There is a growing concern about the disruptive behavior of students that requires some form of intervention. These concerns have led to the need of addressing the problematic behavior in an attempt to improve classroom instruction and student learning. The strategies exercised most often to address disruptive discipline are suspension and expulsion. The exercise of suspension and expulsion from school used to punish students for their disruptive behavior does little to alter behavioral change. The causes of behaviors that lead to suspension and expulsion warrant a discussion on intervention programs such as positive behavior support. As administrators continue to seek new approaches that may deal with the issues facing their schools thought is given to positive and negative intervention strategies that may address school problems. The purpose of this study is to examine the most effective discipline intervention strategies for high school principals. Findings for this study were gathered from administrative interviews and yield three major conclusions in relationship to common disciplinary issues; three major conclusions in relationship to zero tolerance issues; and three major intervention strategies implemented to address student misbehavior on the high school level. The recommendations for the field of education and for replication of the study have indicated a need to implement a consistent intervention plan which measures the success of the intervention strategy that would create the most positive experience for improving student misbehavior.
","abstract_html":"<p>There is a growing concern about the disruptive behavior of students that requires some form of intervention. These concerns have led to the need of addressing the problematic behavior in an attempt to improve classroom instruction and student learning. The strategies exercised most often to address disruptive discipline are suspension and expulsion. The exercise of suspension and expulsion from school used to punish students for their disruptive behavior does little to alter behavioral change. The causes of behaviors that lead to suspension and expulsion warrant a discussion on intervention programs such as positive behavior support. As administrators continue to seek new approaches that may deal with the issues facing their schools thought is given to positive and negative intervention strategies that may address school problems. The purpose of this study is to examine the most effective discipline intervention strategies for high school principals. Findings for this study were gathered from administrative interviews and yield three major conclusions in relationship to common disciplinary issues; three major conclusions in relationship to zero tolerance issues; and three major intervention strategies implemented to address student misbehavior on the high school level. The recommendations for the field of education and for replication of the study have indicated a need to implement a consistent intervention plan which measures the success of the intervention strategy that would create the most positive experience for improving student misbehavior.</p>","abstract_has_math":false,"creators":["James-Gordon, Lindra"],"institution":null,"degree_name":"Doctor of Education in Education Administration (Ed.D.)","degree_level":"Dissertation (restricted to Georgia Southern)","degree_discipline":"Department of Leadership, Technology, and Human Development","degree_department":null,"school":null,"contributors":["Sonya Shepherd","Michelle Reidel","Reidel, Michelle"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2012,"date_issued":"2012-01-01T08:00:00Z","date_published":"2012-01-01T08:00:00Z","updated_at":"2026-07-24T02:26:52Z","subjects":["ETD","Discipline","Disruptive behavior","In-school suspension (ISS)","Out-of-school suspenion (OSS)","Negative intervention","Positive Behavior Support (PBS)","Zero-tolerance","School discipline","High school principals","Classroom management","Education","Educational Administration and Supervision","Elementary and Middle and Secondary Education Administration"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.georgiasouthern.edu/etd/410","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Sonya Shepherd","Michelle Reidel","Reidel, Michelle"]},{"key":"dc:creator","label":"Author","values":["James-Gordon, Lindra"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2013-08-07T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Department of Leadership, Technology, and Human Development"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation (restricted to Georgia Southern)"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education in Education Administration (Ed.D.)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["ETD","Discipline","Disruptive behavior","In-school suspension (ISS)","Out-of-school suspenion (OSS)","Negative intervention","Positive Behavior Support (PBS)","Zero-tolerance","School discipline","High school principals","Classroom management","Education","Educational Administration and Supervision","Elementary and Middle and Secondary Education Administration"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.georgiasouthern.edu/etd/410"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["There is a growing concern about the disruptive behavior of students that requires some form of intervention. These concerns have led to the need of addressing the problematic behavior in an attempt to improve classroom instruction and student learning. The strategies exercised most often to address disruptive discipline are suspension and expulsion. The exercise of suspension and expulsion from school used to punish students for their disruptive behavior does little to alter behavioral change. The causes of behaviors that lead to suspension and expulsion warrant a discussion on intervention programs such as positive behavior support. As administrators continue to seek new approaches that may deal with the issues facing their schools thought is given to positive and negative intervention strategies that may address school problems. The purpose of this study is to examine the most effective discipline intervention strategies for high school principals. Findings for this study were gathered from administrative interviews and yield three major conclusions in relationship to common disciplinary issues; three major conclusions in relationship to zero tolerance issues; and three major intervention strategies implemented to address student misbehavior on the high school level. The recommendations for the field of education and for replication of the study have indicated a need to implement a consistent intervention plan which measures the success of the intervention strategy that would create the most positive experience for improving student misbehavior.
"]},{"key":"dc:title","label":"Title","values":["Evaluation for Discipline Intervention Strategies for High School Principals"]}]}],"canonical_facts":{"dc:contributor":["Sonya Shepherd","Michelle Reidel","Reidel, Michelle"],"dc:creator":["James-Gordon, Lindra"],"dc:date.available":["2013-08-07T07:00:00Z"],"dc:description.abstract":["There is a growing concern about the disruptive behavior of students that requires some form of intervention. These concerns have led to the need of addressing the problematic behavior in an attempt to improve classroom instruction and student learning. The strategies exercised most often to address disruptive discipline are suspension and expulsion. The exercise of suspension and expulsion from school used to punish students for their disruptive behavior does little to alter behavioral change. The causes of behaviors that lead to suspension and expulsion warrant a discussion on intervention programs such as positive behavior support. As administrators continue to seek new approaches that may deal with the issues facing their schools thought is given to positive and negative intervention strategies that may address school problems. The purpose of this study is to examine the most effective discipline intervention strategies for high school principals. Findings for this study were gathered from administrative interviews and yield three major conclusions in relationship to common disciplinary issues; three major conclusions in relationship to zero tolerance issues; and three major intervention strategies implemented to address student misbehavior on the high school level. The recommendations for the field of education and for replication of the study have indicated a need to implement a consistent intervention plan which measures the success of the intervention strategy that would create the most positive experience for improving student misbehavior.
"],"dc:identifier":["https://digitalcommons.georgiasouthern.edu/etd/410"],"dc:subject":["ETD","Discipline","Disruptive behavior","In-school suspension (ISS)","Out-of-school suspenion (OSS)","Negative intervention","Positive Behavior Support (PBS)","Zero-tolerance","School discipline","High school principals","Classroom management","Education","Educational Administration and Supervision","Elementary and Middle and Secondary Education Administration"],"dc:title":["Evaluation for Discipline Intervention Strategies for High School Principals"],"thesis:degree_discipline":["Department of Leadership, Technology, and Human Development"],"thesis:degree_level":["Dissertation (restricted to Georgia Southern)"],"thesis:degree_name":["Doctor of Education in Education Administration (Ed.D.)"]},"updated_at":"2026-07-24T02:26:52Z"}