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Developmentally appropriate discipline practices of elementary school principals.

机译:小学校长在发展上适当的纪律做法。

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摘要

Research has indicated that developmentally appropriate practices (DAP) should be applied to manage behavioral problems in school age children. However, little evidence exists on the extent to which elementary school principals apply these practices appropriately in student discipline. The purpose of this phenomenological study was to explore how 10 elementary principals perceived DAP and to discover the meaning they ascribed to their experiences and discipline practices. The theories of Piaget and Erikson provided a basis for understanding the growth and developmental changes of school age children occurring during the early years. The research questions examined the perceptions of elementary principals and their practices related to DAP in student discipline. Data collection consisted of interviews, principals' electronic journaling, and questionnaires. Data were analyzed using open coding and categorizing to reveal patterns and themes. Several patterns and themes emerged. All principals were cognizant of the importance of their administrative practices in creating a positive climate for orderliness, safety, and learning. However, their responses signaled that discipline practices were not uniformly applied in elementary schools. Discipline policies of school districts and student discipline codes often governed their disciplinary practices. Warnings, both written and verbal, were most prevalent in student discipline. The findings underscored the need for elementary principals to reassess and evaluate their disciplinary procedures for young children. This study positively impacts change by providing school leaders with positive insights of DAP to ensure age appropriate and constructive disciplinary practices are used to promote positive school behaviors in young children.
机译:研究表明,应采用发展适当的做法(DAP)来管理学龄儿童的行为问题。但是,几乎没有证据表明小学校长在学生纪律方面适当地运用了这些做法。这项现象学研究的目的是探索10位基本原理如何理解DAP,并发现他们归因于他们的经验和学科实践的意义。皮亚杰(Piaget)和埃里克森(Erikson)的理论为理解早期发生的学龄儿童的生长和发育变化提供了基础。研究问题考察了学生在校长中与DAP相关的基本原理及其实践。数据收集包括访谈,校长电子日记和问卷调查。使用开放编码对数据进行分析,并进行分类以揭示模式和主题。出现了几种模式和主题。所有的校长都意识到他们的管理实践对于营造有序,安全和学习的积极氛围的重要性。但是,他们的回应表明,纪律做法在小学中并未统一应用。学区的纪律政策和学生纪律守则通常支配着他们的纪律做法。在学生纪律中最普遍的是书面和口头警告。调查结果强调,小学校长需要重新评估和评估他们对幼儿的纪律程序。这项研究通过向学校领导者提供DAP的积极见解,以确保年龄合适,并采用建设性的纪律做法来促进幼儿的积极学校行为,从而对变化产生积极影响。

著录项

  • 作者

    Burnett, Donna Silva.;

  • 作者单位

    Walden University.;

  • 授予单位 Walden University.;
  • 学科 Educational leadership.;Educational administration.
  • 学位 Ph.D.
  • 年度 2010
  • 页码 147 p.
  • 总页数 147
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 建筑科学;
  • 关键词

  • 入库时间 2022-08-17 11:36:55

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