Through the utilization of school discipline policies, millions of students nationwide have been harshly disciplined and/or removed from the regular school setting – with lasting impact on both students and their communities. With regards to discretionary school discipline policies, those tasked with implementing them – both at the district and school level, as well as in the classroom – could have a real influence on the outcomes of the policies, due to the basic viewpoints and interpretations that each policy administrator brings to the table. In other words, the way administrators make sense of discipline – including their interpretation of its purpose or efficacy – may be a key factor in the policy implementation process and in policy outcomes (including the over-use of discretionary policies and an over-reliance on more punitive consequences), something to be considered by those examining implementation and outcomes. This study explores the role of principals’ and assistant principals’ own viewpoints in the execution of such policies – specifically, in an urban school district in Texas – which no research has solely and fully touched on in Texas prior to this study. This researcher has sought to examine and explain the potential relationships between the following: a) middle and high school administrators’ interpretation of discretionary school discipline policies (including administrators’ views about purpose and efficacy to provide this researcher with context for each administrator); b) these administrators’ understandings about the factors (“affinities”/themes) that may influence their actual implementation of discipline policies (including both school-specific conditions and student-specific characteristics); and c) the rate of disciplinary actions taken by schools, in comparison to the predicted rate of such action. To provide an examination and explanation of administrators’ interpretation of, as well as the drivers behind, their implementation of discretionary school discipline policies, this researcher has utilized a qualitative research method highly informed by Interactive Qualitative Analysis (IQA), which also incorporates a quantitative data component. This researcher hopes that this study will allow for a broadened discussion of alternative ways of thinking – including considerations of effective alternative programming and strategies – that administrators can employ when dealing with students determined to be problems in the classroom. / text

The study attempts to investigate discipline policies and practices in primary schools since the abolition of corporal punishment. The purposes of the study were to find out who is involved in the formulation of a policy; how this procedure takes place from the initial stages to fruition; the contents of a completed policy document and to canvass opinions of teachers and students about their school policy. Information was obtained from twenty-two completed questionnaires received from public primary schools in the Belconnen region of the ACT and a more detailed case study of three of these schools. A search of the literature revealed a number of key elements of a whole school discipline policy. These included: formulation of policy; recognition of appropriate student behaviour; rules and consequences; policy procedures; responsibility for policy implementation; the abolition of corporal punishment. The study showed that there is a growing awareness of the democratic decision-making process within classrooms and that schools are producing comprehensive discipline policies, many of which are now more accurately titled 'Management of Student Behaviour'. Schools are encouraging appropriate behaviour from the students, endeavouring to develop student self-discipline and self-esteem, and are using agreed logical consequences when rule violations occur. The case study concludes with comments on the ACT Schools Authority Discussion Paper 'Policy and Procedures for the Management of Student Behaviour in ACT Public Schools' issued during 1988.

The study described in this report attempted to investigate the area of classroom discipline in the primary school. In particular the objectives were to ascertain the factors which influences teachers' knowledge of discipline procedures and the factors which influence teachers' implementation of discipline procedures. The study first examined discipline policies and practices in Australian schools generally and in Australian Capital Territory government schools in particular. A review of the literature indicated that the area of discipline in the classroom is one which seems to be increasingly important in the range of presage variables under investigation by researchers. Information was obtained from sixty completed questionnaires from primary teachers in eight primary schools. Respondents indicated that they taught over the full range of primary school years/grades. Results suggested that senior management in the schools appeared to have a relatively unimportant role in influencing classroom teachers' discipline programmes. The results indicated that the in-school influences which were perceived as the most influential on both teachers' knowledge of discipline procedures and on teachers' current discipline procedures were a) those connected with pupils and b) factors about the personal preference of teachers. The out-of-school influences which were perceived as the most influential on both teachers' knowledge of discipline and on teachers' current discipline procedures were a) those connected with professional development and b) factors about the intuitions and reactions of teachers. Results in general suggested that some primary teachers may be depending or) outdated information regarding school and classroom discipline programmes. These findings could have important ramifications for teacher training agencies regarding the allocation of resources to the area of school discipline programmes.

Exclusionary discipline policies (Casella, 2003; Christle, Jolivette & Nelson, 2005; Tuzzolo & Hewitt, 2007), academic failure and school dropout are some of the most salient factors in the school to prison pipeline (Christle, Jolivette & Nelson, 2005). While previous research has explored the variability in existing exclusionary discipline policies and identified numerous factors associated with expulsion or criminal justice outcomes among youth, there has been little effort to bring these individual and school level factors together into a single predictive model that is informed by existing criminological theories. In this context, the proposed study will use multiple waves of data from the National Longitudinal Study of Adolescent Health to consider how school discipline policies, demographics, and competing criminological explanations affect the risk of expulsion and then future contact with the criminal justice system. Findings reveal that school-level factors such as severe disciplinary policies, school size, and school type are weak predictors of expulsion and adult arrest. Conversely, measures of social bonding, low self-control, learning, and strain theories show promise in predicting expulsion and arrest outcomes. A history of school disciplinary actions and self-reported delinquency present themselves as the strongest predictors of expulsion and subsequent arrest. Theoretical and policy implications are considered.

In response to an increase of school shootings, America has seen public outcry for safer schools and the implementation of get-tough discipline policies that remove students who pose threats of violence to the safe school environment. One response to the increased rate of violence was the implementation of the Gun-Free Schools Act (GFSA). Criticism of these policies grew, unintended outcomes undermined their implementation, and research data supporting their effectiveness were lacking. The legislature sought to address issues relating to discretion in implementation, due process rights, mandatory expulsion language, and alternative education placement. This study sought to trace the evolution of GFSA legislation in Virginia. Selected sponsors of GFSA and patrons were identified and interviewed to learn their perceptions of goals and outcomes of legislation prohibiting the possession of weapons on school grounds. Interview questions sought to identify key factors that were considered throughout the legislative process. Interviews were recorded and transcribed. Interview data were analyzed using QSR NVIVO 9, data analysis software. The research design incorporated the collection and analysis of extant information, as well as the use of open-ended interviews with selected policymakers in the Commonwealth of Virginia. Emerging themes were described, categorized, and analyzed within the structure of a historical timeline of the GFSA legislation. Non-legislative documents were analyzed to add support to the interview findings and legislative analysis. Twelve themes emerged, which were supported in the review of non-legislative documents and in legislative documents. The legislative intent was reinforced in the literature and in the interviews. A review of these data led this researcher to conclude that the General Assembly came full circle and virtually reversed the initial requirements for zero-tolerance discipline policies. Continued study is recommended to trace how the General Assembly ameliorates racial inequity, increased drop-out rates, increased criminalization, and other harsh and unintended consequences of GFSA legislation in the Commonwealth. / Ed. D.

The choice to drop out of high school often follows a progression of disengagement from school (Bridgeland, Dilulio, and Morison, 2006). Students often begin this process as a result of attendance challenges, disciplinary consequences, and persistent failure in traditional learning environments (Bridgeland et al., 2006; Fenning et al., 2012; Foley and Pang, 2006). School divisions face federal and state mandates to improve graduation rates and are under pressure to reform educational practices in an effort to lower the dropout rate (Picciano, Seaman, Shea, and Swan, 2012). School districts around the country have sought to diminish dropout rates through a variety of strategies. The collective goal in all of the initiatives is to redefine the high school experience for students who do not fit the traditional model, connecting them with alternative learning opportunities so as to best meet individual needs (Ferdig, 2010; Carver, Lewis, and Tice, 2010). Online credit recovery programs have the potential to re-connect students at risk of dropping out of high school through technological interactivity, personalization, and immediate feedback (Ferdig, 2010; Watson and Gemin, 2008). This study identified 97 Virginia school divisions offering online credit recovery programs to students identified as at-risk. This dissertation examined the relationship between the use of online credit recovery programs and on-time graduation rates in the Virginia and found an increase in the on-time graduation rates in the school divisions that implemented this strategy. The researcher also examined the various models used throughout the Commonwealth and found a variety of implementation strategies used by school divisions. However data indicated no significant difference in the Virginia on-time graduation rates when comparing the different program implementation measures. / Ed. D. / Students often begin to entertain the ides of dropping out after a process of attendance challenges, disciplinary consequences, and persistent failure in traditional learning environments. School divisions face federal and state mandates to improve graduation rates and are under pressure to reform educational practices in an effort to lower the dropout rate. School districts around the country have sought to diminish dropout rates through a variety of strategies. The collective goal in all of the initiatives is to redefine the high school experience for students who do not fit the traditional model, connecting them with alternative learning opportunities so as to best meet individual needs. Online credit recovery programs have the potential to re-connect students at risk of dropping out of high school through the use of technology, personalization, and immediate feedback. This study identified Virginia school divisions offering online credit recovery programs to students identified as at-risk of dropping out of high school. The relationship between the implementation of online credit recovery programs and on-time graduation rates in the Commonwealth of Virginia was examined to determine the impact of this intervention strategy. This study identified 97 school divisions currently offer an online credit recovery program. Findings indicated an increase in graduation rates for school divisions using this intervention strategy. The researcher also examined various implementation models and found no significant difference in graduation rates when comparing implementation measures.