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When Students Misbehave: Student Discipline from the Insight Approach

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dc.contributor.advisor Simmons, Solon
dc.contributor.author Price, Megan Clare
dc.creator Price, Megan Clare
dc.date.accessioned 2017-01-29T01:16:37Z
dc.date.available 2017-01-29T01:16:37Z
dc.date.issued 2016
dc.identifier.uri https://hdl.handle.net/1920/10599
dc.description.abstract This study examines the applicability and utility of the Insight approach to conflict analysis and resolution in the school setting as a response to the persistent, contemporary problem of the school-to-prison pipeline, where kids who are punished for misbehavior through suspension and expulsion are overwhelmingly ending up in the juvenile justice system and without future prospects for success. Guided by the explanatory framework of the Insight approach, which attends specifically and intentionally to the interiority driving behavior, this research takes a new perspective on student misbehavior, hypothesizing that misbehavior is not only behavior that breaks the rules, but is also conflict behavior. Through an integrated case study and pilot project, this research builds on this hypothesis and examines whether specialized Insight skills can help school staff make targeted and precise disciplinary decisions that support students and change patterns of misbehavior, thereby enhancing the probability of positive student outcomes.
dc.format.extent 246 pages
dc.language.iso en
dc.rights Copyright 2016 Megan Clare Price
dc.subject Education policy en_US
dc.subject Peace studies en_US
dc.subject Social research en_US
dc.subject Conflict resolution en_US
dc.subject Insight approach en_US
dc.subject School-to-prison pipeline en_US
dc.subject Social justice en_US
dc.subject Student disipline en_US
dc.title When Students Misbehave: Student Discipline from the Insight Approach
dc.type Dissertation
thesis.degree.level Ph.D.
thesis.degree.discipline Conflict Analysis and Resolution
thesis.degree.grantor George Mason University


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