The problem addressed in this study was the inappropriate behavior of students at the target middle school located in a southeastern state. Teachers were concerned about the behavior of students in the classrooms and elsewhere in the school. The purpose of this study was to determine the effect of the Make Your Day (MYD, 2012) school-wide citizenship program on student academic achievement, attendance, and short-term behavior suspensions at the target middle school.
Table of Contents
Chapter 1: Introduction
Statement of the Problem
Purpose of the Study
Chapter 2: Literature Review
Introduction
Concerns Regarding School Safety
Consequences of Student Misbehavior
Zero Tolerance Policy
Developing Effective Discipline Programs
Approaches to Encouraging Appropriate Student Behavior
The MYD Program
Theoretical Framework of the MYD Program
Research Questions
Chapter 3: Methodology
Introduction
Participants
Instruments
Procedures
Chapter 4: Results
Introduction
Results for Research Question 1
Results for Research Question 2
Results for Research Question 3
Results for Research Question 4
Results for Research Question 5
Summary
Chapter 5: Discussion
Overview of the Study
Discussion of Results
Implications of Findings
Limitations
Recommendations for Future Research
Research Objectives and Themes
This study investigates the impact of the school-wide "Make Your Day" (MYD) citizenship program on student academic performance, attendance, and behavioral outcomes in a middle school environment. It aims to determine if the implementation of the program, based on choice theory and an internal locus of control, yields measurable improvements in school climate and student conduct.
- Effectiveness of school-wide citizenship programs on discipline
- Implementation fidelity and its impact on program outcomes
- Relationship between student behavior, attendance, and academic achievement
- Teacher perceptions regarding behavioral intervention programs
- The role of locus of control in student behavior and self-regulation
Excerpt from the Book
The MYD Program
Skiba and Peterson (2000) argued that harsh and punitive disciplinary strategies have not proven sufficient to foster a school climate that can prevent the occurrence of school violence. Rather, a broader perspective, stressing early identification, comprehensive planning, prevention, and instruction in important social skills, is necessary if schools are to prevent the tragedies that happen too often in our schools. (p. 335)
The MYD program, which was developed by Brown (MYD, 2012), adheres to the more comprehensive perspective suggested by Skiba and Peterson (2000). The program was introduced to the target school with the intent of reducing the number of discipline incidents. The school rule that is the basis of the program is “No one has the right to interfere with the learning or safety of others” (MYD, 2012, Overview section, para. 1). In addition, the program states that each student is required to “Do what is expected and do it the best that you can” (MYD, 2012, Overview section, para. 2).
The MYD program includes strategies similar to those suggested by Foley (2007) to reduce behavioral problems in the classroom environment. Foley suggested the following long-used techniques for a teacher to bring a student on task when the teacher is addressing the whole class: stop talking, look at the student, use a lowered voice, move toward the student, use a hand stop signal, tap softly on the students’ desk, or include the student in the lesson. If these techniques are unsuccessful, Foley suggested the use of consequences that students would like to avoid, such as “loss of free time, separation from friends, and negative peer response” (p. 11).
Summary of Chapters
Chapter 1: Introduction: Provides the background and research problem concerning student misbehavior and introduces the goal of studying the "Make Your Day" program.
Chapter 2: Literature Review: Examines existing research on school safety, consequences of misbehavior, zero-tolerance policies, and various frameworks for effective school-wide discipline.
Chapter 3: Methodology: Describes the quantitative research design, participant demographics, data collection tools, and the interrupted time-series methodology used to evaluate the program.
Chapter 4: Results: Presents the statistical findings regarding the implementation fidelity, teacher perceptions, and the program's impact on discipline, attendance, and academic achievement.
Chapter 5: Discussion: Analyzes the study results, compares them with previous literature, addresses limitations, and offers recommendations for future research and implementation.
Keywords
Make Your Day, MYD, citizenship program, middle school, student behavior, academic achievement, attendance, school-wide positive behavior support, discipline referrals, implementation fidelity, locus of control, school climate, teacher perceptions, behavioral interventions, educational reform
Frequently Asked Questions
What is the primary focus of this dissertation?
This research evaluates the effectiveness of the "Make Your Day" school-wide citizenship program in improving student outcomes, specifically targeting behavioral disruptions, attendance, and academic performance.
What are the core themes explored in this work?
Key themes include school safety, student disciplinary management, the impact of implementation fidelity on program results, and the efficacy of programs aimed at fostering internal locus of control.
What is the central research question?
The study seeks to determine if the implementation of the MYD program resulted in fewer behavior suspensions, improved attendance, and higher academic achievement compared to the pre-intervention period.
Which research methodology was utilized?
The researcher employed a quantitative approach using a within-group interrupted time-series design, comparing archival data from four years before and four years after the implementation of the program.
What topics are covered in the main body of the work?
The main body covers a comprehensive review of literature on discipline models, a detailed methodology section, results derived from statistical analysis of suspension and test data, and a critical discussion of the findings.
Which keywords best characterize this study?
Keywords include Make Your Day, student behavior, school-wide positive behavior support, implementation fidelity, and academic achievement.
What did the teachers perceive regarding the program's fidelity?
Teachers reported that while they understood the training, the program was not implemented with high fidelity, and many components were not followed as originally intended.
How did the program affect short-term suspensions?
The data revealed that, contrary to expectations, there were more short-term suspensions after the implementation of the program compared to the period before.
Did student academic achievement improve after implementation?
Overall, student academic achievement did not show a statistically significant improvement following the program's implementation; in some areas, performance even declined, though this was contextualized against changing state standards.
- Quote paper
- Dr Jeanette Alcock Mughal (Author), 2013, Effectiveness of a Peer Mediation Program, Munich, GRIN Verlag, https://www.grin.com/document/277408
