An Integrative Approach to Decrease Disciplinary Misconduct and Increase Academic Performance at a Rural Middle School in Mississippi: An Archival Case Study

Autor/in	Magee-Dorsey, Ebonee E.
Titel	An Integrative Approach to Decrease Disciplinary Misconduct and Increase Academic Performance at a Rural Middle School in Mississippi: An Archival Case Study
Quelle	(2017), (81 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4380-2915-6
Schlagwörter	Hochschulschrift; Dissertation; Discipline; Cheating; Academic Achievement; Rural Schools; Middle Schools; Case Studies; Middle School Students; Student Behavior; Outcome Measures; Barriers; Adolescents; Negative Attitudes; Program Implementation; Developmental Stages; Adolescent Development; Group Unity; Student Improvement; Mississippi + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Disziplin; Prellen; Schulleistung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Middle school; Mittelschule; Mittelstufenschule; Case study; Fallstudie; Case Study; Middle schools; Student; Students; Schüler; Schülerin; Student behaviour; Schülerverhalten; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Negative Fixierung; Gruppenidentität
Abstract	Exploring the current educational setting consist of persistent and high-stakes testing and accountability, leaving administrators and professional school counselors tenaciously searching for new and efficient methods to enhance students' behavior and academic performance. In an attempt to obtain growth from their students, several schools and school districts are electing to modify or change the climate of the school. This paper describes the impact and barriers placed on rural middle schools. It also addresses the developmental stages of adolescence and the desire for a sense of belonging. The focus of this work is to address the academic performance and negative behaviors of students at the Middle School, so they may become successful citizens who are dedicated to excellence who will eventually come to be effective and accountable members of our society. An archival clinical case study was developed to explore the implementation of the Ron Clark Model and Conscious Discipline to help improve academic achievement and disciplinary misconduct. Results indicated that both are effective tools in decreasing disciplinary misconduct but posed a problem when trying to promote academic achievement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01