首页> 外文学位 >The impact of a school-wide discipline program entitled the 'Honor Level System' supported by a primary prevention measure entitled 'The Wildcat Way' on school culture and school climate.
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The impact of a school-wide discipline program entitled the 'Honor Level System' supported by a primary prevention measure entitled 'The Wildcat Way' on school culture and school climate.

机译:在名为“野猫之路”的一级预防措施的支持下,一项名为“荣誉系统”的全校学科计划对学校文化和学校气候的影响。

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摘要

This mixed method survey research measured the impact of school-wide discipline program entitled the "Honor Level System" supported by a primary prevention measure entitled "The Wildcat Way" on school culture and school climate. School's culture is defined as "how things are done in an organization" and school's climate is defined as "how people "feel" in an organization." An individual's behavior and moral values are shaped by the interactions with the immediate environment. Reward and consequence impact the repetition of desired behaviors and the termination of undesired behaviors. The Honor Level System is developed based on Kohlberg's Morale Development Theory. The primary prevention support The Wildcat Way is developed based on the Positive Behavior Intervention and Support (PBIS) and the Choice Theory, which is developed as an extension to the Moral Development theory. This study is the first to directly measure the impact of the Honor Level System adjunct with the primary prevention support The Wildcat Way.;Given the research purpose, the research approach is an interactive program evaluation. This study utilizes a non-experimental design to establish causality. The researcher used a longitudinal research design (Engel & Schutt, 2005). This study solicited students and teachers perceptions, opinion, and attitude about the impact of the Honor Level System supported by The Wildcat Way on school culture and climate through their personal experience, feelings, and beliefs using a paper survey and confirmatory students' focus groups and teachers' interviews. In addition, this study analyzed students' academic achievement (GPA and WKCE scores), attendance and office referrals.;The results were analyzed by descriptive, inferential, parametric and non-parametric, and correlation data analysis using grade, gender, and race. There were no significant differences between students or teachers responses by grade, gender, or race in the area of school culture and school climate. On the other hand, eighth grade students had higher academic achievement and lower office referrals than seventh grade students. There was a strong direct correlation between discipline program and school culture and climate. Overall, students had higher academic achievement, higher attendance rate, and lower discipline issues in 2008--2009 school year compared to the past year. Therefore, the use of the Honor Level System as school-wide discipline program supported might have had a positive impact on school culture and school climate.;The findings of this study confirmed the previous research findings reviewed in the literature review describing positive school culture and climate. The nature of the program was a research-based program built on a strong theoretical framework. It was difficult to clearly separate school culture from school climate. Multiple factors impact both school culture and climate because at the same time positive school culture leads to a positive school climate and visa versa. Schools need both positive school culture and climate in order to impact academic achievement, attendance, and students' and teachers' perception of the school. At the research site, the discipline program has a statement purpose, and clearly defined expectations through The Wildcat Way. The students are given a framework describing the three R's (Be Ready, Be Responsible, and Be Respectful). The school administration invests the time to establish and build a strong support system within the school and within the school district.
机译:这项混合方法的调查研究测量了名为“荣誉等级系统”的全校学科计划,并辅之以名为“野猫之道”的一级预防措施对学校文化和学校气候的影响。学校的文化定义为“组织中的工作方式”,学校的氛围定义为“人们在组织中的“感觉”如何”。个人的行为和道德价值观受与周围环境的相互作用影响。奖励和后果影响期望行为的重复和不期望行为的终止。荣誉级别系统是根据科尔伯格的士气发展理论开发的。在积极行为干预和支持(PBIS)和选择理论的基础上,开发了主要的预防支持“野猫之路”,这是对道德发展理论的扩展。这项研究是第一个直接在主要预防支持“野猫之道”下直接衡量荣誉等级系统的影响的研究。考虑到研究目的,该研究方法是一种交互式程序评估。本研究利用非实验设计来确定因果关系。研究人员使用了纵向研究设计(Engel&Schutt,2005)。这项研究通过纸质调查和确认性学生的焦点小组,通过他们的亲身经历,感受和信念,征求了学生和老师对“野猫之路”支持的荣誉等级系统对学校文化和气候的影响的看法,看法和态度。老师的访谈。此外,本研究还分析了学生的学业成绩(GPA和WKCE分数),出勤和办公室推荐情况;通过描述性,推论性,参数性和非参数性以及相关数据的分析,使用年级,性别和种族对结果进行了分析。在学校文化和学校氛围方面,按年级,性别或种族划分的学生或教师回答之间没有显着差异。另一方面,八年级学生比七年级学生具有更高的学业成绩和更低的办公室推荐率。学科计划与学校文化和气候之间有着密切的直接关联。总体而言,与过去一年相比,2008--2009学年学生的学业成绩更高,出勤率更高,学科问题更少。因此,使用荣誉等级系统作为学校范围内的学科计划的支持可能会对学校文化和学校氛围产生积极影响。气候。该计划的本质是建立在强大的理论框架之上的基于研究的计划。很难将学校文化与学校氛围明确区分开。多种因素影响学校文化和气候,因为积极的学校文化会同时导致积极的学校气氛,反之亦然。学校需要积极的学校文化和氛围,以便影响学业成绩,出勤率以及学生和老师对学校的看法。在研究现场,该学科计划具有陈述目的,并通过“野猫之路”明确定义了期望。给学生一个描述三个R(准备好,负责任和尊重)的框架。学校行政部门花费时间在学校内部和学区内部建立并建立强大的支持系统。

著录项

  • 作者

    Suleiman, Randa A.;

  • 作者单位

    Cardinal Stritch University.;

  • 授予单位 Cardinal Stritch University.;
  • 学科 Educational leadership.;Middle school education.
  • 学位 Ph.D.
  • 年度 2010
  • 页码 392 p.
  • 总页数 392
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

  • 入库时间 2022-08-17 11:36:55

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