ISTC 685 - Research in Education/Instructional Technology

Proposal Draft Assignment

Introduction
As Alex and I both share a common interest on the external factors that can impact
student behavior, we will be diving deeper into the specifics of this topic. After further
discussion, we were able to narrow down our broad topic of external factors that influence
student behavior to looking specifically at “how the consistency of enforcing student disciplinary
polices, by school administration, impacts student behavior across elementary schools”. Our
goals for this research study we will be conducting are determine the impacts (positive/negative)
of consistently enforcing student disciplinary polices, identify the most effective student
disciplinary strategies for school administration to manage school-wide student behavior, and
identify student disciplinary strategies that least effectively manage school-wide student
behavior.
Background
A common theme amongst the references we collected is that the key to managing
student behavior and maintaining a positive school climate is being proactive. Based on the
prominence of research found on this topic, it is clear that “student behavior problems present a
major challenge for educators” (Danforth & Smith, 2005; Nelson & Colvin, 1996). Disruptive
behaviors such as “noncompliance, disrespect, and tardiness...” can be exhausting and
dissatisfying for teachers. As disruptive behavior increased, the strategies for reprimanding
students evolved. “Old school” styles of disciplining seem to not be effective in changing
disruptive behavior. As more research has taken place over time, it is shown the “positive
behavioral interventions and supports”. These strategies might solve behavior for a short period
of time, however, does the implementation of these strategies work as a preventative method for
more extreme and persistent acting out behaviors?
Further background information we have gathered on the topic is based on personal
experience. The experience was reflected from an environment where the administration did not
have a handle on student behavior, nor did they consistently enforce student behavior policies.
Mae: I have personally experienced a well-maintained elementary school environment and a
poorly maintained elementary school environment. As I got older, I noticed how much the
administration of the school influences the daily organization of a school, but also the year-to-
year school climate. After my student teaching experience, I grew to have a greater appreciation
for the administration I had experienced prior. I would go into teaching every day and feel the
weight of stress from the teachers. The behaviors of students were out of control, affecting
everyone daily and there was little hope that the chaos would subside anytime soon.
Alex: Having shared experiences with Mae, I've encountered diverse school environments where
administration's handling of student behavior varied significantly. Through my substitute
teaching experiences, I've observed instances where some administrators opted not to apply
disciplinary measures or address misbehavior adequately. Conversely, I've witnessed proactive
administration taking charge of challenging situations and effectively managing disruptive
behavior. Reflecting on my interactions across various schools and classrooms, it becomes
evident that environments led by administrators who consistently enforce positive behaviors and
uphold their values tend to foster more favorable student conduct.
Statement of Purpose
The purpose of this research is to further explore how the consistency of enforcing
student disciplinary polices, by school administration, impacts student behavior across public
elementary schools.
Literature Review
The literature on student disciplinary policies emphasizes the importance of proactive
approaches to fostering a positive school climate and managing student behavior. Studies by
Smolkowski et al. (2016) and Bradshaw et al. (2010) highlight the effectiveness of school-wide
positive behavioral interventions and supports (PBIS) in reducing disciplinary problems and
improving academic performance. Ward (1998) and Luiselli et al. (2005) underscore the
significance of comprehensive behavioral interventions in addressing disciplinary issues and
promoting positive outcomes for students. However, challenges persist, as discussed by
Bushweller (2005), particularly in maintaining discipline while creating a conducive learning
environment. Through this research, we aim to contribute to the existing literature by exploring
the impact of consistent enforcement of disciplinary policies on student behavior in title 1
identified elementary schools.
Statement of the Hypothesis
We hypothesize that the consistency of enforcing student disciplinary policies by school
administration significantly impacts student behavior in elementary schools. Specifically, we
predict that schools with consistent enforcement of disciplinary policies will experience fewer
instances of student misbehavior and create a more positive school climate compared to schools
with inconsistent enforcement. Additionally, we anticipate that the effectiveness of disciplinary
strategies employed by school administration will vary, with some strategies proving more
successful in managing school-wide student behavior than others. Through this research, we aim
to identify the most effective disciplinary strategies for school administration to foster a
conducive learning environment and mitigate the negative impacts of inconsistent enforcement
on student behavior.
 Methods

Participants
Participants that will need to be involved within this study are a variety of kindergarten
through fifth grade students, as well as randomly sampled teachers and administration from each
school. We plan to pull participants from 4 different schools across Baltimore County Public
School system: Arbutus elementary school (title 1), Seneca Elementary School (title 1), Carroll
Manor Elementary School, and Pot spring Elementary School.
Materials
Some materials that will be utilized throughout the course of conducting this research
study are observation sheets, permission slips, and recording equipment (Phone or computer).
The observation sheets will be used to collect general notes about school climate, student
behavior in the classroom, and interactions between teachers/administrators with students.
Permission sheets will be given out to the selected students that were selected to be interviewed
for our research study; parent consent is needed prior to conducting the interviews. Teachers and
administrators must also consent to participating in the study since they will be audio recorded.
Recording equipment, such as a phone or computer, may also be needed to catch participants’
responses that the interviewer didn’t note while the interview was taking place.
Method
Our main methods of collecting data will be observation and interview. We are
considering doing a mixed-method study instead of just qualitative which may be more realistic
to collect data for our topic.
Design
Qualitative - "How" Design: For the research design, we propose a qualitative approach
where we delve into existing studies and literature on student disciplinary policies. We'll explore
academic journals, articles, and other relevant sources to uncover how school rules impact
student behavior. By synthesizing findings from various studies, we can identify common
patterns and outcomes of enforcing these rules. Also, we'll closely examine the methods used in
these studies to figure out what worked and what didn't. This comprehensive review will provide
invaluable insights into our current understanding, informing future research and policy
decisions.
Anticipated Outcomes
Students will exhibit LESS physical acting-out behavior when administration can
consistently enforce student discipline policies, leading to a more safe and positive school
climate.
Timeline

 Possibly need more time*

o Distributing permission slips
o Collecting permission slips
o Observing school climate (general interactions between teachers/administrators
with students)
o Observing specific in class student behavior
 How does teacher address acting-out behavior
 How does administration address behavior
o Interview with students
o Interview with teachers
o Interview with administration
o Organize/Sort data (observation notes/interview notes)
o Analyze Data
o Re-visit hypothesis
 Confirm or deny
Procedures

 Needs more time**

Measures

 Needs more time**

Data Analysis

 Need more time**

References:
Ward, C. M. (1998). Student Discipline and Alleviating Criminal Behavior in the Inner City.
Urban Review, 30(1), 29–48.
https://doi-org.proxy-tu.researchport.umd.edu/10.1023/A:1023285328962
Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the Effects of Schoolwide
Positive Behavioral Interventions and Supports on Student Outcomes. Journal of Positive
Behavior Interventions, 12(3), 133–148.
https://doi-org.proxy-tu.researchport.umd.edu/10.1177/1098300709334798
Smolkowski, K., Strycker, L., & Ward, B. (2016). Scale-Up of Safe & Civil Schools’ Model for
School-Wide Positive Behavioral Interventions and Supports. Psychology in the Schools, 53(4),
339–358. https://doi-org.proxy-tu.researchport.umd.edu/10.1002/pits.21908
Luiselli, J. K., Putnam, R. F., Handler, M. W., & Feinberg, A. B. (2005). Whole-school positive
behaviour support: effects on student discipline problems and academic performance.
Educational Psychology, 25(2/3), 183–198.
https://doi-org.proxy-tu.researchport.umd.edu/10.1080/0144341042000301265
Bushweller, K. (2005). Student Discipline. Education Week, 24(16), 14.