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.

Thesis (M. Div.)--Emmanuel School of Religion, Johnson City, Tennessee, 1997. / Vita. Includes bibliographical references (leaves 63-69).

Thesis (Th. M.)--Dallas Theological Seminary, 2000. / Includes bibliographical references (leaves 42-47).

Thesis (doctoral)--Uppsala universitet, 1989. / Summary in English. Includes bibliographical references (p. 203-217).

M.Ed. (Education) / Please refer to full text to view abstract

M.Ed. (Educational Psychology) / The question of exercising authority has become crucial as a result of many disciplinary problems which educators progressively encounter. Social structures in educational context are presently changing drastically and consequently children and adults are facing new demands in their disciplinary relationship. This study forms part of a research project initiated by the Department of Educational Sciences of the Rand Afrikaans University. The importance of ten facets of discipline in the consideration of the discipline of children is being investigated. The aim of this study is to determine the importance of authority as a facet of discipline. Once this is known, educators in future could be directed towards this. In this research project authority has been fundamentally analysed. A literature study revealed aspects such as the acceptance of the child that he/she is subjected to authority, the child's attitude towards authority, the childs human decency, the mutual support of teachers and parents in implementing authority, the fact that the child should know that educators have authority over him/her, that the child should know that authority is the "rule of life" and that the child should know that authority is meant to protect him/her. Following the identification of the above mentioned aspects, a questionnaire was compiled to establish perceptions regarding the importance of authority as a facet of discipline. Parents and teachers were approached to respond to the questionnaire. The validity of the findings obtained from the questionnaire were investigated through factor analyses. A principal component analysis (peA) was followed by a principal factor analysis (pFA). The reliability of the information was investigated by means of an item analysis. Hypotheses on gender, language, qualification, educator status, school involvement, age, permanent residence religion marital status of respondents, number of children in primary school, number of children in secondary school and income level of respondents were tested. Significance was tested on the 1%- and 5%-level. The most important findings of the above mentioned investigation are as follow: The high averages obtained on all of the items on the importance of authority indicate that authority as a facet of discipline is very important. The high value which was attached to the mutual support of teachers and parents in ' implementing authority, that the child should know that authority is meant to protect him/her and that the child's human decency should be considered in an authority situation, show these aspects to be of fundamental importance to education. Significant differences of opinion between respondents were found to exist between gender, language groups, qualification groups, religious groups, marital status groups, residential localities, number of children in secondary school and income groups. No significant differences of opinion were found between respondents at different degrees of school involvement, educator status, age groups and number of children in primary school. It is concluded that respondents are of opinion that authority is of the utmost importance in the disciplining of children. It is recommended that guidance programmes in authority should be developed to equip parents and teachers with the necessary knowledge, skills, attitudes and understanding regarding the discipline of the child.

This study set out to establish the role of conflict Management in Maintenance of Discipline in Kenya’s Public Secondary Schools. The study formulated 6 objectives as follows: examine the nature of Conflict experienced in Public Secondary Schools in Kenya; establish how teachers and students perceive conflict in secondary schools; determine how teachers and students experience conflict in Secondary Schools; investigate the effectiveness of conflict Management Programmes used in Secondary Schools; discover suitable conflict management programmes to address present and future conflict in secondary schools; generate findings based on a theoretical approach for understanding and managing conflict in secondary schools with particular reference to schools in Kenya. The research was conducted in the form of a descriptive survey design with a mixed methods approach which combined qualitative research design and quantitative research technique. A sample of 649 Students, 16 secondary school head teachers, and 16 secondary school guidance and counseling officers from 4 provinces in Kenya was used to obtain data for the study. Random and purposive sampling techniques were used. Data was collected using questionnaires and structured interviews. Descriptive statistics such as mean, percentages, standard deviation, and frequencies was used to discuss the research findings. The study also used inferential statistics, particularly chi-square to test the significant statistical differences on the nature of conflict in schools, how students and teachers experience and perceive conflict in different categories of schools. From the findings, students witness conflict in form of theft, 51.7%, bullying, 29 percent, rumours and fights. Results from males and females indicate that drugs are abused in secondary schools (males (26.8%) and females (13.6 percent). All the respondents revealed that students take drugs to please their peers, and to release stress, and for adventure. On the effectiveness of conflict management programmes, a majority of students accept punishment when they break the school rules (80.0%) as they feel that punishments improve their behaviour. Most of the teachers had not had proper training in conflict management and some of them do not understand the role of peer mediation as they lack such programmes in their schools. The study concluded that failure to train teachers in conflict management skills, and to involve students in decision making causes conflict in schools. The study recommended that life skills, and peace keeping lessons should be taught in schools. In addition, head teachers and teachers should go for a refresher course in conflict management. Also, the study recommends that a comparative study should be done in a wider scope in secondary schools that experience conflict and those that do not, so as to get an insight of the suitable strategies needed to manage conflict in schools.

The purpose of this basic qualitative study was to gather data on the training that was provided for school staff regarding the implementation of the restorative justice program. This study also investigated elementary school administrators' perceptions after implementation of a restorative justice program and its impact on student discipline in one rural Virginia school division. In the Commonwealth of Virginia, 22% of students are African American, but they make up 54% of students who have been suspended from school for the 2018-2019 school year (VDOE, 2021). School divisions can benefit from this qualitative study to address discipline disproportionality by implementing restorative justice practices. Findings indicated restorative justice had an impact in reducing student discipline issues and enhancing teacher-student relationships, as reported by participants. However, challenges like teacher buy-in were also identified. Considerations for successful implementation include restorative justice training for school administrators and teachers, with an emphasis on proactive practices such as classroom circles. In addition, improved communication between students and teachers was noted as a positive outcome of this restorative justice program. Elementary school administrators should provide support for restorative justice practices to strengthen teacher-student relationships. They should also gather discipline data before and after implementing these practices to assess their impact. Consistent training for all staff within a school division is crucial, and administrators should involve staff in the implementation process to foster buy-in. Findings from this study indicate more research is needed on the impact restorative justice practices has on student discipline in K-12 public schools. / Doctor of Education / The purpose of this basic qualitative study was to gather data on the training that was provided for school staff regarding the implementation of the restorative justice program. This study also investigated elementary school administrators' perceptions after implementation of a restorative justice program and its impact on student discipline in one rural Virginia school division. This qualitative study investigated the viewpoints of elementary school administrators following the implementation of a restorative justice program, examining how it influenced student discipline. Findings indicated restorative justice helped reduce student discipline issues and improved teacher-student relationships. However, challenges like teacher buy-in were also identified. To implement restorative justice practices successfully, training for administrators and staff is important, focusing on proactive practices like classroom circles. The program also led to better communication between students and teachers. School administrators should support these practices, collect and analyze discipline data, ensure consistent training for all staff, and involve them in the process to gain their support. Findings from this study indicate more research is needed on the impact restorative justice practices has on student discipline in K-12 public schools.

Maternal sensitivity is known to have important implications on children’s development. This study examined the sensitivity with which mothers used to elicit compliance from their children. In particular, this study explored the goal-regulation strategy of accommodation. One hundred twenty-nine mother-toddler dyads from a non-clinical sample were observed during a 5-minute ‘clean-up’ activity. Results showed that mothers’ utilized numerous accommodation strategies. Moreover, the use of individual accommodation strategies was associated with maternal depression, mothers’ level of child-orientation, and children’s age. / text

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