Thesis (M.Ed.), Memorial University of Newfoundland, 2000. / Bibliography: leaves 134-137.

Thesis (M.A.)--Kent State University, 2009. / Title from PDF t.p. (viewed Jan. 12, 2010). Advisor: Dr. David A. Purcell. Keywords: School Social Capital; Social Capital; School-Level Data; Race; Problem Behavior; Disciplinary Problems. Includes bibliographical references (p. 41-52).

Thesis (Ph. D.)--University of Texas at Austin, 2002. / Vita. Includes bibliographical references. Available also from UMI Company.

Thesis (Ed. D.)--University of La Verne, 2002. / Includes bibliographical references (leaves 119-123).

Title from title page of PDF (University of Missouri--St. Louis, viewed February 22, 2010). Includes bibliographical references (p. 57-63).

This study looked at the link between life-course crime and attachment levels in schools. The correlation between high attachment levels and lower adult criminal activity was first explained. Once this correlation was understood, attachment levels in alternative schools were studied. There are two main types of alternative schools: AEPs (Alternative Education Programs) and DAEPs (Disciplinary Alternative Education Programs). AEPs are often self-selected, meaning that the students have to apply and are usually not assigned; they are often long term. The DAEPs are set up by school districts to serve students who commit specific disciplinary or criminal offenses; the students are usually assigned at the DAEP for a short period of time, ranging from one day to six months. This study looked at whether one type of program yields higher attachment levels than the other. One school of each type was surveyed in the central Texas area. The AEP had 261 participants in the survey; the DAEP had 102. The students ranged from 6th to 12th grade. A teacher focus group at the DAEP was also given a survey, as well as a postsurvey questionnaire. The purpose of the teacher focus group was to see if the teacher perception of student attachment was accurate, and if they felt that anything needed to be changed at their school to yield higher attachment levels. The student and teacher surveys were analyzed using SPSS. The results showed that the AEP is more successful than the DAEP at attaining higher attachment levels. The AEP students are happier with their school and like their teachers more than do the students at the DAEP. The focus group illustrated that the teachers at the DAEP perceived that their students were happier than they really were. The focus group also showed that the teachers enjoyed working at their school and wanted to help the at-risk students, but did not want students to like it at the DAEP because they did not want the students to return. However, the teachers felt that success of their program was based on the rate of recidivism not on attachment levels.

No description available.

The purpose of this study is to understand the dynamics of power experienced by teachers with multiple stakeholders namely the learners, parents, the school management team and the Department of Education in the management of learner discipline. The study also investigated teachers’ knowledge of legislation and policy regarding discipline and the perceptions of their authority and power in relationship to learner discipline. The study on teachers’ experience and perceptions of learner (in)discipline was conducted in an hitherto overlooked setting, namely the primary school. Media reports and international surveys on discipline, violence and school safety pinpoint the need for further research on this burning issue that is affecting our society. In this study, all ten senior primary teachers participated. A qualitative approach was used. Data was collected through classroom observation, interviews, written accounts and document analysis. The participants were chosen by purposive sampling. The collection, presentation and analysis of data were guided by the research questions, and by the following concepts: French and Raven’s five bases of power (legitimate, coercive, expert, reward and referent), structural power and the concepts of power over, power with, power to and power from within, all through the lens of education for social justice. The process of social justice requires an outlook of power with rather than power over. Power with is a jointly developed power, that is, the power we achieve by working cooperatively with all concerned. The findings indicate that teachers’ knowledge of legislation on discipline covers the banning of corporal punishment but is vague and divided about the corrective measures and the alternatives to corporal punishment. Teachers’ perceptions of their power to control misbehaviour is one of powerlessness. This is caused by, among other factors, the demands of macro structural forces and external factors beyond their control. Teachers resort to negotiation and bargaining with learners to engage them in learning. In this struggle to manage indiscipline, teachers stand alone deprived of support from parents, school administration and the Department of Education. Hence the dynamics of power experienced by teachers with other stakeholders in the management of discipline is not a transformational form of power or a social justice version of power with. / Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2012.

This study undertakes to explore challenges that rural primary schools face in the implementation of the alternatives to corporal punishment. This qualitative study gathered data through the case study approach for the following key research questions: 1. How do rural primary schools implement alternatives to corporal punishment policy? 2. What are the new experiences of principals, teachers and parents after the introduction of alternatives to old corporal punishment policy? 3. How do rural primary schools manage the implementation of the alternatives to corporal punishment policy? Interviews were conducted with educators and parents in order to collect data from three schools in the KwaNgcolosi and eMolweni areas. The qualitative approach helped the researcher to make meaning from data by seeing the bigger picture and converting the raw empirical information into what is known in qualitative research as a “thick description”. The researcher used a qualitative approach to gain a deeper and better understanding of the challenges facing rural primary schools in the implementation of alternatives to corporal punishment policy. In order to get a full picture of the challenges in schools under study the researcher obtained data through semi-structured interviews. Most educators and parents felt that misconduct was worse without corporal punishment in schools. They said that learners did not take alternatives to corporal punishment seriously, and made fun of these disciplinary measures. It was also indicated that there were dangerous conditions [such as walking alone for long distances] when detention was vi used in rural areas. There was a call to reinstate corporal punishment by most educators and parents in schools under study. In responding to the challenges in the implementation of alternatives to corporal punishment policy, educators in rural schools should be provided with guidance and training by the Department of Education on how to implement the alternative measures. Guidance educators and counsellors need to be appointed to support educators in schools. Caregivers should be allocated by the government to learners who are living alone and learners who are under the care of grandparents that are old and illiterate. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2008.

Every educational institution depends on people behaving in acceptable ways for its success. Bad behaviour not only hinders and disrupts the educational process but also poses a fundamental threat to the culture and identity of the institution and to those who behave well. This aspect emerged in the report by the Task Team on Education Management Development, initiated by the National Minister of Education in February 1996 entitled Changing Management to Manage Change in Education. In its characterisation of the educational legacy of apartheid, the report highlighted concerns with the breakdown of the culture of teaching and learning in certain schools and acknowledged that poor discipline impacts on the disintegration of learning environments. It further emphasised that good school discipline is an important feature of any effective school. In addition, the importance of sound discipline in the running of effective schools has been acknowledged as one of the recommendations of the South African Schools Act, No. 84 of 1996, which stipulates that the governing body of each school formulates a Code of Conduct, the purpose of which is to create a well-organised school so that effective learning and teaching take place; to promote self discipline; to encourage good behaviour and to regulate conduct. There is general agreement that while the process of drawing up the requisite Code of Conduct is an important element in the management of discipline, it is no more than a first step. What is required in each school is the establishment of a strategic management plan, extracted from the school's vision of a safe and secure environment for all. Drawing from this vision the emerging development plan, for the management of discipline, will incorporate strategies from a range of players whose roles inter-relate in the maintenance of discipline: e.g. learners, educators, parents, the governing body, the Department of Education, the community and other partners external to the school. This research project proposes a possible strategy for managers of education which focuses on the potentiality that good discipline has for the enhancement of learning environments. / Thesis (M.Ed) - University of Natal, 2000.