Discipline Policy and Preschool Special Education Students' Social Skills

Autor/in	Tamagni, Amanda L.
Titel	Discipline Policy and Preschool Special Education Students' Social Skills
Quelle	(2019), (154 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3922-8280-9
Schlagwörter	Hochschulschrift; Dissertation; Discipline Policy; Interpersonal Competence; At Risk Students; Child Development; Measures (Individuals); School Districts; Preschool Education; Special Education; Correlation; School Policy; Systems Approach; Teacher Attitudes; Check Lists; Scores; Comparative Analysis; Disadvantaged Schools; Institutional Characteristics; Social Behavior; Educational Quality; Battelle Developmental Inventory + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Disziplinarmaßnahme; Interpersonale Kompetenz; Kindesentwicklung; Messdaten; School district; Schulbezirk; Pre-school education; Vorschulerziehung; Special needs education; Sonderpädagogik; Sonderschulwesen; Korrelation; Schulpolitik; Systemischer Ansatz; Lehrerverhalten; Checkliste; Social behaviour; Soziales Verhalten; Quality of education; Bildungsqualität
Abstract	Preschool special education students' lack of personal-social skills is affecting their kindergarten readiness and placing them at risk for exposure to school discipline in a large school district in the Southeastern United States. The purpose of this quantitative study was to examine the relationship between the quality of school discipline policies and personal-social skills of preschool special education students within the focus district. Ecological systems theory provided the framework for the study. Data collection included archived personal-social skills scores, as measured by the Battelle Developmental Inventory 2 (BDI 2), of 354 preschool special education students. Four trained educators rated the effectiveness of the schools' discipline policies using the Teaching and Guidance Policies Essentials Checklist (TAGPEC). Findings from simple linear regression analysis indicated no significant relationship between the TAGPEC ratings and students' BDI 2 scores. An ANCOVA was used to compare BDI 2 scores of students in Title I and non-Title I schools (n = 96 students per group) while conrolling for TAGPEC ratings, but results showed no statistically significant differences. The average quality of the discipline policies was rated as inadequate overall. Findings may be used by district administrators to improve the quality of current discipline policies. A policy recommendation was developed to encourage effective discipline policies and create a supportive school environment to promote positive social behaviors of all students, including the youngest and most vulnerable. [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	2024/1/01