What School Characteristics Are Associated with Discipline Problems?
When Johns Hopkins University researchers Gary D. Gottfredson and Denise C. Gottfredson analyzed data from over 600 of the nation’s secondary schools, they found that the following school characteristics were associated with discipline problems: Rules were unclear or perceived as unfairly or inconsistently enforced; students did not believe in the rules; teachers and administrators did not know what the rules were or disagreed on the proper responses to student misconduct; teacher-administration cooperation was poor or the administration inactive; teachers tended to have punitive attitudes; misconduct was ignored; and schools were large or lacked adequate resources for teaching (cited in Gottfredson 1989). After reviewing dozens of studies on student behavior, Duke agreed with many of the Gottfredsons’ conclusions. Orderly schools, he noted, usually balance clearly established and communicated rules with a climate of concern for students as individuals, and small alternative schools of
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