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Title I Middle School Administrators' Beliefs and Choices about Using Corporal Punishment and Exclusionary Discipline

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Bibliographic Details
Title: Title I Middle School Administrators' Beliefs and Choices about Using Corporal Punishment and Exclusionary Discipline
Language: English
Authors: Kennedy, Brianna L., Murphy, Amy S., Jordan, Adam
Source: American Journal of Education. Feb 2017 123(2):243-280.
Availability: University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.press.uchicago.edu/ucp/journals/journal/aje.html
Peer Reviewed: Y
Page Count: 38
Publication Date: 2017
Document Type: Journal Articles
Reports - Research
Education Level: Middle Schools
Secondary Education
Junior High Schools
Descriptors: Middle School Students, Grounded Theory, At Risk Students, Disadvantaged Youth, Interviews, Administrator Attitudes, Administrator Characteristics, Background, Experience, Discipline Policy, Punishment
Geographic Terms: Florida
DOI: 10.1086/689929
ISSN: 0195-6744
Abstract: This grounded theory study of how Title I middle school administrators determine students' punishments was developed using interviews with 27 Florida administrators from schools allowing corporal punishment. Administrators' choices were shaped by their upbringings, their experiences as parents, their job requirements, the expectations of students' parents, and fears of reprisal. They expressed simultaneous desires to develop the child while deterring future misbehavior. They described the outcomes of their decision making as emotional work that entailed contradictions and compromises. To encourage positive preventive and responsive school discipline practices, policies must address administrators' misconceptions about ineffective practices by providing both pressure and support for change.
Abstractor: As Provided
Entry Date: 2017
Accession Number: EJ1129305
Database: ERIC
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Abstract:This grounded theory study of how Title I middle school administrators determine students' punishments was developed using interviews with 27 Florida administrators from schools allowing corporal punishment. Administrators' choices were shaped by their upbringings, their experiences as parents, their job requirements, the expectations of students' parents, and fears of reprisal. They expressed simultaneous desires to develop the child while deterring future misbehavior. They described the outcomes of their decision making as emotional work that entailed contradictions and compromises. To encourage positive preventive and responsive school discipline practices, policies must address administrators' misconceptions about ineffective practices by providing both pressure and support for change.
ISSN:0195-6744
DOI:10.1086/689929