should discipline be employed for academic achievement especially of grade 12 learners? • What hinders sound management of discipline for academic achievement? Chapter one deals with historical background, significance of the study, problem statement, main research question, aims and objectives, delimitation of the study, definition of concepts and research programme. Chapter two consists of literature review whereby primitive views on discipline are investigated. Contemporary views on discipline, accepted disciplinary strategies, obstacles that hinder learner discipline for academic achievement and hindrances to sound management will also be investigated. Chapter three consists of Research Methodology and it includes introduction, research design, population, sampling procedures, research instruments, data collection, confidentiality, reliability, validity and conclusion. Chapter four focuses on data analysis and interpretation. Chapter five presents a summary, suggestions, recommendations and conclusion.

In 2001 the Progressive Conservative government led by Mike Harris (1995-2002) implemented an authoritative discipline regime in Ontario schools that epitomized the law and order values of contemporary neoconservative rule in the Canadian context. Central to the character of this regime was the enforcement of safe schools through the exclusion and punishment of some of the most vulnerable students. In 2005, the Ontario Human Rights Commission initiated a complaint against the Ministry of Education, alleging that the discipline policies were disproportionately and adversely affecting racialized students and students with disabilities. In response, in 2007 the Liberal government led by Dalton McGuinty (2002 - present) introduced what it called progressive discipline policies. These policies reflect therapeutic values of early intervention and support, offering incentives for students to remain actively involved and engaged with the school community. This shift, from an authoritative to a progressive mode of discipline, is less an indication of a successful political effort to implement equitable discipline policies in education; instead, it is more an indication of the repositioning of these policies within neoliberal relations of power. I argue that progressive discipline policies do little more than change the forms through which marginalization and exclusion are carried out in Ontario schools. / Thesis (Ph.D, Education) -- Queen's University, 2012-09-25 13:08:48.594

Thesis (Ed.D.)--University of Tulsa, 1977. / Bibliography: leaves 95-99.

Thesis (doctoral)--Universität Greifswald, 1913. / Includes bibliographical references (p. [7]-9).

Thesis (Ph. D.)--University of Pennsylvania, 1912. / Includes bibliographical references (p. 62-66).

Thesis (Ph. D.)--Lehigh University, 2004. / Includes vita. Includes bibliographical references (leaves 99-109).

Thesis (Ph. D.)--University of Pennsylvania, 1912. / Includes bibliographical references (p. 62-66).

Thesis (M.S.)--University of Wisconsin--Madison, 1972. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (M.A.)--Ohio State University, 1963. / Available online via OhioLINK's ETD Center

Thesis (M. Ed.)--University of Hong Kong, 2000. / Includes bibliographical references (leaves 97-101).