Date

Spring 2016

Document Type

Master's Thesis

Degree Name

Master of Arts (M.A.)

Department

Teacher Education

Abstract

Discipline in schools is designed to ensure learning for all students, reinforce expected school norms and deter students from future misbehavior. Lunch detentions are a common consequence of misbehavior, especially at the secondary level. Using a multiple probe multiple baseline, this study examined how a training that highlighted culturally relevant pedagogy impacted the reporting of lunch detentions. The participants included 27 middle school teachers who taught grades sixth, seventh, and eighth. Results indicated that the workshop may have had an impact on reported lunch detentions in the weeks immediately following the training. There was a demonstration and a replication of a functional relation between the independent variable and the dependent variable.

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