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dc.contributor.advisorMorrison, Harriet B., 1934-en_US
dc.contributor.authorJohnson, Julia M.en_US
dc.date.accessioned2016-01-29T21:23:42Z
dc.date.available2016-01-29T21:23:42Z
dc.date.issued1994
dc.identifier.urihttp://commons.lib.niu.edu/handle/10843/15194
dc.descriptionIncludes bibliographical references (pages [76]-80).en_US
dc.description.abstractThe 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.en_US
dc.format.extentiv, 91 pagesen_US
dc.language.isoengen_US
dc.publisherNorthern Illinois Universityen_US
dc.rightsNIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.en_US
dc.subject.lcshAssertiveness (Psychology)en_US
dc.subject.lcshDiscipline of children--Psychological aspectsen_US
dc.titleSchools are for children : a comparative study of discipline with dignity and assertive disciplineen_US
dc.type.genreDissertation/Thesisen_US
dc.typeTexten_US
dc.contributor.departmentDepartment of Leadership and Educational Policy Studiesen_US
dc.description.degreeM.S. Ed. (Master of Education)en_US


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