Classifying and Assessing the Effectiveness of Judicial Procedures in Mississippi Community Colleges

Autor/in	Rice, Edward, II
Titel	Classifying and Assessing the Effectiveness of Judicial Procedures in Mississippi Community Colleges
Quelle	(2009), (112 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Mississippi State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1092-7244-4
Schlagwörter	Hochschulschrift; Dissertation; Recidivism; Sanctions; Doctoral Dissertations; Student Development; Justice; Court Litigation; Educational Malpractice; Grievance Procedures; Arbitration; Classification; Comparative Analysis; Vocabulary; Institutional Characteristics; Social Structure; Program Effectiveness; Community Colleges; Incidence; Mississippi + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Rückfall; Sanction; Sanktion; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Gerechtigkeit; Rechtsstreit; Bildungsmisere; Streitschlichtung; Classification system; Klassifikation; Klassifikationssystem; Wortschatz; Sozialstruktur; Community college; Community College; Vorkommen
Abstract	This study classified and compared the judicial procedures that mirrored the criminal justice system with judicial procedures that were less formal and more student-oriented. The judicial procedures of Mississippi's Community and Junior Colleges are the focus of the study. Each school's judicial procedure was classified and placed on a continuum based upon its formality. Formality was determined by analyzing the terminology, characteristics and structure of an institution's judicial procedure. After each school's judicial procedure was classified, various outcomes (total number of cases adjudicated, total number of appeals filed, number of sanctions overturned by appeal, the rate of recidivism, and lawsuits filed against the institution that were related to a judicial hearing) were studied to determine which type of judicial procedure was most effective in adjudicating students. The results of the study indicated that there was no significant difference between judicial procedures that were highly legalistic and resembled the criminal justice system and those judicial procedures that were less formal and more student development oriented. Furthermore, it was determined that high formality institutions adjudicated more students than both low and medium formality institutions. Finally, it was discovered that a judicial procedure that had a combination of legalistic principles and student development theory would be the most effective method of adjudicating students. [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	2017/4/10