Student Discipline Strategies

Research and Practice

By Oliver C. Moles

Series: SUNY series, Educational Leadership
Paperback : 9780791401934, 344 pages, August 1990
Hardcover : 9780791401927, 344 pages, August 1990

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Table of contents

List of Figures and Tables
Scott D. Thomas
General Introduction
Oliver C. Moles

I. School Strategies
1. School Organization, Leadership, and Student Behavior
Daniel L. Duke
2. Developing Effective Organizations to Reduce School Disorder
Denise C. Gottfredson
3. A Cultural-Change Approach to School Discipline
Stewart C. Purkey
4. Improving School Discipline Through Student-Teacher Involvement
Willis J. Furtwengler
5. Samuel Gompers Vocational-Technical High School: A Case Study of Collaborative School Improvement
Victor Herbert
II. Classroom Strategies
6. Classroom Management Techniques
Walter Doyle
7. School and Classroom Discipline Programs: How Well Do They Work?
Edmund T. Emmer and Amy Aussiker
8. Improving Pupil Discipline and Character
Edward A. Wayne
III. School—Community Strategies
9. Courts and School Discipline Policies
Henry S. Lufler, Jr.
10. Cooperative School System and Police Responses to High-Risk and Disruptive Youth
Robert J. Rubel
11. The Texas Classroom Management and Discipline Program
Maragret E. Dunn
12. Jacksonville's Student Code of Conduct: A Balance of Rights and Responsibilities
Herb A. Sang
13. Coerced Community Service as a School Discipline Strategy
Jackson Toby and Adam Scrupski



Almost a third of public school teachers have considered leaving teaching because of student misbehavior. When asked what were the greatest problems facing their local schools, respondents to Gallup polls have cited discipline first almost every year back to the early 1970s. Discipline problems may range from crimes in schools, such as robbery and drug dealing committed by students or intruders, to lack of respectful behavior toward teachers and classmates, and the spectrum from crimes to disrespect is discussed in the chapters of this ground-breaking volume.

This collection by leading scholars should be useful to social scientists, educational researchers, educators, and school administrators—all those who need to understand how specific and manipulable features of schools, classrooms, and their surrounding environments affect the course of student behavior and prospects for sustained improvement in the discipline climate in schools. The information in these chapters provides many practical ideas, as well as some cautions, for trying new approaches to make schools more orderly learning environments for all students.

Oliver C. Moles is an Education Research Analyst in the Office of Educational Research and Improvement, U. S. Department of Education.