Why We Suspend: Teachers’ and Administrators’ Perspectives on Student Suspensions
Doctor of Education (Ed.D.) Research Proposal
WHY WE SUSPEND: TEACHERS’ AND ADMINISTRATORS’ PERSPECTIVES ON STUDENT SUSPENSIONS
Candidate: Ms. Debra Shilkin
April, 2005
Supervisors:
Associate Professor Marnie O’Neill
Dr. Elaine Chapman
TABLE OF CONTENTS
Table of Contents 2
Abstract 3
Introduction 4
Terminology 5
Statement of Purpose 5
Research Questions 6
Central 6
Guiding 6
Conceptual Framework 7
Theoretical Perspective 7
Current Suspension Policy in Western Australian State Schools 7
Background to Western Australian Discipline Policies 8
Context of the Research 9
Empirical Literature 10
The Present Study 12
Method 13
Design 13
Settings 14
Participants 15
Data Collection 16
Data Analysis 17
Limitations and Delimitations 19
Ethical Considerations 19
Major Scholars 20
References 20
Proposed Timeline 26
Proposed Budget 26
Appendix A: Interview Schedule 28
ABSTRACT
‘Suspension’ is a sanction used by schools in which students who have contravened the rules are not allowed to attend school for a specified number of days. Despite its widespread use, empirical research suggests that suspension is ineffective, punitive, and a predictor of further social problems, such as substance abuse and crime. The proposed study will use qualitative methods to explore the beliefs of teachers and administrators regarding the rationale for and the impact of suspension in Western Australian secondary schools. Case studies will be conducted on three schools, two of which are currently trialing different programs to assist in both reducing suspensions and making them more effective. The third school will be selected for its more traditional ways of dealing with students, and will have been identified by District Education Office staff as a school with a high suspension rate. One-on-one interviews will be conducted with teachers from different Learning Areas at each school, pastoral care staff,
WHY WE SUSPEND: TEACHERS’ AND ADMINISTRATORS’ PERSPECTIVES ON STUDENT SUSPENSIONS
Candidate: Ms. Debra Shilkin
April, 2005
Supervisors:
Associate Professor Marnie O’Neill
Dr. Elaine Chapman
TABLE OF CONTENTS
Table of Contents 2
Abstract 3
Introduction 4
Terminology 5
Statement of Purpose 5
Research Questions 6
Central 6
Guiding 6
Conceptual Framework 7
Theoretical Perspective 7
Current Suspension Policy in Western Australian State Schools 7
Background to Western Australian Discipline Policies 8
Context of the Research 9
Empirical Literature 10
The Present Study 12
Method 13
Design 13
Settings 14
Participants 15
Data Collection 16
Data Analysis 17
Limitations and Delimitations 19
Ethical Considerations 19
Major Scholars 20
References 20
Proposed Timeline 26
Proposed Budget 26
Appendix A: Interview Schedule 28
ABSTRACT
‘Suspension’ is a sanction used by schools in which students who have contravened the rules are not allowed to attend school for a specified number of days. Despite its widespread use, empirical research suggests that suspension is ineffective, punitive, and a predictor of further social problems, such as substance abuse and crime. The proposed study will use qualitative methods to explore the beliefs of teachers and administrators regarding the rationale for and the impact of suspension in Western Australian secondary schools. Case studies will be conducted on three schools, two of which are currently trialing different programs to assist in both reducing suspensions and making them more effective. The third school will be selected for its more traditional ways of dealing with students, and will have been identified by District Education Office staff as a school with a high suspension rate. One-on-one interviews will be conducted with teachers from different Learning Areas at each school, pastoral care staff,
References: INTRODUCTION Schools have increasingly reported concerns with disruptive behaviour in class (Dettman, 1972; White, Algozzine, Audette, Marr and Ellis, 2001; Metzler, Biglan, Rusby & Sprague, 2001; Mukuria, 2002; Uchitelle, Bartz & Hillman, 1989) Kilpatrick (1998) also attributed recent increases in the disruptive behaviour seen in schools to escalating problems of substance abuse, eating disorders, and physical and sexual abuse within the school-age population. Secondary schools have been chosen because the majority of students who are suspended are in the early years of secondary school (Skiba et al., 2002; Kilpatrick, 1998; Partington, 1998).