The effects of a research-based discipline program, Consistency Management and Cooperative Discipline, on classroom management and discipline in urban middle schools.

摘要

The purpose of the study was to examine a particular research-based discipline program, Consistency Management and Cooperative Discipline (CMCD), and its impact on students, the learning environment and motivation of students to become lifelong learners. This study explores three research questions that address teachers' perceptions of the impact of the CMCD program in three areas: student behavior, learning environment, and student motivation. Research questions addressed these three areas as well as whether age, gender, race-ethnicity, educational level, and tenure status could be related to teachers' perceptions of the research-based discipline program.;A survey was designed, checked by a panel of experts and piloted with a group of middle school teachers at another school. The survey included 21 statements attached to a five-point scale and demographic questions.;Sixty-two middle-school teachers in an urban school district in Georgia completed the survey in July 2005. Teachers perceived the Consistency Management and Cooperative Discipline Program as positively impacting student behavior and the school environment. Teachers had neutral (neither positive nor negative) perceptions of the programs impact on student motivation. No significant relationships were found between demographic variables age, gender, race-ethnicity, educational level, tenure status and teachers' perceptions of the impact of the Consistency Management Cooperative Discipline program.