The recidivism rate for disciplinary offenses has increased during the last 8 years in the secondary student population of a sizeable, urban school district in the southwest United States. Recidivism for this district is the act of committing a second disciplinary offense during a single calendar year following completion of a behavior program. Guided by Erikson's theory of social development, this case study was designed to collect a purposeful sample of 21 educators' perceptions of the impact of recidivism on students' education and the effectiveness of treatment models to reduce recidivism. Data were collected from qualitative semi-structured interviews and field notes. Data were coded to identify common themes. Six themes emerged from the analysis: academics vs. discipline, stigmas, mentoring, social pressures, truancy, and loneliness and isolation. The most effective models for reducing recidivism were identified as restorative justice and teaching-family. In addition, educators believed recidivism lowered overall student achievement. The results of this study are of interest to those seeking an understanding of the impact of recidivism on students' education. This study promotes positive social change by suggesting effective practices, models, and treatments that contribute to improved educational environments that support for all students.
| Identifer | oai:union.ndltd.org:waldenu.edu/oai:scholarworks.waldenu.edu:dissertations-1738 |
| Date | 01 January 2015 |
| Creators | Anzalone, John Anthony |
| Publisher | ScholarWorks |
| Source Sets | Walden University |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Walden Dissertations and Doctoral Studies |
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