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Middle School Teachers' Perceptions of Discipline

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Middle School Teachers' Perceptions of Discipline Middle School Teachers’ Perceptions of Discipline Dissertation Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Anitra Wheeler, M.A. Graduate Program in Education The Ohio State University 2013 Dissertation Committee Antoinette Miranda, Advisor Kisha Radliff Joe Wheaton Copyright by Anitra Wheeler 2013 Abstract Exclusionary discipline is a punitive measure used to address problem behavior. Negative outcomes for students have been associated with the distribution of exclusionary methods. More recently, schools have begun to move toward implementing more positive approaches to correct problem behavior. As teachers work with students more regularly than administration, they should hold a functional position within the discipline policy development process. Minimal research exists on teachers’ perceptions as they relate to school discipline polices and previous research suggests administration should collaborate with teachers when developing such policies. The purpose of this study was to investigate teachers’ perceptions of appropriate discipline and determine how well those align with school discipline policies. In addition, this study explored the level of involvement the school psychologist has in addressing problem behavior and examined the role teachers want the school psychologist to fulfill. ii Dedication This dissertation is dedicated to my Lord and Savior Jesus Christ who has been my eternal rock and source of refuge. My faith in him has given me the strength to complete this work. I also dedicate this dissertation to my husband, parents, family, and academic educators that have supported me throughout my educational career. iii Vita December 2007……………………………B.A. Psychology and Communication, The Ohio State University June 2010………………………………….M.A. School Psychology, The Ohio State University June 2010 to June 2012……………………Graduate Administrative Assistant, College of Education and Human Ecology Publications Radliff, K., Miranda, A., Stoll, N., & Wheeler, A. (Spring 2009). A conceptual framework for infusing social justice in school psychology training. Trainer’ Forum: Journal of the Trainer’s of School Psychologist Grunewald, S., Wheeler, A., O’Bryon, E. C., Shriberg, D., Miranda, A, & Rogers, M.R. (in press). Examining diversity research literature in school psychology from 2004 to 2010. Psychology In the Schools. Field of Study Major Field: Education Specialization: School Psychology iv Table of Contents Abstract....................................................................................................................................... ii Dedication ..................................................................................................................................iii Vita .............................................................................................................................................. iv List of Tables............................................................................................................................vii Chapter 1 - Introduction ......................................................................................................... 1 Statement of the Problem...............................................................................................................1 Purpose of the Study ........................................................................................................................7 Significance of the Study.................................................................................................................8 Research Questions ..........................................................................................................................9 Limitations of the Study............................................................................................................... 10 Definition of Terms........................................................................................................................ 11 Chapter 2 - Literature Review .............................................................................................13 Exclusionary Discipline Practices............................................................................................. 14 Minority Students and Exclusionary Discipline................................................................... 21 Exclusionary Discipline Across Grade Level ......................................................................... 25 Exclusionary Discipline Outcomes and Effects .................................................................... 27 Closing the Discipline Gap........................................................................................................... 36 Alternative Discipline................................................................................................................... 47 The Roles and Functions of School Psychologists ............................................................... 55 Chapter 3 - Methodology.......................................................................................................54 Sample................................................................................................................................................ 54 Sampling Procedure...................................................................................................................... 55 Study Variables ............................................................................................................................... 55 v Instrument........................................................................................................................................ 57 Data Collection Procedure .......................................................................................................... 59 Issues with Validity ....................................................................................................................... 60 Recommended Data Analysis..................................................................................................... 61 Expected Results and Discussion.............................................................................................. 64 Chapter 4 - Results .................................................................................................................68 Analysis and Presentation of Data ........................................................................................... 68 Response Rate ................................................................................................................................. 69 Data Analysis Procedures............................................................................................................ 70 Demographic Data ......................................................................................................................... 71 Research Question One ................................................................................................................ 74 Research Question Two ............................................................................................................... 75 Qualitative data............................................................................................................................... 83 Summary ........................................................................................................................................... 84 Chapter 5: Discussion.............................................................................................................85 Summary of Procedures and Purpose..................................................................................... 86 Demographic Data and Patterns............................................................................................... 87 Research Questions ....................................................................................................................... 88 Limitations of the Study............................................................................................................... 94 Recommendations for Future Research................................................................................. 96 Implications for Practice ............................................................................................................. 98 References.............................................................................................................................. 101 Appendix A - Sample Recruitment Email to Teachers................................................ 117 Appendix B - Survey............................................................................................................ 119 vi List of Tables Table 1: Highest Degree Obtained………………………………………………………71 Table 2: Years Taught at Each Grade Level……………………....…………………….72 Table 3: Current Grade Taught………………………………………………………….72 Table 4: Gender………………………………………………………………………….73 Table 5: Ethnicity.....…………………………………………………………………….73 Table 6: Rank Ordered Common Factors………………………………………………..74 Table 7: Rank Ordered Common Factors for Truancy…………………………………..75 Table 8: Teachers Appropriate Discipline verse School Discipline……………………..77 Table 9: Effectiveness of School Discipline……………………………………………. 79 Table 10: School Psychologist’s Involvement with Truancy………………...…...……..80 Table 11: School Psychologist’s
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