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The impact of school-wide discipline on student academic achievement and behavior in elementary schools in South Carolina.

机译:南卡罗来纳州小学范围内的学校纪律对学生学习成绩和行为的影响。

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摘要

This study reviews the impact of School-Wide Discipline on academic achievement and student behavior in elementary schools. In this study, Title One elementary schools in South Carolina were identified that have fully implemented the Positive Behavior Intervention Support and those Title One schools not implementing PBIS.;This study incorporated the principles of quantitative research to test the null hypotheses. Data used in this study were examined using the following statistical procedures: Descriptive Statistics, Analysis of Variance (ANOVA) and the t-test. In order to examine the hypotheses, an analysis of variance test was performed to examine mean differences of the independent variables (i.e., schools with or without a school-wide discipline program) and dependent variables (student discipline referrals and academic achievement (test scores). The t-test was used to measure consistency between the treatment and non-treatment schools.;The researcher telephone-surveyed Title I elementary schools of districts in South Carolina that did not implement any kind of school-wide programs. A list of Title I schools was obtained from the State Department of Education.;The results revealed that the school type (PBIS vs. non-PBIS) was not shown to have an effect on student performance in ELA and mathematics. Gender was shown to have an effect on ELA performance where females performed better than males In all cases, the non-PBIS students had a greater scale score average than PBIS students. Because the statistical tests comparing the performance difference between these groups were all not significant, we cannot say that the non-PBIS students performed better than the PBIS students.;The results revealed that the school type (Positive Behavior Intervention Support versus Non-Positive Behavior Intervention Support) was shown to have an effect on student behavior. The statistical tests comparing the number of discipline referrals between these groups were significant.;KEY WORDS. School-wide Discipline, Positive Behavior Intervention Support (PBIS), Intervention Strategies, Discipline Referral Rate, Academic Achievement, Palmetto Assessment of State Standards (PASS), Behavior Management, Classroom Discipline, Non-classroom Discipline, Student Discipline.
机译:这项研究回顾了全校纪律对小学学习成绩和学生行为的影响。在这项研究中,确定了南卡罗来纳州的一号小学已经完全实施了“积极行为干预支持”,而那些未实施PBIS的一号小学被确定。本研究结合了定量研究的原理,以检验无效假设。使用以下统计程序检查了本研究中使用的数据:描述性统计,方差分析(ANOVA)和t检验。为了检验假设,进行了方差分析以检验独立变量(即有或没有学校范围内的学科计划的学校)和因变量(学生的学科推荐和学业成绩(测试成绩))的均值差异。 t检验用于衡量治疗学校和非治疗学校之间的一致性。研究人员通过电话调查了南卡罗来纳州各地区的Title I小学,这些学校没有实施任何学校范围的计划。我的学校是从国务院教育部获得的;结果表明,学校类型(PBIS与非PBIS)未显示对ELA和数学的学生成绩有影响,而性别则对ELA和数学有影响。在所有情况下,非PBIS学生的平均成绩得分均高于PBIS学生,因为统计学测试比较了成绩这些组之间的差异并不显着,我们不能说非PBIS学生的表现要好于PBIS学生。结果表明,学校类型(积极行为干预支持与非积极行为干预支持)被证明具有对学生行为的影响。统计测试比较了这两个组之间的学科推荐数量。关键词。学校范围内的学科,积极行为干预支持(PBIS),干预策略,学科推荐率,学业成绩,州标准的Palmetto评估(PASS),行为管理,课堂学科,非课堂学科,学生学科。

著录项

  • 作者

    Jamison, Alfreda.;

  • 作者单位

    South Carolina State University.;

  • 授予单位 South Carolina State University.;
  • 学科 Educational administration.;Elementary education.;Behavioral psychology.;Educational psychology.
  • 学位 Ed.D.
  • 年度 2010
  • 页码 96 p.
  • 总页数 96
  • 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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