Qualitative Research Case Study

8/9/2019 Qualitative Research Case Study

http://slidepdf.com/reader/full/qualitative-research-case-study 1/28

Graduate School of Education

Doctor of Education (Ed.D.) Research Proposal

WHY WE SUSPEND: TEACHERS’ AND ADMINISTRATORS’PERSPECTIVES ON STUDENT SUSPENSIONS

Candidate: Ms. Debra Shilkin

April, !!"

Super#isors:

Associate Professor Marnie $%&eill

Dr. Elaine Chap'an



A*E $+ C$&E&S

Table of Contents.......................................................................................................................2

Abstract......................................................................................................................................3

Introduction................................................................................................................................4

Terminology...............................................................................................................................5

Statement of Purpose..................................................................................................................5

Researc !uestions...................................................................................................................."

Central...................................................................................................................................."

#uiding..................................................................................................................................."Conceptual $rame%or&..............................................................................................................'

Teoretical Perspecti(e..........................................................................................................'

Current Suspension Policy in )estern Australian State Scools...........................................'

*ac&ground to )estern Australian +iscipline Policies..........................................................,

Conte-t of te Researc.........................................................................................................,

mpirical /iterature.............................................................................................................01

Te Present Study................................................................................................................02etod.....................................................................................................................................03

+esign..................................................................................................................................03

Settings.................................................................................................................................04

Participants...........................................................................................................................05

+ata Collection.....................................................................................................................05

+ata Analysis.......................................................................................................................0'

/imitations and +elimitations..............................................................................................0

tical Considerations.............................................................................................................0

aor Scolars.........................................................................................................................21

References................................................................................................................................21

Proposed Timeline....................................................................................................................2"

Proposed *udget......................................................................................................................2"

Appendi- A Inter(ie% Scedule.............................................................................................2'

2



ASRAC

6Suspension7 is a sanction used by scools in %ic students %o a(e contra(ened te rules

are not allo%ed to attend scool for a specified number of days. +espite its %idespread use8empirical researc suggests tat suspension is ineffecti(e8 puniti(e8 and a predictor of furter

social problems8 suc as substance abuse and crime. Te proposed study %ill use 9ualitati(e

metods to e-plore te beliefs of teacers and administrators regarding te rationale for and

te impact of suspension in )estern Australian secondary scools. Case studies %ill be

conducted on tree scools8 t%o of %ic are currently trialing different programs to assist in

bot reducing suspensions and ma&ing tem more effecti(e. Te tird scool %ill be selected

for its more traditional %ays of dealing %it students8 and %ill a(e been identified by

+istrict ducation :ffice staff as a scool %it a ig suspension rate. :ne;on;one inter(ie%s

%ill be conducted %it teacers from different /earning Areas at eac scool8 pastoral care

staff8 te +eputy Principal in carge of Student Ser(ices8 and te Principal. After analysis of

te data8 te temes %ill be presented to te participants in focus groups for tem to (erify or

refute. It is oped tat by e-amining te reasons %y scool staff suspend students8 (iable

alternati(es and suggestions to impro(e practice may be created tat are more %ell;supported

by scool staff.

3



&R$D-C$&

Scools a(e increasingly reported concerns %it disrupti(e bea(iour in class <+ettman8

0'2= )ite8 Algo>>ine8 Audette8 arr and llis8 2110= et>ler8 *iglan8 Rusby ? Sprague82110= u&uria8 2112= @citelle8 *art> ? illman8 0,B. +isrupti(e bea(iour can function

as a maor impediment to classroom learning <Slee8 0,,B. In recent times8 safety8 (iolence8

drugs and %eapon use a(e been uppermost in te problems scools face <)ite8 2112=

S&iba8 2111= ende>8 noff ? $erron8 2112B. (ents suc as te sooting of staff and

students by students in te @nited States <@SB8 coupled %it te media presenting incidences

of scool (iolence on a regular basis <Da(rus ? Cole8 2112= Sciraldi ? Eiedenberg8 2110=

Cristie8 Petrie ? Cristie8 0B8 a(e contributed to scools feeling te need to increase te

se(erity and intensity of teir disciplinary practices <$ields8 2112B.

In countries suc as te @S8 >ero tolerance policies a(e been adopted in efforts to decrease

te pre(alence of se(ere bea(iour problems %itin scools <S&iba8 2111 S&iba ? Peterson8

0= Sugrue8 2113B. In te @S8 mandatory suspension F and8 in some cases8 e-pulsion F

may be imposed for bea(iours suc as bringing a %eapon to scool and gang;related acti(ity

<S&iba ? Peterson8 0B. In some states8 mandatory suspension as also been implemented

for students %o so% open8 ongoing defiance and continued disorderly or disrupti(e conduct

<Sugrue8 2113B. Suspension as also been used as a conse9uence for bea(iours suc as

truancy8 lateness8 disrespect and non;compliance <S&iba8 2111B.

Te abolition of corporal punisment as increased te use of suspension as part of standard

disciplinary practice and as been te cause of muc debate among educationalists8 uman;

rigts acti(ists8 parents8 and te general community <Par&er;Gen&ins8 0= Slee. 02=

Seymour8 02= Gonson8 02= oc&ing ? urpy8 02B. In Australia8 state educators a(e

been encouraged to gi(e more %eigt to suspension as a bea(iour management strategy

<*ea>ley8 0,4= /ouden8 0,5B. Peraps as a conse9uence8 suspension as no% become a

metod of coice in dealing %it disrupti(e bea(iour <yde8 02B8 and tere as been a

steady increase in te use of suspension for bot se(ere and lesser bea(iours <Slee8 02=

Sciraldi ? Eiedenberg8 2110= At&ins8 et al.8 2112B.

+espite its increasing popularity8 suspension is a moderate to strong predictor of students7

later disengagement %it scooling <S&iba ? Peterson8 0B. Students %o disengage fromte scool troug suspension a(e been so%n to be more li&ely to become in(ol(ed in

4



substance abuse and oter acti(ities tat could lead to u(enile offending <ilpatric&8 0,B.

Tere a(e also been 9uestions as to te efficacy of suspension in producing bea(iour

cange <Costenbader ? ar&son8 0,= Partington8 2110= Sciraldi ? Eiedenberg8 2110=

ilpatric&8 0,= At&ins8 et al.8 2112= *oc&8 Tapscott ? Sa(ner8 0,= Da(rus ? Cole8 2112B.

Honeteless8 suspension continues to be used as a sanction for inappropriate bea(iour

trougout scools in te @S8 te @nited ingdom <@B8 and in all states of Australia8

including )estern Australia <)AB.

*y e-amining te perspecti(es of teacers and scool administrators on suspension8 tis

study aims to e-amine %y suspension continues to be used in scools despite te relati(e

lac& of e(idence supporting its efficacy as a bea(iour management strategy.

ERM&$*$/

$or te purposes of tis proposal8 te follo%ing descriptions of terms %ill apply.

6Suspension7 %ill be used to refer to a disciplinary procedure in %ic a student is denied

entry to te scool grounds for a set number of days. According to te +epartment of

ducation and Training )A <2114B8 suspension remo(es te student from te scool

en(ironment8 reduces te opportunity for reinforcement for teir bea(iour and pro(ides a

period of respite bet%een te incident and te resolution processJ <p.,B. Scools in te @S

use te term in a similar %ay.

6-clusion7 is used in te @ to refer to te same disciplinary procedure <#ordon8 2110B.

6-clusion7 in )A scools refers to te process by %ic a student is denied entry to a

particular scool for te remainder of teir scooling career. <+epartment of ducation and

Training8 2114B. As pre(iously8 scools in te @S use tis term in te same %ay. 6-pulsion7

is intercangeable %it 6e-clusion7 %en referring to te process as described abo(e.

6Administration7 and 6administrators7 refer to te team in a scool tat includes te principal8

deputies and oter &ey personnel %o are responsible for te running of te scool.

SAEME& $+ P-RP$SE

!uestions about te efficacy of suspension as a bea(iour management procedure a(e prompted muc researc in recent years. Te (ast maority of tis researc as been grounded

5



in te 9uantitati(e paradigm <e.g.8 Sciraldi ? Eiedenberg8 2110= Costenbader ? ar&son8

0,= S&iba8 icael8 Hardo8 ? Peterson8 2112= )u8 Pin&8 Crain8 ? oles8 0,2B. +ata

sources %itin tese studies a(e included scool discipline records <S&iba8 et al.8 2112B8

students7 self;report sur(eys <Costenbader ? ar&son8 0,B8 and teacers7 reports on teir

o%n disciplinary practices <)u8 et al.8 0,2B.

Researc conducted in )A as been concerned primarily %it te perspecti(es of students

and teir parents on suspension <Partington8 2110B. To date8 te perspecti(es of teacers and

administrators a(e been largely ignored. #i(en tat administrators are re9uired to ustify all

suspension decisions <+epartment of ducation and Training8 2114B8 and tat teacers are

responsible not only for managing te bea(iour of tese students on a day;to;day basis8 but

for referring students for possible suspension8 any cange in te practices used in )A scools

%ould re9uire te support of tese personnel. $or tis reason8 te primary purpose of te

proposed study %ill be to e-amine te perspecti(es of teacers and administrators in )A %it

respect to suspension8 and to e-plore temes tat may enable )A scools to ma&e better use

of tis disciplinary practice8 %it a (ie% to impro(ing outcomes for all parties concerned.

RESEARC0 1-ES$&S

Central

Te central 9uestion tat %ill be addressed by tis study is )at do teacers and

administrati(e staff belie(e is te rationale for8 and impact of8 te suspension of students in

)estern Australian secondary scoolsK

uidin2

$i(e guiding 9uestions %ill sape te study. Tese are

iB )at impact do teacers and administrati(e staff belie(e suspension as on

student bea(iourK )yK

iiB )at &inds of bea(iours lead to suspensionK )yK

iiiB )at are te perspecti(es of teacers and administrati(e staff on te use of

suspension as a bea(iour modification toolK )yK

"



i(B )at do teacers and administrati(e staff belie(e are te students7 perspecti(es on

suspensionK )yK

(B )at do teacers and administrati(e staff belie(e are te parents7Lcommunity7s

perspecti(es on suspensionK )yK

(iB )at do teacers and administrators belie(e are te possible alternati(es to

suspensionsK )yK

C$&CEP-A* +RAME3$R4

heoretical Perspecti#e

As te aim of te proposed researc is to understand o% teacers and administrators regard

te rationale for and te impact of suspension8 te study %ill use a 9ualitati(eLinterpreti(e

approac. Te interpreti(ist loo&s to understand te meanings tat constitute people7s actions

<Sc%andt8 04B8 and tis is at te core of te proposed researc. )en using tis approac8

te empasis is on te importance of te processes %ic lie bet%een social structure and

bea(iour. Te central caracter in tese processes is te personM%o is acti(e in te

construction of social realityJ <Reid8 0,"8 p. 30B.

It is anticipated tat by utilising tis teoretical perspecti(e8 rele(ant temes %ill emerge tat

address te central researc 9uestion and point to possible alternati(e or impro(ed suspension

practices in )A secondary scools.

Current Suspension Polic5 in 3estern Australian State Schools

Te current suspension criteria in )A state scools are outlined in te Behaviour

Management in Schools Policy <+epartment of ducation and Training8 2114B. @nder tese

guidelines8 students can be suspended if tey a(e contra(ened te scool7s rules under one

of te follo%ing categories

Category 0 Pysical assault or intimidation of staff.Category 2 Derbal abuse or arassment of staff.Category 3 Pysical assault or intimidation of students.Category 4 Derbal abuse or arassment of students.Category 5 )ilful offence against property.Category " Diolation of scool Code of Conduct8 bea(iour management plan8 classroom or scool rules.

Category ' Substance misuse.Category , Illegal substance offences.Category :ter.

'



Te policy also offers a ustification for use of tis practice in )estern Australian go(ernment

scools <+epartment of ducation and Training8 2114 p. ,B

Suspension can be an effecti(e bea(iour management strategy %en it is reser(ed for serious or persistent breaces of te scool7s code of conductMSuspension remo(es te student from te scoolen(ironment8 reduces te opportunity for reinforcement of teir bea(iour and pro(ides a period of respite bet%een te incident and te resolution process. Te processes for imposing a suspension are tesame for all students...Suspension pro(ides and opportunity for te student8 parents8 and scool staff toreflect on te incident and bea(iour enabling a considered8 positi(e resolution and re;entry plan.Suspension can8 o%e(er8 brea& do%n te relationsips bet%een te student8 parents and scool staff unless te resolution process is effecti(ely managed.

Te Behaviour Management in Schools Policy is part of an ensemble of policies tat support

its implementation. Tese are te Advisory Panel Procedures School Discipline and

Disabilities8 Disputes and Complaints Policy and Procedures8 Dress Code For Students8

Enrolment Policy8 Retention and Participation Plan8 Students At Educational Risk Policy8

and te Students at Educational Risk Successul Practice !uidelines <+epartment of

ducation and Training8 2114B.

ack2round to 3estern Australian Discipline Policies

Te current Behaviour Management in Schools Policy in )A e(ol(ed from te original 0,

document8 and is designed to complement material in te Making "he Dierence#Behaviour

Management $n Schools guidelines and te Behaviour Management in Schools#$mplementation

Package. Prior to tis8 te ducation +epartment of )A fa(oured a )ole;Scool

ApproacJ to discipline <amilton8 0,"B. Tis approac de(eloped in response to te

abolition of corporal punisment8 %ic occurred in mid;0,' <yde8 02B. At tat time8

educators e-pressed appreension o(er %at %as going to replace corporal punisment to

assist in &eeping classroom control <yde8 02B. Suspension8 despite being already in use8

%as to be gi(en greater autority and force <*ea>ley8 0,4B and8 as a result8 became te most

se(ere sanction scools %ere able to dispense in response to inappropriate bea(iour.

Recently8 te inister for ducation as introduced funding in efforts to combat occurrences

of bot in;class disruption and bea(iours tat lead to suspension as part of te Behaviour

Management in Schools strategy. *ased on te +epartment of ducation7s 2112 report8

lo%ering class si>es in Nears , and and pro(iding funding for alternati(e programs8

strategies8 and e-tra staff produced a 22O decrease in suspensions for te second alf of te

2110 scool year.

,



Conte6t of the Research

:(er te past tree decades8 discipline and student bea(iour management a(e become

central issues in te day;to;day running of scools across te globe. In Australia8 increases in

yout unemployment </ouden8 0,5 Slee 05 yde and Robson8 0,4B and empases on

post;compulsory scooling <Curriculum Council of )estern Australia8 2110B a(e created

coorts of students %o pre(iously %ould a(e left scool. $urtermore8 te pro(ision of

Austudy and Abstudy payments <federal go(ernment payments to students from

disad(antaged families to allo% students to participate in post;compulsory scoolingB

encourage students to continue %it teir scooling8 regardless of teir interest or academic

aptitude le(els </ouden8 0,5B. /ouden furter commented tat

In te early 0,1s8 unemployment for te population as a %ole rose steeply. $or young people in particular8 te increase %as almost unprecedented in te nation7s istory. *et%een one in four and one infi(e young adults in te 05; to 0;year age group became part of a pool of long;term unemployed people.As a conse9uence8 te number of youngsters see&ing e-emptions from scools in Nears and 01 <%o inte early 0'1s represented almost si- per cent of te secondary aged coortB d%indled to appro-imatelyone per cent in 0,3. Teacers %o e-press te (ie% tat 6&ids a(e canged7 are rigt in tis respect.Students %o8 in te part8 ad recogni>ed tat scooling ad little to offer tem and ad sougte-emptions and left in Nears and 01 are no% remaining at scool <p. "B.

)ile /ouden <0,5B credits tese factors primarily %it muc of te disrupti(e bea(iour

encountered by scools8 tere a(e been oter influences. Canges in te general tone of society a(e also ad an impact. #allo%ay8 *all8 Comfield and Seyd <0,2B state tat

+isrupti(e bea(iour in scools is te ine(itable manifestation of increased (iolence8 or at least of increased reporting of (iolence8 in te %orld as a %ole <p. i-B.

ilpatric& <0,B also attributed recent increases in te disrupti(e bea(iour seen in scools

to escalating problems of substance abuse8 eating disorders8 and pysical and se-ual abuse

%itin te scool;age population.

Current social perceptions of te 6troublesome adolescent7 also fit %ell %it te abo(e

e-planations of disrupti(e bea(iour in scools. Recently8 tere as been muc publicity in

regards to te fre9uently;suspended teen being cited as more li&ely to become in(ol(ed in

criminal bea(iour <ilpatric& 0, *agley ? Pritcard8 0, *reunlin8 Cimmarusti8

*ryant;d%ards8 eterington8 2112 S&iba and Peterson8 0 Costenbader and ar&son8

0,B. In 21138 te )estern Australian go(ernment implemented a curfe% for cildren

entering te capital city7s popular nigtlife area8 %ic as been recei(ed %it muc

contro(ersy <Taylor ? $ran&lin8 2113B. Suc attitudes to%ards troublesome yout often



o(erflo% into scool life <Sciraldi ? Eiedenberg8 2110B and scools feel pressure to ensure

tat disrupti(e bea(iour is dealt %it using increasingly stringent penalties F %ic8 under

te current policy8 translates into using suspension <$ields8 0B.

E'pirical *iterature

Researc in te area of suspension can be di(ided into four categories te profiles of

suspended students= te efficacy of suspension= students7 perspecti(es on discipline and

suspension= and alternati(es to suspension.

Proiles o Suspended Students% :ne approac researcers a(e ta&en is to identify te types

of students %o are more li&ely to be suspended in order to identify any salient patterns or

anomalies. Consistently8 researcers a(e establised tat etnicity8 age <early adolescenceB8

socio;economic standing8 and academic ability a(e some bearing on suspension rates

<ende> ? noff8 2113= S&iba8 icael8 Hardo ? Peterson8 2112= Partington8 0,= #ordon8

2110= ende>8 noff ? $erron8 2112= ayden ? /a%rence8 05B. Tese findings are

consistent %it tose reported by te +epartment of ducation and Training in )A8 %ic

as resulted in te implementation bot of te aforementioned programs and of strategies tat

target Indigenous and oter alienated groups in efforts to impro(e student retention and

participation <+epartment of ducation and Training8 2114B.

uc of te researc completed in te @S as suggested tat African;American students are

disproportionately represented in suspension statistics <S&iba8 icael8 Hardo ? Peterson8

2112B8 as are tose %o recei(e free lunces8 %ic is indicati(e of lo% socio;economic

status <ende>8 noff ? $erron8 2112B. Again8 researcers a(e primarily used 9uantitati(e

data collection and analysis metods in tese studies8 including as indices fre9uency counts

from scool disciplinary records <S&iba et al8 2112B8 academic performance on standardisedtests <ende>8 noff ? $erron8 2112B8 and responses to scool discipline sur(eys <ende>

and noff8 2113B. ende>8 noff and $erron <2112B did8 o%e(er8 include inter(ie%s in teir

study and used tese data to support conclusions dra%n on te basis of te 9uantitati(e data.

In )A8 Partington <0,B e-amined te narrati(es of Indigenous students %o ad been

disciplined %it te purpose of discerning %eter or not te understandings of te students

and te management issues of te teacers %ere at odds and could account for te o(er;

representation of Indigenous students in disciplinary practices. Troug inter(ie%ing te

01



students and studying tree cases in;dept <inter(ie%ing bot te students and teacers

concernedB8 Partington concluded tat cultural differences bet%een te teacers and students

may contribute to te disproportionate number of Indigenous students %o are suspended.

"he Eicacy o Suspension% As mentioned pre(iously8 researc to date as not supported te

efficacy of suspension as a bea(iour management procedure <Sciraldi ? Eiedenberg8 2110=

ilpatric&8 0,= Costenbader ? ar&son8 0'= Da(rus ? Cole8 2112B. Te purpose of

suspension8 especially in te @S8 is to pro(ide a sanction for maor disciplinary problems8

suc as te use of %eapons8 drug abuse8 and gang figting <Sugrue8 2113B. Researc as

re(ealed8 o%e(er8 tat suspension is being applied most often for lesser infractions8 suc as

lac& of punctuality8 non;compliance8 and disrespect <S&iba8 2111B. Indeed8 suspension as

become te most commonly used sanction for inappropriate bea(iour <S&iba ? nesting8

2112B since te inception of >ero tolerance policies <*roo&s8 Sciraldi8 ? Eiedenberg8 2111B.

+espite te increase in te use of suspension8 researc as as yet not been able to establis

%eter tis sanction is ser(ing as a punisment for all students F tat is8 tat it is actually

reducing te fre9uency of te bea(iours it supposedly sanctions. At&ins et al. <2112B found

tat suspension pro(ed to be an ineffecti(e punisment in curtailing inappropriate bea(iour.

:ter researc as also suggested te possibility of undesirable side;effects from

suspensions8 including iger rates of dropping out of scool8 drug abuse8 and delin9uency in

targeted students <ilpatric&8 0,= Sciraldi ? Eiedenberg8 2110B.

Students& Perspectives on Discipline and Suspension% -amining students7 perspecti(es on

classroom management and suspension practices may pro(ide insigts into o% suc

sanctions affect tem and teir bea(iour. Researcers a(e used tese beliefs as a starting

point %en discussing te efficacy of suspension and discipline practices <Partington8 2110=

#ordon8 2110= Coslin8 0'= /e%is8 2110B.

Some researc as suggested tat students are more li&ely to accept discipline and feel tat

tey are being treated fairly if tey a(e a positi(e relationsip %it teir teacers

<Partington8 2110= )u et al.8 0,2= *ru8 Stepens ? Torseim8 2112= Partington8 0,B.

Students suspended for successions of minor infractions <i.e.8 in %ic teacers referred on

te basis of a 6cumulati(e7 effectB a(e reported feeling 6singled out7 and seeing suspensions

as unust <Da(rus ? Cole8 2112B. $urter to tis8 in one study conducted by Costenbader and

ar&son <0,B8 students reported being angry at te person %o sent temQ to suspensionJ

00



and appy to get out of te situationJ <p '"B. As far as te actual suspension as concerned8

responses included <It7sB a good e-cuse to stay at omeJ and It7s ust a (acation.J <p. '"B.

Responses suc as tese suggest tat suspension is not a(ing te effects it is anticipated to

a(e on many students. *y implication8 tese results again call into 9uestion te efficacy of

suspension as a bea(iour management strategy.

Alternatives to Suspension% Strategies aimed at reducing out of scool suspensions are of

particular interest to te proposed study. Te success of tese approaces appears to be

dependent on a number of factors8 including parental in(ol(ement and scool %illingness to

e-plore and accept alternati(es as fair conse9uences for misconduct <*reunlin8 Cimmarusti8

*ryant;d%ards8 ? eterington8 2112B. Te most common alternati(es to out of scool

suspension utilised by scools in Australia tend to be less se(ere (ariations of te isolation

teme8 for e-ample8 in;scool suspension8 detention8 and time;out rooms <organ;+7Atrio8

Hortup8 /a$leur and Spera8 05B. As isolation procedures8 tese still inge on %itdra%ing

students from learning en(ironments8 %ic can in turn place teir academic de(elopment at

ris& <allam ? Castle8 2114B.

:ter alternati(es tat aim to &eep te students in scool include employing social %or&ers to

%or& bot %it te students and %it teir families. Te latter approac is grounded in

olistic approaces %ic aim not only to manage misconduct and inappropriate bea(iour in

scools8 but also to lin& disad(antaged families to ser(ices tat could impro(e te ome;life

of te students <*agley ? Pritcard8 0,B. Researcers a(e also in(estigated impro(ing

relationsips bet%een teacers and students8 particularly in te areas of cultural

understanding8 rele(ant curriculum8 building rapport and impro(ing classroom management

tecni9ues <Partington8 0,= To%nsend8 2111= @citelle8 *art> ? illman8 0,B. Impro(ing

conflict resolution s&ills as also been e-amined as a strategy for reducing te need to use

out;of;scool suspensions <#aribaldi8 *lancard8 ? *roo&s8 0"B.

he Present Stud5

Te proposed researc %ill ta&e a different direction from tose conducted pre(iously. *y

in(estigating te perspecti(es of teacers and administrators in regards to o% suspension is

implemented in teir scools and %y tey belie(e it is part of te discipline litany a(ailable8

tis researc %ill empasise te professional &no%ledge of educators in te conte-t %it

02



%ic tey are most familiar. Tus far8 no oter researc located as ta&en tis approac8

eiter o(erseas or in Australia.

ME0$D

Desi2n

To ma-imise ricness and accuracy of data8 as %ell as transferability of te findings8 case

studies %ill be carried out at tree different scool sites. Case studies allo% te researcer to

become familiar %it te data in its natural setting and fully appreciate te conte-t <Punc8

0,B. In regard to tis study8 a scool does not operate as a group of isolated (ariables

rater8 especially in te case of bea(iour management and %ole;scool approaces8 all acts

impact one anoter8 from te classroom to te administration. Suspension may be an end of

te roadJ conse9uence8 but te student %ould a(e ad contact %it many people on isLer

tra(els do%n tis road8 and eac of tese contacts could potentially a(e influenced te

bea(iour. Similarly8 te perspecti(es of all tese people %ould influence o% tey related to

te student. $inally8 te perspecti(es of tese people are li&ely to a(e been influenced by te

conte-t in %ic tey %ere formed. Tus8 to understand %y suspension is used8 it is

necessary to understand te (ie%point of te scool as a %ole on suc sanctions8 and o%

suspension fits %itin te conte-t of discipline in tat scool.

ac scool site %ill be approaced as a separate case study %it te follo%ing

caracteristics8 consistent %it Punc <0,B. Te boundaries of te case %ill be defined as

te scools temsel(es and te teacing and administrati(e staff %o %or& tere. (en

toug te %ider community <suc as parentsB a(e some influence on o% scools operate

and students are ob(iously central to te scool en(ironment8 only teacers7 and

administrators7 beliefs %ill be e-amined trougout tis study. Tis boundary as beencreated for t%o reasons. $irstly8 tere is a deart of researc in te area of teacers7 and

administrators7 perspecti(es on suspension and secondly8 to assist in creating finite

boundaries to ma&e te researc manageable.

ac case is about te perspecti(es of teacers and administrators %itin tat particular

scool. All penomena tat eiter influence or reflect tese perspecti(es %ill be e-amined8

suc as eac scool7s bea(iour management policy8 classroom management policies8

alternati(es to suspension8 and allocation of staff to pastoral care.

03



In order to preser(e te unity of te case8 data from eac scool %ill be analysed %it te

uni9ue conte-t of te scool in mind8 including location8 socio;economic factors8 rates of

suspension and alternati(e programs. Cross;case analysis %ill formally occur only after te

indi(idual site analyses are complete.

ultiple sources of data %ill be accessed8 not te least of %ic %ill in(ol(e inter(ie%ing

staff %it different duties at te scool8 from classroom teacers to principals. In addition8

scool records pertaining to suspension rates8 socio;economic standing8 and general

discipline records %ill be collected in order to gain an o(erall perspecti(e of te suspension

and bea(iour management in te scool.

Secondary scools a(e been cosen because te maority of students %o are suspended are

in te early years of secondary scool <S&iba et al.8 2112= ilpatric&8 0,= Partington8 0,B.

Settin2s

Te )est Coast and S%an ducation +istricts eac a(e secondary scools tat are piloting

programs concerning suspension. Tese scools are implementing programs tat are regarded

as inno(ati(e and8 as suc8 can be considered special cases <Punc8 0,B.

:ne scool in te S%an ducation +istrict is incorporating te aims of restorati(e ustice into

its approac to bea(iour management. Restorati(e ustice includes tecni9ues suc as

(ictimLoffender mediation and conferencing. Te aim of tis approac is to ensure tat tose

%o a(e been most affected by te bea(iour a(e an opportunity to air o% tey feel.

Restorati(e conferencing as its origins in aori tradition and is being used by u(enile

ustice teams in )A for u(enile offenders <Strang8 2110B. Te program began in te scool in

21148 and te perspecti(es of te teacers and administrators at tis scool %ould be

insigtful8 especially regarding any canges in opinion tat a(e been a direct result of tis

program.

Te oter scool piloting a program to reduce suspension is located in te )est Coast

ducation +istrict. Tere are a number of scools e-ploring counselling as an alternati(e to

suspension. Te program is called Saturday Alternatives to Suspension8 and it in(ol(es

a(ing students attend counselling sessions on Saturdays to deal %it te problems tat led to

te bea(iour tat caused te suspension. As tis program is in its infancy8 te perspecti(es of

04



te staff %ould be interesting to e-amine8 especially considering te canges in discipline tat

a(e e(ol(ed in te scool due to te program7s implementation.

Te tird scool %ill be selected from eiter of te t%o aforementioned education districts8

and %ill e-ibit ig rates of suspension <as identified by te respecti(e +istrict ducation

:fficesB. Tis scool %ill not be undergoing any maor canges in its bea(iour management

policies or practices8 and %ill ser(e as a direct comparison setting for te oter t%o scools.

Participants

Teacers from different learning areas %ill be inter(ie%ed from eac site so as to ma-imise

di(ersity %itin te samples. It is anticipated tat at least fi(e teacers %ill be inter(ie%ed8 as

tis %ill opefully enable optionJ learning areas <Tecnology and nterprise8 /anguages

:ter Tan nglis8 Te Arts8 ealt and Pysical ducationB to be included as %ell as te

core learning areas. A range of gender balance and e-perience %ill be sougt. Teacers %o

are team leaders or are in(ol(ed directly in te pastoral care of students but also carry a

teacing role %ill ma&e up te second group of participants. It is anticipated tat tere %ill be

at least t%o of tis type of participant from eac scool. Tese people are in(ol(ed %it te

students at te most base le(el F in te classroom F and must contend %it disciplining as

%ell.

Te representati(es from te administration team %ill comprise te final group. Tese

representati(es %ill (ery muc depend on te structure of te scool but it is probable tat

tey could include te Principal8 te +eputy Principal in carge of Student Ser(ices8 te

anager of Student Ser(ices8 iddle Scool Coordinators andLor Program Coordinators. Te

only stipulation of tese participants %ill be tat tey a(e been delegated te po%er to

suspend students. Te perspecti(es of tese people %ill be (aluable as tey coose te finalconse9uence for te student7s bea(iour8 regardless of te teacer7s preferences. Tey are

also primarily responsible for any alternati(es to suspension tat te scool offers.

Te scool in %ic te researcer is currently employed as agreed to act as a pilot scool

in te refinement of te data gatering procedures. It may also be possible to include tis

scool in te study8 if relati(ely little modification of te processes is re9uired.

05



Data Collection

Tere %ill be tree stages of data collection. Te first stage %ill in(ol(e gatering data from

te case scools regarding te number of suspensions tat a(e occurred o(er one scool

year8 te number of students suspended8 te number of students %o a(e been suspended

more tan once8 %at tey a(e been suspended for8 te socio;economic standing of te

scool7s population8 te etnicity of te students8 te alternati(es to suspension offered and

te scool7s bea(iour management policy <including bot sanctions and re%ardsB. o% te

scool operates is a direct product of te perspecti(es of its staff and tus tis information

%ill aid in painting a pictureJ of te scool.

Te second stage %ill consist of inter(ie%ing te participants. Pre(ious studies a(e

concentrated on te perspecti(es of te students andLor te parents <Partington8 2110= Coslin8

0'= /e%is8 2110B. As tis study aims to de(elop temes using te &no%ledge8 e-perience

and opinions of tose %o mete out te conse9uence on a daily basis and deal %it te

outcomes8 it is imperati(e to conduct te inter(ie%s in suc a manner as to encourage trutful

replies.

Participants %o consent to be inter(ie%ed %ill be gi(en te opportunity to (ie% te basic

inter(ie% scedule prior to te inter(ie% in order to a(e time to consider teir responses8

%it te e-planation tat tis scedule is a guide for te inter(ie% and 9uestions may not

necessarily be as&ed in tat order. It is oped tat tis %ill encourage more meaningful

replies8 %ic8 in turn8 %ill pro(ide ricer data. Spontaneous replies %ill be able to be

included by as&ing clarifying 9uestions. Tus8 it %ill be possible to elicit bot planned and

unplanned responses tat %ill again aid in gatering meaningful data.

It is intended tat te inter(ie%s %ill ta&e no longer tan forty;fi(e minutes and permission%ill be sougt from eac participant to use a tape;recorder to record te inter(ie%. It is

anticipated tat most inter(ie%s %ill ta&e place at te participant7s place of %or& and at a time

tat is most suitable for tem. Te inter(ie% itself8 altoug based around te guiding

9uestions8 %ill be conducted in a more con(ersational manner in order to place te participant

at ease and to aid rapport.

Te type of inter(ie% tecni9ue tat %ill be employed is tat of te semi;structured or

focused inter(ie% <see Appendi- A for te starting inter(ie% frame%or&B. iniciello8 Aroni8

0"



Time%ell and Ale-ander <05B argue tat tis style of inter(ie%ing allo%s researcers to use

bot a structured approac as %ell as a more 6con(ersational7 style in order to ans%er te

researc 9uestions. Tis style of in;dept inter(ie%ing <6con(ersations %it a purpose7

*urgess8 0,4B is appropriate for tis study as te purpose is to glean as muc information

pertaining to te participants7 perspecti(es on suspensions. Te researcer %ill be familiar

%it tecni9ues in creating rapport8 and %ill be supported by er current employment as a

member of te teacing profession.

At te conclusion of te inter(ie%s at a scool8 eac participants %ill eac recei(e a %ritten

transcript of teir inter(ie% and %ill be in(ited to ma&e any canges tey deem to be

necessary.

Te tird stage of data collection %ill occur once te initial data as been analysed and

temes emerged. It is intended tat a focus group inter(ie% %ill ta&e place at eac site to

confirm or refute tese temes. Tose %o a(e participated in te one;on;one inter(ie%s

%ill be in(ited to ta&e part. Te ra% data itself %ill not be discussed8 but any oter

information tat is re(ealed during tese sessions %ill also form part of te final analysis.

Data Anal5sis

As te purpose of tis study is to de(elop temes regarding te perspecti(es of scool staff8 it

is necessary to coose te most suitable metods of data analysis to ensure tat te data is

treated torougly and te conclusions dra%n can be substantiated. iles and uberman

<04B de(eloped a model of data analysis <$igure 0B tat assists te researcer by pro(iding

a (isual reference as to o% data can be tac&led.

$igure 0 Components of +ata Analysis Interacti(e odel$rom iles and uberman <048 p. 02B

0'

+ata

collection

+atareduction

+ata

display

Conclusions+ra%ingL(erifying



Tis model presents analysis as a continuous8 iterati(e process in(ol(ing four pases tat

constantly impact upon eac oter and are carried out simultaneously. Tese four pases %ill

be integral to tis study and teir application is outlined as follo%s

Data collection' As described in te pre(ious section8 data for tis study %ill be collected by

e-amining te scool7s suspension statistics= building a profile of te bea(iour management

at te scools troug e-amining teir processes8 procedures and alternati(es to suspension=

and inter(ie%ing tose %o participate in te teacing8 pastoral care or disciplinary roles.

Data display' )en dealing %it te numbersJ data of suspensions from scools8 tables %ill

be constructed to facilitate cross;case analysis and8 at a glance8 to be able to determine te

policies and practices regarding bea(iour management tat a scool employs. Tis %ill

assist in profiling te scool and %ill gi(e conte-t to te perspecti(es of te practitioners

employed by te scool.

Inter(ie% data and scool7s bea(iour management policies %ill be transcribed firstly into a

)ord document %it margins do%n eiter side for future analysis. Inducti(e coding

tecni9ues %ill be employed8 aimed at disco(ering te codes from %itin te data itself. Te

reasoning beind not creating a database of codes prior to analysis is to eliminate as muc

researcer bias as possible. As te researcer currently %or&s %it at;ris& students8 it can be

assumed tat some bias and preconceptions may infiltrate te process8 so ta&ing precautions

is logical.

Coding' Codes %ill be %ritten in te left and margin and memos in te rigt8 in different

colours8 so as to aid te (isual representation of te data. $urter into te analysis8 tese

codes %ill be displayed %itout te transcripts in order to group togeter li&e;penomenon

and begin to ad(ance te analysis conceptually to te le(el %ere temes can be crystallised.

Disual displays suc as matrices8 concept maps and spreadseets %ill assist in formulating te

concepts as connections are made. Continually re;displaying te data (isually %ill assist in a

stronger8 more meaningful analysis.

Conclusions ( dra)ing*veriying' As te displays of te data are constantly being refined8 it

%ill be possible to begin to dra% conclusions. Tese conclusions %ill be (erified by loo&ing

bac& at earlier stages of te data analysis8 including te ra% data8 and confirming te

significance of te suppositions.

0,



+uring eac of tese stages8 especially as data is being coded8 te researcer %ill cec& for

consistency by ta&ing random pages of te transcripts or policies and re;coding tem. In

addition8 te central and guiding 9uestions %ill al%ays be displayed so as to reiterate te

focus of te study and pre(ent te analysis from straying.

*i'itations and Deli'itations

#i(en tat tree scools %ill be considered8 te temes tat %ill emerge from tis study are

li&ely to be transferable to oter scools and conte-ts. Tus8 it is e-pected tat scools

e-periencing similar circumstances %ill be able to ma&e teir o%n comparisons. In addition8

despite t%o of te scools being cosen specifically for teir piloting of inno(ati(e programs8

te intention of te study is to compare te beliefs disco(ered at eac scool to determine any

patterns and temes tat may emerge. Terefore8 tis study could be appropriately described

as a preliminary loo& at teacers7 and administrators7 beliefs about suspension in te )estern

Australian conte-t8 %it a (ie% to furter researc in tis area.

In regards to te selection of te participants8 it is possible tat8 by a(ing tem self;select8

tose %o (olunteer %ill a(e strong opinions about suspension. Tis can be seen bot as a

strengt and a %ea&ness of te study. *y a(ing representati(es of bot ends of te spectrum

in regards to suspension8 all te issues %ill opefully be raised and tus add to te ricness of

te data. o%e(er8 it could also be tat only tose %o are strongly for or strongly against

(olunteer at any one case study scool. If strong polarisation occurs8 te principal %ill be

approaced to identify oter possible participants %o may old less e-treme positions.

E0CA* C$&SDERA$&S

Confidentiality %ill be assured to all participants. All transcripts8 notes and audiotapes %ill be

stored in a loc&able cabinet at te researcer7s ome. Hames of scools %ill be disguised8 as

%ill names of participants.

Preliminary contact as already been made %it bot te S%an and )est Coast +istrict

ducation :ffices. Permission %ill be sougt from indi(idual principals8 firstly (ia email and

ten a follo%;up pone call. Te researcer %ill see& to find scools se already as contacts

%it in order to facilitate access.

0



)en te principals a(e consented8 permission %ill be sougt to address a staff meeting or

oter gatering to e-plain te researc and as& for (olunteer participants. Tese (olunteers

%ill be contacted eiter (ia email or pone and inter(ie% times %ill be finalised.

Consent %ill be obtained from all participants in %riting. ac participant %ill recei(e a letter

outlining te researc and a consent form for teir records8 as %ell as te consent form tat

te researcer %ill &eep.

MA7$R SC0$*ARS

Dr Russell Skiba

Indiana ducation Policy Center

Indiana @ni(ersity8 *loomington8 Indiana

Dr ar5 Partin2ton

dit Co%an @ni(ersity

Pert8 )estern Australia

Dr. Ro2er Slee

Professor8 c#ill @ni(ersity

ontreal8 !uebec

21



RE+ERE&CES

At&ins8 .S.8 cay8 ..8 $ra>ier8 S8 /.8 Ga&obsons8 /.G.8 Ar(antis8 P.8 Cunningam8 T.8

*ro%n8 C.8 ? /ambrect8 /.8 <2112B. Suspensions and +etentions in an @rban8 /o%;Income Scool Punisment or Re%ardK lectronic (ersionQ. +ournal o Abnormal

Child Psychology, -., /, 3"0;3'0.

*agley8 C.8 ? Pritcard8 C.8 <0,B. Te reduction of problem bea(iours and scool

e-clusion in at;ris& yout an e-perimental study of scool social %or& %it cost;

benefit analyses lectronic (ersionQ. Child and Family Social 0ork, -, 20;22".

*ea>ley8 .8 <cairB <0,4B. Education in 0estern Australia, Report of te Committee of

In9uiry appointed by te inister for ducation in )estern Australia8 Pert8 )esternAustralia ducation +epartment of )estern Australia.

*oc&8 S.G.8 Tapscott8 ..8 ? Sa(ner8 G./.8 <0,B. Suspension and e-pulsion ffecti(e

management for studentsK $ntervention in School and Clinic, -/, 1, 51;52. Retrie(ed

$ebruary 2'8 21148 from ttpLL,1;pro9uest.umi.com.e>pro-y.library.u%a.edu.au

Lp9dlin&Kinde-02?did11111113355002'?Srcode3?sid0?$mt3?Dinst

PR:+?DTypeP!+?R!T31?DHameP!+?TS01,'4"154?

clientId2123fullte-t.

Brooks, K., Schir!"i, V., # $i%"%&'%r(, ). *+-. Schoolhouse hype: Two

years later . Wshi&(o&, D. C.: )/sic% Po!ic0 C%&%r1Chi!"r%&’s 23

C%&%r. *h4:11333.c5c5.or(1schoo!ho/s%h04%1shh+.h6! -

Coslin8 P.#.8 <0'B. Adolescents7 udgements of te seriousness of disrupti(e bea(iour at

scool and of te sanction appropriate for dealing %it it. lectronic (ersionQ.

+ournal o Adolescence, 2., '1';'05%

*reunlin8 +.C.8 Cimmarusti8 R.A.8 *ryant;d%ards8 T./.8 ? eterington8 G.S.8 <2112B.

Conflict Resolution Training as an Alternati(e to Suspension for Diolent *ea(iour.

lectronic (ersionQ8 "he +ournal o Educational Research, 34, 5, 34;35'.

Costenbader8 D.8 ? ar&son8 S.8 <0,B. Scool Suspension A Study %it Secondary Scool

Students. lectronic (ersionQ8s +ournal o School Psychology, -5, 1, 5;,2.

Curriculum Council of )estern Australia <2112B. 6ur 7outh, 6ur Future, Post;Compulsory

ducation Re(ie%8 Retrie(ed Gune 028 21148 from

ttpLL%%%.curriculum.%a.edu.au LpagesLpcre(ie%Lstaget%oLcofcontents.tm

20

http://www.cjcj.org/schoolhousehype/shh2.html

http://www.cjcj.org/schoolhousehype/shh2.html



+epartment of ducation8 <2112B. Behaviour Management and Discipline Strategy ( $nterim

Report, Retrie(ed arc 038 2115 from

ttpLL%%%.ministers.%a.go(.auLcarpenterLdocsLfeaturesLCarpenter*ea(iourana

gement.pdf

+epartment of ducation and Training )estern Australia8 <2114B. Behaviour Management in

Schools, Retrie(ed $ebruary 038 2115 from ttpLL%%%.eddept.%a.edu.auLregframeL

+ocumentsL+:0103111.pdf

+epartment of ducation and Training )estern Australia8 <2114B. Annual Report 2..2#2..-,

Retrie(ed April 2'8 21148 from ttpLL%%%.eddept.%a.edu.auLAnnualReportL

AnnualReport2112;2113.pdf

+ettman8 .). <cairB <0'2B. Discipline in Secondary Schools in 0estern Australia, Report

of te Committee en9uiring into discipline in secondary scools in )estern Australia8

Pert8 )estern Australia ducation +epartment of )estern Australia.

ducation !ueensland8 <2113B. Abolition o Corporal Punishment% Retrie(ed $ebruary 2'8

from8 ttpLLeducation.9ld.go(.auLcorporateLprofessionale-cangeLedistoryL

$ields8 *.A.8 <0B. Scool +iscipline Is Tere a Crisis in :ur ScoolsK Retrie(ed arc

038 21158 from ttpLL%%%.aare.edu.auLpapLfie2"".tm

$ields8 *.A.8 <2112B. anaging +isrupti(e Student *ea(iour Te In(ol(ement of /a%

nforcement ? Gu(enile Gustice in Scools. Retrie(ed Gune 028 21148 from

ttpLL%%%.aare.edu.au.auL12pap1fie121,2.tm

#allo%ay8 +.8 *all8 T.8 *lomfield8 +.8 ? Seyd8 R.8 <0,2B. Schools and disruptive pupils%

sse-8 @ /ongman #roup /imited

#ordon8 A.8 <2110B. Scool -clusions in ngland cildren7s (oices and adult solutionsK

Educational Studies, 28, 18 ";,5 #o(ernment of )estern Australia8 <0B. School

Education Act 1333, Retrie(ed April 2"8 from

ttpLL%%%.slp.%a.go(.auLstatutesLs%ans.nsfLtmlLagencyUeducUactsK opendocument

allam8 S.8 ? Castle8 $.8 <2111B. Reducing e9clusion rom school' )hat really )orks%

Retrie(ed Gune 048 21148 from ttpLL%%%.leeds.ac.u&LeducolLdocumentsL

11110"33.tm

amilton8 P. <0,"B. An Evaluation o a School Discipline Programme' Managing Student

Behaviour% A 0hole School Approach. asters Tesis8 urdoc @ni(ersity8 )estern

Australia

ayden8 *.8 ? /a%rence8 C. <05B. Primary School E9clusions% <RIC +ocument

Reproduction Ser(ice +3204"B

22

http://education.qld.gov.au/corporate/professional_exchange/edhistory/

http://education.qld.gov.au/corporate/professional_exchange/edhistory/



yde8 H.8 <02B. +iscipline in )estern Australian go(ernment scools. In Slee8 R.8 <edB8

Discipline in Australian Public Education' Changing Policy and Practice <pp."0 F

',B. a%torn8 Dictoria Te Australian Council for ducational Researc /td.

yde8 H.8 ? Robson8 #.8 <0,4B. A Study o Student Suspensions% Pert8 )estern Australia

Researc *ranc8 ducation +epartment of )estern Australia

Gonson8 ).8 <02B. Sout Australia $rom good scool practices to effecti(e policy. In Slee8

R.8 <edB8 Discipline in Australian Public Education' Changing Policy and Practice

<pp.' F 014B. a%torn8 Dictoria Te Australian Council for sducational Researc

/td.

ilpatric&8 R.8 <0,B. E9clusion rom school' "he 0hy and 0hereore, Paper presented at

*ritis ducational Researc Association Annual Conference. Retrie(ed $ebruary 2'8

21148 from ttpLL%%%.leeds.ac.u&LeducolLdocumentsL11111103.tm

/e%is8 R. <2110B. Classroom discipline and student responsibility te students7 (ie%.

lectronic (ersionQ8 "eaching and "eacher Education, 18, 31';30

/ouden8 I.). <cairB <0,5B. Disruptive Behaviour in Schools, Report of te inisterial

)or&ing Party appointed by te inister for ducation and Planning in )estern

Australia8 Pert8 )estern Australia ducation +epartment of )estern Australia

ende>8 /.8 ? noff8 . <2113B. )o #ets Suspended from Scool and )y A

+emograpic Analysis of Scools and +isciplinary Infractions in a /arge Scool

+istrict% Education and "reatment o Children, 25, 2, 31;50

ende>8 /.8 noff8 .8 ? $erron8 G. <2112B. Scool +emograpic Dariables and :ut;of;

Scool Suspension Rates A !uantitati(e and !ualitati(e Analysis of a /arge8

tnically +i(erse Scool +istrict. Psychology in Schools, -3, -, 25;2''

et>ler8 C.8 *iglan8 A.8 Rusby8 G.8 ? Sprague8 G. <2110B. (aluation of a compreensi(e

bea(ior management program to impro(e scool;%ide positi(e bea(ior support.

Education and "reatment o Children, 2/, /, 44,;4'

iles8 .*.8 ? uberman8 A..8 <04B. :ualitative Data Analysis' An E9panded

Sourcebook% <Second ed.B. Tousand :a&s8 CA Sage Publications8 Inc.

iniciello8 DA.8 Aroni8 R.8 Time%ell8 .8 ? Ale-ander8 /.8 <05B. $n#depth $ntervie)ing'

Principles, "echni;ues and Analysis <Second ed.B. elbourne8 Australia /ongman

organ;+7Atrio8 C.8 Hortup8 G.8 /a$leur8 /.8 ? Spera8 S. <05B. To%ard Prescripti(e

Alternati(es to Suspensions A Preliminary (aluation. Behavioural Disorders, 21, 2,

01;211

23

http://www.leeds.ac.uk/educol/documents/000000913.htm

http://www.leeds.ac.uk/educol/documents/000000913.htm



u&uria8 #.8 <2112B. +isciplinary Callenges o% +o Principals Address Tis +ilemmaK

<rban Education, -8, -, 432;452

uno>8 .8 ? *acci8 .8 <2112B. Serving At#Risk <rban Middle School Students' "he

Behavioral Coaches Program% <RIC +ocument Reproduction Ser(ice Ho.

+4"2""3B

=ational Coalition to Abolish Corporal Punishment in Schools% <n.d.B. Retrie(ed $ebruary 2'8

21148 from ttpLL%%%.stopitting.comLdisatscoolL

Par&er;Gen&ins8 .8 <0B. Sparing the Rod' Schools, Discipline and Children&s Rights%

Staffordsire8 ngland Trentam *oo&s /imited.

Partington8 #.8 <0,B. Po)er, Discipline and Minority Students in >igh School% Paper

presented at te Annual eeting of te American ducational Researc Association.

<RIC +ocument Reproduction Ser(ice Ho. +42242"B

Partington8 #.8 <2110B. Student suspension Te influence on students and teir parent.

Australian +ournal o Education, /4, -8 323;341 Punc8 .8 <0,B. $ntroduction to

Social Research' :uantitative and :ualitative Approaches% /ondon8 ngland Sage

Publications /td.

Reid I.8 <0,"B. "he Sociology o School and Education% /ondon8 ngland $ontana

Paperbac&s Restorative +ustice8 <0B. Retrie(ed :ctober 008 2114 from ttpLL%%%.

restorati(eustice.orgL

Sautner8 *.8 <2110B. Retin&ing te ffecti(eness of Suspension. Reclaiming Children and

7outh, 3,/, 201;204. Retrie(ed April 258 21138 from ttpLL,1;pro9uest.umi.com.

e>pro-ylibrary.u%a.edu.auLp9dlin&Kinde-'?did1111111"2'55?Srcode

3?sid0?$mt"?DInstPR:+?DTypeP!+?R!T31?DHameP!+?TS

01,'4'5033?clientId2123

Sciraldi8 D.8 ? Eiedenberg8 G.8 <2110B. Schools and Suspensions, Sel#Reported Crime and

the !ro)ing <se o Suspensions% )asington8 +C Gustice Policy Institute Policy

<RIC +ocument Reproduction Ser(ice Ho. +4"1233B.

Sc%andt8 T. <2111B. Tree pistemological Stances for !ualitati(e In9uiry Interpreti(ism8

ermeneutics8 and Social Construction. In +en>in and /incoln8 <edsB >andbook o

:ualitative Research ?Second Edition@, <pp. 0,;203B. Tousand :a&s8 California

Sage Publications8 Inc.

Seymour8 *.8 <02B. A sparse sparing of te rod Te canging status of student %elfare and

discipline in He% Sout )ales scools. In Slee8 R.8 <edB8 Discipline in Australian

24



Public Education' Changing Policy and Practice <pp.45;"1B. a%torn8 Dictoria Te

Australian Council for ducational Researc /td.

S&iba8 R.G.8 <2111B8 ero "olerance, ero Evidence' An Analysis o School Disciplinary

Practice% <Policy Researc ReportB. lectronic (ersionQ8 <RIC +ocument

Reproduction Ser(ice Ho. +4"53'B

Ski', R. )., # K&%si&(, K. *++-. $%ro o!%r&c%, 7%ro %8i"%&c%: A&

&!0sis o9 schoo!"isci4!i&r0 4rcic%. I& R.). Ski' # .. No6

*E"s.-, New directions for youth development (no. 92: Zero

tolerance: Can suspension and expulsion eep schools safe!"*44.

;<=>?-. S& @r&cisco: )oss%0=Bss.

S&iba8 R.8 ? Peterson8 R.8 <0B8 Te dar& side of >ero tolerance Can punisment lead to

safe scoolsK lectronic (ersionQ8 Phi Delta appan, ., 4, 3'2 F 3'".

S&iba8 R.8 icael8 R.8 Hardo8 A.8 ? Peterson8 R.8 <2112B. Te Color of +iscipline Sources

of Racial and #ender +isporportionality in Scool Punisment. "he <rban Revie),

-/, /, 30';342.

Slee8 R.8 <02B. Canging discipline policy in Dictorian Scools A criti9ue of te policy

process. In Slee8 R.8 <edB8 Discipline in Australian Public Education' Changing Policy

and Practice <pp.03 F 33B. a%torn8 Dictoria Te Australian Council for

ducational Researc /td.

Slee8 R.8 <05B. Changing "heories and Practices o Discipline% /ondon8 ngland Te

$almer Press. Strang8 .8 <2114B. Caracteristics of te Program. Criminology

Research Council Funded Report% Retrie(ed :ctober 008 2114 from

ttpLL%%%.aic.go(.au LcrcLreportsLstrangL%a.tml

Stoddart8 G.8 <02B. Scool;based discipline policies and procedures in te Australian Capital

Territory. In Slee8 R.8 <edB8 Discipline in Australian Public Education' Changing

Policy and Practice <pp.045 F 0"2B. a%torn8 Dictoria Te Australian Council for

ducational Researc /td.

Strang8 .8 <2110B. Restorati(e ustice programs in Australia A Report to te Criminology

Researc Council. Retrie(ed arc 238 2115 from ttpLL%%%.aic.go(.auLcrcLreportsL

strangLreport.pdf

Taylor8 H.8 ? $ran&lin8 +.8 <21138 Gune 2B. Curfe% ta&es effect. Sunday "imes% Retrie(ed

April 2"8 from ttpLL,1;global.facti(a.com.e>pro-y.library.u%a.edu.auLenLeSrcL

ssl.asp

25



To%nsend8 *./.8 <2111B. Te +isproportionate +iscipline of African American /earners

Reducing Scool Suspension and -pulsion. E9ceptional Children, 55,-, 3,0;30

@citelle8 S.8 *art>8 +.8 ? illman. /.8 <0,B. Strategies for Reducing Suspension. <rban

Education, 2/, 2, 0"3;0'"

Da(rus8 $.8 ? Cole. .8 <2112B. I +idn7t +o Hotin7J Te +iscursi(e Construction of

Scool Suspension. lectronic (ersionQ8 "he <rban Revie), -/, 2, ,';000.

)ite8 R.8 <2112B. Scool Strategies to +eal %it #angs lectronic (ersionQ8 "rends and

$ssues in Crime and Criminal +ustice, 2/., 0;4.

)ite8 R.8 Algo>>ine8 *.8 Audette8 R.8 arr8 .8 ? llis8 .8 <2110B. @nified discipline A

scool;%ide approac for managing problem bea(ior. lectronic (ersionQ8

$ntervention in School and Clinic, -8, 1,3;,.

0orld Corporal Punishment Research Archive, <0B. Retrie(ed $ebruary 2'8 21148 from

ttpLL%%%.corpun.comLarcina.tm 0orld Corporal Punishment Research, <2114B.

Retrie(ed Gune 028 21148 from ttpLL%%%.corpun.comLato>0.tm

)u8 S.8 Pin&8 ).8 Crain.8 R.8 ? Cole8 . <0,2B. Student Suspension A Critical Reappraisal.

"he <rban Revie), 1/, /, 245;313

PR$P$SED ME*&E

Time aor Tas&Ls

April 2115 +efend proposal

April ; +ecember 2115 *egin %riting bac&ground and literature capters.

Contact scools to identify case scools and possible participants.

$inalise correspondence.

$ebruary 211" *egin data collection and analysis. Tis is anticipated to ta&e te

entire year.

Ganuary 211' )rite analysis and discussion capters.

ay 211' *egin first draft of tesis.

:ctober 211' Re(ise first draft and submit second draft.

Ganuary 211, $inal re(isions.

ay 211, Submit tesis.

PR$P$SED -DE

Te proected cost for tis study is V0151. It is anticipated tat te researcer7s %or&place

%ill meet tese costs. Tey are as follo%s

2"

http://www.corpun.com/atoz1.htm

http://www.corpun.com/atoz1.htm



Potocopying and interlibrary loans ; V211

Cassette tapes F V011

Cassette recorder ; V211

Computer dis&s F V51

*inding <tree copiesB F V311

Tra(el e-penses ; V211

2'



APPE&D8 A: &ER9E3 SC0ED-*E

Hote Tis is not te copy tat %ill be seen by participants. Tey %ill recei(e Possible

Inter(ie% !uestions8 framed to suit te status of te participant8 be it teacer or administrator.

Tese 9uestions %ill be finalised after e-perimenting %it te trial scool.

Central 1uestion uidin2 1uestions Possible nter#ie

1uestions

)at do teacers andadministrati(e staff

belie(e is te rationale forand impact of suspensionof students in secondaryscools in )estern

AustraliaK

)at are te perspecti(es ofteacers and administrati(estaff on te use of suspensionas a bea(iour modificationtoolK )yK

)at role do you tin&suspension plays in te *IS

policyK Is tis reflected in tescool7s policyK )at do youfeel ma&es suspension agoodLbad tool to cange

bea(iourK)at are te bea(iours tatare identified at eac scooltat lead to suspensionK )yK

)at is te ierarcy ofconse9uences applied at yourscoolK +o you a(e anye-amples of any e-ceptions toteseK

)at do teacers andadministrati(e staff belie(e arete students7 perceptions ofsuspensionK )yK

)at is te messagesuspension gi(e to bot tesuspended and non;suspendedstudentsK

)at do teacers andadministrati(e staff belie(e iste parents7Lcommunity7s

perception of suspensionK)yK

)at message doessuspension send to tecommunity about te scoolK)ould parents prefer tescool ta&e a puniti(e or

pastoral stanceK )at %ould possibly cange parents7(ie%sK

)at impact do teacers andadministrati(e staff belie(esuspension as on student

bea(iourK )yK

)at are te feelings atscoolL in te classroom %ensomeone is suspendedK )at

are te feelings %en teyreturn from suspensionK )atabout te bea(iour of oterstudentsK

)at teacers andadministrators belie(e are te

possible alternati(es tosuspensionsK )yK

a(e teacers andadministrators ad e-perience%it alternati(es tosuspensionsK o% effecti(e%ere teseK Are tere %ays in%ic te effects of tese can

be impro(edK

Documents

Qualitative Research Case Study