Average rating
Cast your vote
You can rate an item by clicking the amount of stars they wish to award to this item.
When enough users have cast their vote on this item, the average rating will also be shown.
Star rating
Your vote was cast
Thank you for your feedback
Thank you for your feedback
Author
James, Jessica M.Date Published
2013-10-01
Metadata
Show full item recordAbstract
The purpose of this study is to understand the student experience of in school and/or out of school suspension. It was a qualitative phenomenological study. The researcher individually interviewed high school students who have had experience with suspension. Each interview was audio-recorded in order for transcriptions to be completed for data to be analyzed and coded. Inquiries were made to help the researcher understand what the experiences of students were, the overall impact of suspension in students’ lives, what motivated their behaviors, and the experience of the disciplinary process at the school. A number of patterns emerged within the responses. A theme that emerged across the interviews was the importance of students feeling engaged in the classroom. Some discrepancies were identified as well, including the impact that suspension has on a student’s life. Based on the student responses, recommendations were made to change the suspension program.Related items
Showing items related by title, author, creator and subject.
-
What are the Attitudes and Opinions of School Personnel in Reference to the School Breakfast and Lunch Programs in Elementary Schools?Jones, Mae T.; The College at Brockport (1998-12-01)The purpose of this study was to determine perceptions of some school personnel regarding the Breakfast and Lunch Programs in their elementary schools. Also, the purpose of investigating the perceptions of current school personnel was to determine if the findings concur with existing research. The findings of this study were compared to previous research data, which focuses on the school personnel comments regarding their perceptions of what is considered a quality School Breakfast and Lunch Program in their elementary school. This study includes a research-designed questionnaire, which was administered to 67 voluntary participants in a city school district in western New York. The respondents in this study were asked to complete the questionnaire by choosing the responses that best reflect their perceptions about the statements provided. Responses ranged from "agree" to "disagree". Additional space for comments was provided. The findings in this study indicate that some school personnel seem to have a good concept of what constitutes a quality School Breakfast and Lunch Program. In analyzing the data from the questionnaires in this study, 93% of the nurses agreed that the school breakfast and lunches served in their elementary school are healthy sources of nutrition for students. Another interesting analysis is that a 21% difference in agreement was calculated among nurses and teachers regarding poor nourishment being a problem in their school (Nurses 53% and Teachers 74%). Therefore, though many school personnel seem to understand what constitutes a good School Breakfast and Lunch Program they recognize that their school does not fully meet the nutritional standards.
-
The Relationship Between Regents Competency Test Writing Scores of Special Education High School Students in a Self-Contained Classroom and Special Education High School Students in a Mainstreamed ClassroomSmith, Arthur; Brandt, Cynthia Marie; The College at Brockport (1996-12-01)The purpose of this study was to determine if there was a statistically significant difference in the mean scores of the Regents Competency Test in Writing between special education high school students in a mainstreamed English class and special education high school students in a self-contained English class. To determine this, twenty-five special education students in the eleventh grade were asked to participate in this study. The students were selected from a district in Monroe County in New York State. Fourteen of the students were in a mainstreamed English class. The remaining fourteen students were in a self-contained English class. All the students in the study were working toward a local diploma. A requirement for a local diploma is passing the Regents Competency Test (RCT) in Writing. All students began preparation in their ninth grade year. In November of their eleventh grade year they were administered the RCT in Writing. The RCT scores of the students in the mainstreamed class and the self-contained class were subject to t-test comparisons to see it there was a statistically significant difference. The findings revealed a calculated 1 score of 2.03. Since the critical value of t with 75 degrees of freedom at the 95% confidence level is ± 2.160, the null hypothesis cannot be rejected. This implies that there was not a statistically significant difference between the mean RCT Writing scores of students in the mainstreamed and self-contained group.
-
A Comparison of Teacher Reported Violence between Monroe County Public High Schools and New York State Public High SchoolsBalog, Linda F.; Smits, Elizabeth M.; The College at Brockport (1995-12-01)This study determined the reported incidences of violence against Monroe County public high school teachers and compared the rates with those reported by New York State public high school teachers. Although the rate of juvenile violence has increased at a rate of about 50% in the past four years in Monroe county, it was found that Monroe County teachers report similar incidences of robberies (7.2%%) to that reported by New York State teachers (3.6%) and a similar percentage of assaults (9.7%) to that reported by New York State teachers (8.0%). The study also found that 92% of the New York State teachers reported no use of a weapon during robberies and 83.8% reported no use during an assault, while 100% of the Monroe County teachers reported no use of weapons during a robbery and 93.8% reported no use during an assault. With regard to prevention programs already in place in their schools, fewer Monroe County teachers experience confidence where more New York State teachers appeared more confident in these programs.