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Exclusionary Discipline, Students' Academic Performance, and Students' Sense of Futility

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Title: Exclusionary Discipline, Students' Academic Performance, and Students' Sense of Futility
Language: English
Authors: Heather Whitaker
Source: ProQuest LLC. 2024Ed.D.Ed.Lead. Dissertation, Union University.
Availability: ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Peer Reviewed: N
Page Count: 101
Publication Date: 2024
Document Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Secondary Education
Descriptors: Elementary Secondary Education, Discipline, Locus of Control, Behavior Patterns, Student Behavior, Achievement Tests, Positive Behavior Supports
Geographic Terms: Tennessee
Laws, Policies and Program Identifiers: Every Student Succeeds Act 2015
Assessment and Survey Identifiers: Tennessee Comprehensive Assessment Program
ISBN: 979-83-467-6370-3
Abstract: The Every Student Succeeds Act was passed in 2015, requiring schools to choose an accountability measure to accompany standardized achievement assessments. This act charges schools to educate students on academic standards and address the whole student socially and emotionally. One climate variable not widely studied in America is students' sense of futility. Students with a high sense of futility felt they had no control over their educational failure; luck determined their success, and the school system actively worked against them. This sense of futility was often displayed through misbehavior. This research assessed students' sense of futility with Van Houtte and Stevens' survey and compared it to major infractions with Positive Behavioral Intervention and Supports Rewards and academic achievement on the Tennessee Comprehensive Assessment Program in English/Language Arts. The findings of this study indicate that decreasing students' sense of futility increased students' performance on the Tennessee Comprehensive Assessment Program in English/Language Arts. While the study did not find evidence to support a relationship between students' sense of futility and major infractions, the sample of students with infractions was less than 10% of the whole. Further research with a larger, more diverse sample is recommended. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Abstractor: As Provided
Entry Date: 2025
Access URL: https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:31632985
Accession Number: ED664568
Database: ERIC
FullText Text:
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PubType: Dissertation/ Thesis
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  Data: Exclusionary Discipline, Students' Academic Performance, and Students' Sense of Futility
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  Label: Laws, Policies and Program Identifiers
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  Data: The Every Student Succeeds Act was passed in 2015, requiring schools to choose an accountability measure to accompany standardized achievement assessments. This act charges schools to educate students on academic standards and address the whole student socially and emotionally. One climate variable not widely studied in America is students' sense of futility. Students with a high sense of futility felt they had no control over their educational failure; luck determined their success, and the school system actively worked against them. This sense of futility was often displayed through misbehavior. This research assessed students' sense of futility with Van Houtte and Stevens' survey and compared it to major infractions with Positive Behavioral Intervention and Supports Rewards and academic achievement on the Tennessee Comprehensive Assessment Program in English/Language Arts. The findings of this study indicate that decreasing students' sense of futility increased students' performance on the Tennessee Comprehensive Assessment Program in English/Language Arts. While the study did not find evidence to support a relationship between students' sense of futility and major infractions, the sample of students with infractions was less than 10% of the whole. Further research with a larger, more diverse sample is recommended. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 101
    Subjects:
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Discipline
        Type: general
      – SubjectFull: Locus of Control
        Type: general
      – SubjectFull: Behavior Patterns
        Type: general
      – SubjectFull: Student Behavior
        Type: general
      – SubjectFull: Achievement Tests
        Type: general
      – SubjectFull: Positive Behavior Supports
        Type: general
      – SubjectFull: Tennessee
        Type: general
      – SubjectFull: Every Student Succeeds Act 2015
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      – SubjectFull: Tennessee Comprehensive Assessment Program
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      – TitleFull: Exclusionary Discipline, Students' Academic Performance, and Students' Sense of Futility
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            NameFull: Heather Whitaker
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              Y: 2024
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