東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

The relationship between school char...

Christle, Christine Ann.

FindBook

Google Book

Amazon

博客來

The relationship between school characteristics and suspension rates in Kentucky middle schools.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The relationship between school characteristics and suspension rates in Kentucky middle schools./
作者:	Christle, Christine Ann.
面頁冊數:	132 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-02, Section: A, page: 0406.
Contained By:	Dissertation Abstracts International64-02A.
標題:	Education, Guidance and Counseling. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3082691
ISBN:	0496305414

The relationship between school characteristics and suspension rates in Kentucky middle schools.
Christle, Christine Ann.

The relationship between school characteristics and suspension rates in Kentucky middle schools. - 132 p.

Source: Dissertation Abstracts International, Volume: 64-02, Section: A, page: 0406.

Thesis (Ed.D.)--University of Kentucky, 2003.

While state and federal initiatives have focused on reducing the use of school suspension, reported rates continue to rise. In examining variables that account for differential rates of suspension, many researchers have focused on student behaviors that result in suspension and the personal characteristics of suspended students, such as gender, socioeconomic status, ethnicity, and academic competence. Although these are important variables, it has been suggested that school variables may offer better explanations. The present study examined suspension rates in Kentucky middle schools (N =161), using both quantitative and qualitative procedures. Pearson product moment correlation coefficients were computed to identify those school-level variables that showed strong relationships to suspension rate. A sample of 20 schools with the highest suspension rates was compared to a sample of 20 schools with the lowest suspension rates using a multivariate analysis of variance (MANOVA). In addition, four schools from each group were selected as case examples for closer examination. Information gathered from administrator surveys, staff interviews, and on-site observations provided detailed descriptions of the characteristics of schools with high and low suspension rates. The findings of this study demonstrated that a number of school variables are differentially related to suspension rates. Implications of these findings for school discipline reform are discussed.

ISBN: 0496305414Subjects--Topical Terms:

1017740
Education, Guidance and Counseling.

The relationship between school characteristics and suspension rates in Kentucky middle schools.
LDR:02408nmm 2200289 4500 001 1841005
005 20050822121245.5
008 130614s2003 eng d
020 $a 0496305414
035 $a (UnM)AAI3082691
035 $a AAI3082691
040 $a UnM $c UnM
100 1 $a Christle, Christine Ann. $3 1929320
245 1 4 $a The relationship between school characteristics and suspension rates in Kentucky middle schools.
300 $a 132 p.
500 $a Source: Dissertation Abstracts International, Volume: 64-02, Section: A, page: 0406.
500 $a Director: C. Michael Nelson.
502 $a Thesis (Ed.D.)--University of Kentucky, 2003.
520 $a While state and federal initiatives have focused on reducing the use of school suspension, reported rates continue to rise. In examining variables that account for differential rates of suspension, many researchers have focused on student behaviors that result in suspension and the personal characteristics of suspended students, such as gender, socioeconomic status, ethnicity, and academic competence. Although these are important variables, it has been suggested that school variables may offer better explanations. The present study examined suspension rates in Kentucky middle schools (N =161), using both quantitative and qualitative procedures. Pearson product moment correlation coefficients were computed to identify those school-level variables that showed strong relationships to suspension rate. A sample of 20 schools with the highest suspension rates was compared to a sample of 20 schools with the lowest suspension rates using a multivariate analysis of variance (MANOVA). In addition, four schools from each group were selected as case examples for closer examination. Information gathered from administrator surveys, staff interviews, and on-site observations provided detailed descriptions of the characteristics of schools with high and low suspension rates. The findings of this study demonstrated that a number of school variables are differentially related to suspension rates. Implications of these findings for school discipline reform are discussed.
590 $a School code: 0102.
650 4 $a Education, Guidance and Counseling. $3 1017740
650 4 $a Education, Secondary. $3 539262
650 4 $a Education, Sociology of. $3 626654
690 $a 0519
690 $a 0533
690 $a 0340
710 2 0 $a University of Kentucky. $3 1017485
773 0 $t Dissertation Abstracts International $g 64-02A.
790 1 0 $a Nelson, C. Michael, $e advisor
790 $a 0102
791 $a Ed.D.
792 $a 2003
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3082691