Although there is compelling evidence in the literature to suggest that implementing democratic practices in schools teaches young learners the values of respect and responsibility, the majority of teachers continue to use authoritarian discipline approaches. In a society where significant value is placed on democratic principles, it is relevant and important to investigate democratic discipline approaches. The purpose of this study was to provide a comprehensive description of the current practices of democratic discipline and specifically to describe the reasons why schools adopt a democratic discipline approach, to describe the dynamics in successful implementation, and to examine the effects of student participation in democratic discipline on the actual behavior of students in the classroom setting. The research design for this study was exploratory case study that was intended to become interpretive case study given sufficient corroborating data. A multiple-case design was used to gather data from five sites. Four data collection methods were used: interviews (personal and focus groups), direct observation, document analysis, and a student attitude survey. A question-and-answer format was used to report the data within each case study and cross-case comparisons were made. The analysis of the qualitative data revealed that implementing democratic discipline on a school-wide basis improved student behavior, encouraged young learners to become more autonomous, and prepared teachers and administrators to more effectively deal with discipline issues that, in turn, helped reduce their level of stress. The analysis of the quantitative data suggested that a considerable number of students felt they possessed a high level of respect and responsibility in the classroom and throughout the school as a result of their school's use of a democratic discipline approach. Results supported the implementation of democratic discipline as an effective approach to classroom management.
| Identifer | oai:union.ndltd.org:UMASS/oai:scholarworks.umass.edu:dissertations-2061 |
| Date | 01 January 2002 |
| Creators | Grandmont, Richard Paul |
| Publisher | ScholarWorks@UMass Amherst |
| Source Sets | University of Massachusetts, Amherst |
| Language | English |
| Detected Language | English |
| Type | text |
| Source | Doctoral Dissertations Available from Proquest |
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