Individual Factors and School Effects on Student Disciplinary Resiliency in DuPage High School District 88: A Case Study
Helton, Scott J.
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Permalink
https://hdl.handle.net/2142/80013
Description
Title
Individual Factors and School Effects on Student Disciplinary Resiliency in DuPage High School District 88: A Case Study
Author(s)
Helton, Scott J.
Issue Date
2007
Doctoral Committee Chair(s)
Paul Thurston
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ed.D.
Degree Level
Dissertation
Keyword(s)
Education, Secondary
Language
eng
Abstract
A case study on the school effects which promoted behavioral transformations among a specific group of students at Addison Trail High School is presented. The purpose of the study was to examine the integration of personal factors with school factors in a qualitative study of one group of students who demonstrated an 80% or more reduction in the number of disciplinary referrals earned in a one-year period of time. These students demonstrated behavioral transformations after struggling with issues related to school discipline and compliance with school rules and regulations. This case study allowed for an examination of the school factors that helped the students achieve the behavioral transformation exhibited. An in-depth case study using interviews, document analysis, and participant observation revealed that the students who experienced behavioral transformations possess personal traits which, combined with school factors, promoted a significant reduction in disciplinary referrals in a one-year period of time. Students interpreted their school experiences through a combination of factors, including people, programs events, and experiences which worked together to promote a behavioral transformation, as indicated by an 80% or more reduction of disciplinary referrals during a one-year period of time. School factors which promoted the behavioral transformations are explored, especially the factors associated with relationships between the subjects and individual staff members identified by the students. Other factors examined also include relationships between the subjects and significant family members and their association with the school in the course of the behavioral turnaround and the effects of school programs designed to create a more personalized learning environment.
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