Reducing Discipline Referrals and Improving Student Satisfaction through the Implementation of Middle School Practices at Ramey School.

Autor/in	Hinman, Elaine B.
Titel	Reducing Discipline Referrals and Improving Student Satisfaction through the Implementation of Middle School Practices at Ramey School.
Quelle	(1992), (149 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Praktikumsbericht; Cooperative Learning; Discipline; Discipline Policy; Discipline Problems; Faculty Development; Intermediate Grades; Junior High School Students; Junior High Schools; Middle School Students; Middle Schools; Student Attitudes; Suspension; Teacher Attitudes; Team Training; Puerto Rico + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Disziplin; Disziplinarmaßnahme; Mittelstufe; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Schülerverhalten; Ausschluss; Schulausschluss; Lehrerverhalten; Teamcoaching
Abstract	This major applied research project report describes the implementation of a program for grades 6-8 at an English language middle school in the Antilles Consolidated School System in Puerto Rico. The Ramey School students are the dependents of transient, active-duty military personnel, or civilian federal employees. The program sought to reduce student discipline referrals and suspensions and to improve student satisfaction. Other targets for improvement included students' standardized test scores, teacher use of cooperative learning groups in the classroom, and teachers' perceptions about the program's effectiveness. Program outcomes were evaluated by a review of student discipline referrals and suspensions, administration of student and teacher satisfaction surveys, and analysis of student achievement test scores. The following middle-school practices were implemented: block scheduling, exploratory classes, teacher teams, an advisor-advisee program, inservice training, and a student activities program. All targeted areas demonstrated improvement, showing a decline in discipline referrals and suspensions, improved student satisfaction, improved teacher attitudes toward the program's effectiveness, and increased teacher use of cooperative learning groups and teaming activities. Sixteen tables are included. Appendices contain copies of the surveys, descriptions of program activities, correspondence, and minutes from meetings. (LMI)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC