Thesis (Ph. D.)--University of Oregon, 2001. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 105-111). Also available for download via the World Wide Web; free to University of Oregon users. Address: http://wwwlib.umi.com/cr/uoregon/fullcit?p3024535.

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

Thesis (M.S.)--University of North Carolina at Wilmington, 2003. / Includes bibliographical references ([57]-60).

Thesis (M. Ed.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 101-108).

Thesis (Ph. D.)--University of North Texas, Aug., 2009. / Title from title page display. Includes bibliographical references.

Thesis (Ed.D.)--University of West Florida, 2009. / Submitted to the Division of Curriculum and Instruction. Title from title page of source document. Document formatted into pages; contains 180 pages. Includes bibliographical references.

Thesis (M.Ed.)--Memorial University of Newfoundland, 2002. / Includes bibliographical references.

Thesis (M. Ed.)--University of Hong Kong, 2002. / Includes bibliographical references.

Maintaining a safe and orderly learning environment in schools is fundamental to the greater goals of education, but determining optimal disciplinary responses to student misbehavior is often complicated. While there is an abundance of research that speaks to the negative impact of exclusionary discipline (e.g., suspension, expulsion or any other disciplinary response that removes a student from the traditional classroom setting) on student behavioral and academic outcomes, there is an absence of work that examines if, when, and to what extent a student is actually better off receiving non-exclusionary dispositions. Using multivariate regression analysis on a unique dataset from an urban Texas school district, this study directly compares the impact of exclusionary vs. non-exclusionary discipline on student outcomes (controlling for student characteristics, school characteristics, and offense type). Additionally, the study examines the extent to which offense type influences the relationship between disposition and student outcomes. The study’s findings suggest that a student is generally worse off in terms of academic progress and risk of future offenses when she/he receives an exclusionary disposition for any disciplinary infraction. The impact of exclusion, however, was shown to vary by student offense. / text

Thesis (MTech. degree in Education.)--Tshwane University of Technology, 2010. / Determines how discipline is managed in public schools in Siyabuswa district. Sound legislation has been put in place by the state to address the issue of the management of discipline in schools. Despite the existence of all these structures, learners continue to behave contrary to the code of conduct.