the effects of discipline management on students; and (2) the effects of discipline management on teachers.
Effects of Discipline Management on Students
There are many studies supporting the notion that the impact of discipline management is positive. For example, in a case study approach to discipline management, McNamara, Harrop and Owen observed a teacher using discipline management in interactions with her 12 13 year old pupils (N=18) in a secondary school remedial class; individual levels of on-task behavior were recorded, as well as the teacher's use of approval and disapproval.
Using discipline management principles, the authors designed a modified, simple rules-praise-and-ignoring intervention strategy. The teacher utilized the approach on students which was then followed by a partial reversal to baseline conditions. Findings of the study showed that every pupil's and mean class on-task behavior increased during intervention, and this was maintained during the partial reversal.
The Good Behavior Game, a discipline management technique aimed at young children, was examined by Kosiec, Czernicki and McLaughlin (1986) for its effects on the frequency of inappropriate verbalizations in a fourth- and sixth-grade classroom (N = 54) of students attending school in the Fernie School District, Canada. Results were said to indicate that the game reduced inappropriate responding in both classrooms; the use of candy did not augment the effectiveness of the game. In addition, the results of attitudinal sampling showed that students liked the game and felt that it was more enjoyable when candy was added as a consequence for winning.
The purpose of a study conducted by Vickie Bolton-Neal was to determine if significant differences existed in the adjusted mean scores in achievement, motivation, and self-esteem for a group of sixth-grade students who participated in a discipline management program designed to enhance a...