A Comparison of Punitive and Nonpunitive Truancy Program Outcomes in an Urban School District

Autor/in	Bernard, Shelton D.
Titel	A Comparison of Punitive and Nonpunitive Truancy Program Outcomes in an Urban School District
Quelle	(2014), (179 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3038-8992-9
Schlagwörter	Hochschulschrift; Dissertation; Discipline Policy; Truancy; Student Behavior; Middle School Students; Punishment; Comparative Analysis; Statistical Analysis; Correlation; Program Effectiveness; Recidivism; Grade Point Average; Dropouts; Student Records; Urban Schools; Georgia + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Disziplinarmaßnahme; Schulabsentismus; Schulschwänzen; Schulverweigerung; Student behaviour; Schülerverhalten; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Bestrafung; Statistische Analyse; Korrelation; Rückfall; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Schülerakte; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	Because the relationship between school disciplinary models and truancy outcomes is unknown, it is difficult for school leaders to understand the costs and benefits of punitive versus nonpunitive discipline. To achieve the State of Georgia's stated policy objectives of lowering truancy and its negative outcomes, this knowledge gap needs to be addressed. The purpose of this causal-comparative quantitative study was to test the relationship among the type of disciplinary program (punitive versus nonpunitive), truancy rates, and academic outcomes of middle school students in Georgia. Ecological theory and the social development model constituted the theoretical underpinnings of the study. The research questions explored relationships between the independent variable of a student's exposure to a punitive versus nonpunitive truancy program and the dependent variables of truancy rate, truancy recidivism rate, GPA, and dropout outcome. This study used ex post facto, deidentified data from 176 student records. The sample consisted of 88 students from a punitive disciplinary program and 88 students from a nonpunitive disciplinary program. Independent samples t test analyses indicated significantly lower rates of truancy in nonpunitive programs; however, tests revealed no statistically significant differences between punitive and nonpunitive programs in truancy recidivism, GPA, and dropout outcomes. Based on the study results, a professional development program for teachers on the implementation of a nonpunitive truancy program was created outlining the benefits of nonpunitive approaches. The implications for positive social change include additional training opportunities for teachers with the goal to lower truancy rates, resulting in educational and social benefits for the study district. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01