Middle School Accountability and Positive Behavior Recognition: A Qualitative Case Study of the Perspectives of Parents/Guardians, Teachers, and Administrators in a Xaverian Brothers Sponsored School
type: CreativeWork
description: This qualitative case study focuses on the perceptions some administrators, faculty, staff, and parents hold regarding the effective practices, policies, and interventions of Catholic schools holding middle school boys accountable for their behavior while helping them envision the future with positive roles and outcomes for themselves. The school in this single-case study is one of 13 Xaverian Brothers Sponsored Schools (XBSS) in the United States, and one of a growing number of Catholic secondary schools that have added middle school grades to an existing grades 9-12 high school. The data collected and themes that emerged from this study support existing literature that boys develop academically, socially, emotionally, and spiritually in school cultures where relational teaching is at the center of school life. The study concludes with recommendations to review existing student-discipline policies and structures within the middle school division to further strengthen how boys are held accountable for their actions while giving them positive-behavior recognition opportunities within the school community.
abstract: This qualitative case study focuses on the perceptions some administrators, faculty, staff, and parents hold regarding the effective practices, policies, and interventions of Catholic schools holding middle school boys accountable for their behavior while helping them envision the future with positive roles and outcomes for themselves. The school in this single-case study is one of 13 Xaverian Brothers Sponsored Schools (XBSS) in the United States, and one of a growing number of Catholic secondary schools that have added middle school grades to an existing grades 9-12 high school. The data collected and themes that emerged from this study support existing literature that boys develop academically, socially, emotionally, and spiritually in school cultures where relational teaching is at the center of school life. The study concludes with recommendations to review existing student-discipline policies and structures within the middle school division to further strengthen how boys are held accountable for their actions while giving them positive-behavior recognition opportunities within the school community.
author: McGilvray, Joseph D. III
language: en_US
date published: 2022-04-29
date modified: 2026-07-24T01:52:13Z
provider: Creighton University
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: Creighton University

PropertyValue
property ID: Handle
value: http://hdl.handle.net/10504/136764