A dissertation completed at
The Center for Education, Widener University,
One University Place, Chester, PA 19013 		 
A NATURALISTIC STUDY OF THE EFFECTS OF AN ALTERNATIVE LEARNING CENTER UPON THE INDISCIPLINE DISPLAYED BY URBAN MIDDLE SCHOOL STUDENTS
Judith Grace McMonagle, Ed. D.
March 1996

RETURN
edited 01/20/01

 


ABSTRACT

The purpose of this research study was to test a conceptual model that attempted to lessen the level of disruption with respect to indiscipline in the urban middle school setting. An additional goal for this research was that the discipline model tested could in turn be discussed in undergraduate teacher preparatory programs as a course of study.

Specifically, the model tested was that of an Alternative Learning Center in an urban middle school. This center was utilized to adjust the behavior of students who had been identified as disruptive of the classroom and/or school processes.

An exploratory study was conducted to help format this qualitative research. Specifically, an elite interview with the Director of the Alternative Learning Center was used to inform the study. Subsequent to this, naturalistic observations of the center were conducted. A checklist was devised to document specific behaviors displayed by the students. Additionally, a written anecdotal record of the interactions in the center was kept and supplemented by videotape. The methodology for the actual study used the Director's written records, cross-cultural checks by African American and Latina personnel, and alumni interviews in order to answer the research questions.

The stated assumption of the study was that by reforming disciplinary practices in ways that foster affiliation attainment and social stability among adolescents, the level of indiscipline in a school could be reduced.

The naturalistic observations were reviewed for emergent constructs that clarified this stated assumption. Twelve constructs emerged from the data and these in turn evolved into the four all inclusive constructs of hostility, individualization, counseling, and rehabilitation.

This research did in fact develop a workable model for dealing with indiscipline. Its feasibility for implementation has made this model one that could inform undergraduate teacher preparatory programs with regard to indiscipline in the urban school.

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