Thesis (Ed. D.)--University of Missouri-Columbia, 2008. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on June 9, 2009) Vita. Includes bibliographical references.

Thesis (M.Ed.)--University of Hong Kong, 1993. / Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 1994. / Includes bibliographical references (leaves 109-112). Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 1995. / Includes bibliographical references (leaves 138-142). Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 1996. / Includes bibliographical references (leaves 89-96). Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 1996. / Includes bibliographical references (leaves 124-137). Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 64-69). Also available in print.

This study reports on an investigation of the effectiveness of the "Positive Approach to Discipline" (PAD) system for classroom management. The data from the study were analyzed by the analysis of variance with repeated measures. The data indicate several implications for the utilization of the PAD system for classroom management. The findings of the study indicate that, 1) teachers utilizing the PAD system significantly reduced the number of students referred to administration, and 2) teachers utilizing the PAD system significantly reduced the number of Black students referred to administration, and 3) the PAD system was effective in reducing the number of students suspended from school.

The findings of this investigation support the following conclusions concerning junior high schools. 1. A positive approach to discipline can be expected to have a significant positive impact on students' opinions of school. 2. A positive approach to discipline can be expected to have a significant positive impact on teachers' opinions of school. 3. A positive approach to discipline can be expected to have a significant positive effect on school atmosphere as evidenced by fewer discipline cases and increased student involvement. 4. A positive approach to discipline will result in increased teacher participation in areas such as sponsorship of student clubs, mini-courses and other extracurricular activities. 5. A school-wide positive approach to discipline will result in increased direct teacher involvement with students. 6. A school-wide positive approach to discipline will result in increased parent-school communication. 7. A school-wide positive approach to discipline will result in fewer truancy problems. 8. A school-wide positive approach to discipline will result in fewer serious behavior problems resulting in Reassignment School or suspension.

No description available.