Best practices for turning disciplinary action into self-regulation in a K-5 school
This research topic stemmed from the need to professionally mature after personal feelings overcame professional judgment immediately following an assault from a student, which occurred on the last day of school. The research focuses on revising current program practices in a K-5 building after students are removed from class and sent to an isolation room for an extended period of time as a consequence for misbehavior. It includes current research in: developmental stages (Piaget and Erickson) current brain research (Gurian, Caine and Caine, and Colllins) behavioral development (Glasser and Waters) discipline theory (Curwin and Mendler, Glasser and Bagley) proactive ideas and a restorative justice system. Data collection centers on school-wide summative discipline incidents (as recommended by Sugai) and classroom data. Results indicate a program revision is necessary for reducing the number of chronic offenders while accounting for gender and age appropriate methods, and school district guidelines for disciplinary action and consequences.
Thompson, Cheryl J. Stephani, "Best practices for turning disciplinary action into self-regulation in a K-5 school" (2007). School of Education Student Capstone Theses and Dissertations. 2012.