Morrison, Harriet B., 1934-
M.S. Ed. (Master of Education)
Department of Leadership and Educational Policy Studies
Assertiveness (Psychology); Discipline of children--Psychological aspects
The goal of this study is to determine which of two discipline approaches—Assertive Discipline or Discipline with Dignity—meet the needs of children in today's society. The project is based on qualitative research in the examination and critique of sources. The investigation of discipline strategies and outcomes includes historical and societal factors and influences on discipline in the schools. A review of the literature provides discussion and critique of two important approaches to discipline in today's schools, Discipline with Dignity and Assertive Discipline. Each approach is analyzed and discussed in reference to selected concepts which include the role of the teacher and strategies used by the teacher. Studies both supportive and critical of the two programs are evaluated. Each program has its own values which differentiate it from others. In the comparison of the two, several questions are raised. They are as follows: Which format meets the needs of students? Which program promotes ownership behavior in and out of the classroom and school environment? Which program develops self-respect and respect for others? Which engenders a healthy respect for learning? Reference to other discipline approaches is included when relevant. After comparing and contrasting the two approaches and discussing some related programs, the researcher identifies Discipline with Dignity as a program that establishes a positive environment for children and learning. The study provides summaries of the investigation and suggests some implications for future investigations.
Johnson, Julia M., "Schools are for children : a comparative study of discipline with dignity and assertive discipline" (1994). Graduate Research Theses & Dissertations. 4825.
iv, 91 pages
Northern Illinois University
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