Term of Award
Doctor of Education in Education Administration (Ed.D.)
Document Type and Release Option
Dissertation (restricted to Georgia Southern)
Department of Leadership, Technology, and Human Development
Committee Member 1
Committee Member 2
Committee Member 3
There is a growing concern about the disruptive behavior of students that requires some form of intervention. These concerns have led to the need of addressing the problematic behavior in an attempt to improve classroom instruction and student learning. The strategies exercised most often to address disruptive discipline are suspension and expulsion. The exercise of suspension and expulsion from school used to punish students for their disruptive behavior does little to alter behavioral change. The causes of behaviors that lead to suspension and expulsion warrant a discussion on intervention programs such as positive behavior support. As administrators continue to seek new approaches that may deal with the issues facing their schools thought is given to positive and negative intervention strategies that may address school problems. The purpose of this study is to examine the most effective discipline intervention strategies for high school principals. Findings for this study were gathered from administrative interviews and yield three major conclusions in relationship to common disciplinary issues; three major conclusions in relationship to zero tolerance issues; and three major intervention strategies implemented to address student misbehavior on the high school level. The recommendations for the field of education and for replication of the study have indicated a need to implement a consistent intervention plan which measures the success of the intervention strategy that would create the most positive experience for improving student misbehavior.
James-Gordon, Lindra, "Evaluation for Discipline Intervention Strategies for High School Principals" (2012). Electronic Theses and Dissertations. 410.