Graduate School of Education Doctor of Education (Ed.D.) Research Proposal WHY WE SUSPEND: TEACHERS’ AND ADMINISTRATORS’ PERSPECTIVES ON STUDENT SUSPENSIONS Candidate: Ms. Debra Shilkin April, !!" Super#isors: Associate Professor Marnie $%&eill Dr. Elaine Chap'an
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Te Present Study................................................................................................................02etod.....................................................................................................................................03
6Suspension7 is a sanction used by scools in %ic students %o a(e contra(ened te rules
are not allo%ed to attend scool for a specified number of days. +espite its %idespread use8empirical researc suggests tat suspension is ineffecti(e8 puniti(e8 and a predictor of furter
social problems8 suc as substance abuse and crime. Te proposed study %ill use 9ualitati(e
metods to e-plore te beliefs of teacers and administrators regarding te rationale for and
te impact of suspension in )estern Australian secondary scools. Case studies %ill be
conducted on tree scools8 t%o of %ic are currently trialing different programs to assist in
bot reducing suspensions and ma&ing tem more effecti(e. Te tird scool %ill be selected
for its more traditional %ays of dealing %it students8 and %ill a(e been identified by
+istrict ducation :ffice staff as a scool %it a ig suspension rate. :ne;on;one inter(ie%s
%ill be conducted %it teacers from different /earning Areas at eac scool8 pastoral care
staff8 te +eputy Principal in carge of Student Ser(ices8 and te Principal. After analysis of
te data8 te temes %ill be presented to te participants in focus groups for tem to (erify or
refute. It is oped tat by e-amining te reasons %y scool staff suspend students8 (iable
alternati(es and suggestions to impro(e practice may be created tat are more %ell;supported
Scools a(e increasingly reported concerns %it disrupti(e bea(iour in class <+ettman8
0'2= )ite8 Algo>>ine8 Audette8 arr and llis8 2110= et>ler8 *iglan8 Rusby ? Sprague82110= u&uria8 2112= @citelle8 *art> ? illman8 0,B. +isrupti(e bea(iour can function
as a maor impediment to classroom learning <Slee8 0,,B. In recent times8 safety8 (iolence8
drugs and %eapon use a(e been uppermost in te problems scools face <)ite8 2112=
S&iba8 2111= ende>8 noff ? $erron8 2112B. (ents suc as te sooting of staff and
students by students in te @nited States <@SB8 coupled %it te media presenting incidences
of scool (iolence on a regular basis <Da(rus ? Cole8 2112= Sciraldi ? Eiedenberg8 2110=
Cristie8 Petrie ? Cristie8 0B8 a(e contributed to scools feeling te need to increase te
se(erity and intensity of teir disciplinary practices <$ields8 2112B.
In countries suc as te @S8 >ero tolerance policies a(e been adopted in efforts to decrease
te pre(alence of se(ere bea(iour problems %itin scools <S&iba8 2111 S&iba ? Peterson8
0= Sugrue8 2113B. In te @S8 mandatory suspension F and8 in some cases8 e-pulsion F
may be imposed for bea(iours suc as bringing a %eapon to scool and gang;related acti(ity
<S&iba ? Peterson8 0B. In some states8 mandatory suspension as also been implemented
for students %o so% open8 ongoing defiance and continued disorderly or disrupti(e conduct
<Sugrue8 2113B. Suspension as also been used as a conse9uence for bea(iours suc as
truancy8 lateness8 disrespect and non;compliance <S&iba8 2111B.
Te abolition of corporal punisment as increased te use of suspension as part of standard
disciplinary practice and as been te cause of muc debate among educationalists8 uman;
rigts acti(ists8 parents8 and te general community <Par&er;Gen&ins8 0= Slee. 02=
Seymour8 02= Gonson8 02= oc&ing ? urpy8 02B. In Australia8 state educators a(e
been encouraged to gi(e more %eigt to suspension as a bea(iour management strategy
<*ea>ley8 0,4= /ouden8 0,5B. Peraps as a conse9uence8 suspension as no% become a
metod of coice in dealing %it disrupti(e bea(iour <yde8 02B8 and tere as been a
steady increase in te use of suspension for bot se(ere and lesser bea(iours <Slee8 02=
Sciraldi ? Eiedenberg8 2110= At&ins8 et al.8 2112B.
+espite its increasing popularity8 suspension is a moderate to strong predictor of students7
later disengagement %it scooling <S&iba ? Peterson8 0B. Students %o disengage fromte scool troug suspension a(e been so%n to be more li&ely to become in(ol(ed in
Honeteless8 suspension continues to be used as a sanction for inappropriate bea(iour
trougout scools in te @S8 te @nited ingdom <@B8 and in all states of Australia8
including )estern Australia <)AB.
*y e-amining te perspecti(es of teacers and scool administrators on suspension8 tis
study aims to e-amine %y suspension continues to be used in scools despite te relati(e
lac& of e(idence supporting its efficacy as a bea(iour management strategy.
ERM&$*$/
$or te purposes of tis proposal8 te follo%ing descriptions of terms %ill apply.
6Suspension7 %ill be used to refer to a disciplinary procedure in %ic a student is denied
entry to te scool grounds for a set number of days. According to te +epartment of
ducation and Training )A <2114B8 suspension remo(es te student from te scool
en(ironment8 reduces te opportunity for reinforcement for teir bea(iour and pro(ides a
period of respite bet%een te incident and te resolution processJ <p.,B. Scools in te @S
use te term in a similar %ay.
6-clusion7 is used in te @ to refer to te same disciplinary procedure <#ordon8 2110B.
6-clusion7 in )A scools refers to te process by %ic a student is denied entry to a
particular scool for te remainder of teir scooling career. <+epartment of ducation and
Training8 2114B. As pre(iously8 scools in te @S use tis term in te same %ay. 6-pulsion7
is intercangeable %it 6e-clusion7 %en referring to te process as described abo(e.
6Administration7 and 6administrators7 refer to te team in a scool tat includes te principal8
deputies and oter &ey personnel %o are responsible for te running of te scool.
SAEME& $+ P-RP$SE
!uestions about te efficacy of suspension as a bea(iour management procedure a(e prompted muc researc in recent years. Te (ast maority of tis researc as been grounded
i(B )at do teacers and administrati(e staff belie(e are te students7 perspecti(es on
suspensionK )yK
(B )at do teacers and administrati(e staff belie(e are te parents7Lcommunity7s
perspecti(es on suspensionK )yK
(iB )at do teacers and administrators belie(e are te possible alternati(es to
suspensionsK )yK
C$&CEP-A* +RAME3$R4
heoretical Perspecti#e
As te aim of te proposed researc is to understand o% teacers and administrators regard
te rationale for and te impact of suspension8 te study %ill use a 9ualitati(eLinterpreti(e
approac. Te interpreti(ist loo&s to understand te meanings tat constitute people7s actions
<Sc%andt8 04B8 and tis is at te core of te proposed researc. )en using tis approac8
te empasis is on te importance of te processes %ic lie bet%een social structure and
bea(iour. Te central caracter in tese processes is te personM%o is acti(e in te
construction of social realityJ <Reid8 0,"8 p. 30B.
It is anticipated tat by utilising tis teoretical perspecti(e8 rele(ant temes %ill emerge tat
address te central researc 9uestion and point to possible alternati(e or impro(ed suspension
practices in )A secondary scools.
Current Suspension Polic5 in 3estern Australian State Schools
Te current suspension criteria in )A state scools are outlined in te Behaviour
Management in Schools Policy <+epartment of ducation and Training8 2114B. @nder tese
guidelines8 students can be suspended if tey a(e contra(ened te scool7s rules under one
of te follo%ing categories
Category 0 Pysical assault or intimidation of staff.Category 2 Derbal abuse or arassment of staff.Category 3 Pysical assault or intimidation of students.Category 4 Derbal abuse or arassment of students.Category 5 )ilful offence against property.Category " Diolation of scool Code of Conduct8 bea(iour management plan8 classroom or scool rules.
Te policy also offers a ustification for use of tis practice in )estern Australian go(ernment
scools <+epartment of ducation and Training8 2114 p. ,B
Suspension can be an effecti(e bea(iour management strategy %en it is reser(ed for serious or persistent breaces of te scool7s code of conductMSuspension remo(es te student from te scoolen(ironment8 reduces te opportunity for reinforcement of teir bea(iour and pro(ides a period of respite bet%een te incident and te resolution process. Te processes for imposing a suspension are tesame for all students...Suspension pro(ides and opportunity for te student8 parents8 and scool staff toreflect on te incident and bea(iour enabling a considered8 positi(e resolution and re;entry plan.Suspension can8 o%e(er8 brea& do%n te relationsips bet%een te student8 parents and scool staff unless te resolution process is effecti(ely managed.
Te Behaviour Management in Schools Policy is part of an ensemble of policies tat support
its implementation. Tese are te Advisory Panel Procedures School Discipline and
Disabilities8 Disputes and Complaints Policy and Procedures8 Dress Code For Students8
Enrolment Policy8 Retention and Participation Plan8 Students At Educational Risk Policy8
and te Students at Educational Risk Successul Practice !uidelines <+epartment of
ducation and Training8 2114B.
ack2round to 3estern Australian Discipline Policies
Te current Behaviour Management in Schools Policy in )A e(ol(ed from te original 0,
document8 and is designed to complement material in te Making "he Dierence#Behaviour
Management $n Schools guidelines and te Behaviour Management in Schools#$mplementation
Package. Prior to tis8 te ducation +epartment of )A fa(oured a )ole;Scool
ApproacJ to discipline <amilton8 0,"B. Tis approac de(eloped in response to te
abolition of corporal punisment8 %ic occurred in mid;0,' <yde8 02B. At tat time8
educators e-pressed appreension o(er %at %as going to replace corporal punisment to
assist in &eeping classroom control <yde8 02B. Suspension8 despite being already in use8
%as to be gi(en greater autority and force <*ea>ley8 0,4B and8 as a result8 became te most
se(ere sanction scools %ere able to dispense in response to inappropriate bea(iour.
Recently8 te inister for ducation as introduced funding in efforts to combat occurrences
of bot in;class disruption and bea(iours tat lead to suspension as part of te Behaviour
Management in Schools strategy. *ased on te +epartment of ducation7s 2112 report8
lo%ering class si>es in Nears , and and pro(iding funding for alternati(e programs8
strategies8 and e-tra staff produced a 22O decrease in suspensions for te second alf of te
:(er te past tree decades8 discipline and student bea(iour management a(e become
central issues in te day;to;day running of scools across te globe. In Australia8 increases in
yout unemployment </ouden8 0,5 Slee 05 yde and Robson8 0,4B and empases on
post;compulsory scooling <Curriculum Council of )estern Australia8 2110B a(e created
coorts of students %o pre(iously %ould a(e left scool. $urtermore8 te pro(ision of
Austudy and Abstudy payments <federal go(ernment payments to students from
disad(antaged families to allo% students to participate in post;compulsory scoolingB
encourage students to continue %it teir scooling8 regardless of teir interest or academic
aptitude le(els </ouden8 0,5B. /ouden furter commented tat
In te early 0,1s8 unemployment for te population as a %ole rose steeply. $or young people in particular8 te increase %as almost unprecedented in te nation7s istory. *et%een one in four and one infi(e young adults in te 05; to 0;year age group became part of a pool of long;term unemployed people.As a conse9uence8 te number of youngsters see&ing e-emptions from scools in Nears and 01 <%o inte early 0'1s represented almost si- per cent of te secondary aged coortB d%indled to appro-imatelyone per cent in 0,3. Teacers %o e-press te (ie% tat 6&ids a(e canged7 are rigt in tis respect.Students %o8 in te part8 ad recogni>ed tat scooling ad little to offer tem and ad sougte-emptions and left in Nears and 01 are no% remaining at scool <p. "B.
)ile /ouden <0,5B credits tese factors primarily %it muc of te disrupti(e bea(iour
encountered by scools8 tere a(e been oter influences. Canges in te general tone of society a(e also ad an impact. #allo%ay8 *all8 Comfield and Seyd <0,2B state tat
+isrupti(e bea(iour in scools is te ine(itable manifestation of increased (iolence8 or at least of increased reporting of (iolence8 in te %orld as a %ole <p. i-B.
ilpatric& <0,B also attributed recent increases in te disrupti(e bea(iour seen in scools
to escalating problems of substance abuse8 eating disorders8 and pysical and se-ual abuse
%itin te scool;age population.
Current social perceptions of te 6troublesome adolescent7 also fit %ell %it te abo(e
e-planations of disrupti(e bea(iour in scools. Recently8 tere as been muc publicity in
regards to te fre9uently;suspended teen being cited as more li&ely to become in(ol(ed in
consistent %it tose reported by te +epartment of ducation and Training in )A8 %ic
as resulted in te implementation bot of te aforementioned programs and of strategies tat
target Indigenous and oter alienated groups in efforts to impro(e student retention and
participation <+epartment of ducation and Training8 2114B.
uc of te researc completed in te @S as suggested tat African;American students are
disproportionately represented in suspension statistics <S&iba8 icael8 Hardo ? Peterson8
2112B8 as are tose %o recei(e free lunces8 %ic is indicati(e of lo% socio;economic
status <ende>8 noff ? $erron8 2112B. Again8 researcers a(e primarily used 9uantitati(e
data collection and analysis metods in tese studies8 including as indices fre9uency counts
from scool disciplinary records <S&iba et al8 2112B8 academic performance on standardisedtests <ende>8 noff ? $erron8 2112B8 and responses to scool discipline sur(eys <ende>
and noff8 2113B. ende>8 noff and $erron <2112B did8 o%e(er8 include inter(ie%s in teir
study and used tese data to support conclusions dra%n on te basis of te 9uantitati(e data.
In )A8 Partington <0,B e-amined te narrati(es of Indigenous students %o ad been
disciplined %it te purpose of discerning %eter or not te understandings of te students
and te management issues of te teacers %ere at odds and could account for te o(er;
representation of Indigenous students in disciplinary practices. Troug inter(ie%ing te
%ic tey are most familiar. Tus far8 no oter researc located as ta&en tis approac8
eiter o(erseas or in Australia.
ME0$D
Desi2n
To ma-imise ricness and accuracy of data8 as %ell as transferability of te findings8 case
studies %ill be carried out at tree different scool sites. Case studies allo% te researcer to
become familiar %it te data in its natural setting and fully appreciate te conte-t <Punc8
0,B. In regard to tis study8 a scool does not operate as a group of isolated (ariables
rater8 especially in te case of bea(iour management and %ole;scool approaces8 all acts
impact one anoter8 from te classroom to te administration. Suspension may be an end of
te roadJ conse9uence8 but te student %ould a(e ad contact %it many people on isLer
tra(els do%n tis road8 and eac of tese contacts could potentially a(e influenced te
bea(iour. Similarly8 te perspecti(es of all tese people %ould influence o% tey related to
te student. $inally8 te perspecti(es of tese people are li&ely to a(e been influenced by te
conte-t in %ic tey %ere formed. Tus8 to understand %y suspension is used8 it is
necessary to understand te (ie%point of te scool as a %ole on suc sanctions8 and o%
suspension fits %itin te conte-t of discipline in tat scool.
ac scool site %ill be approaced as a separate case study %it te follo%ing
caracteristics8 consistent %it Punc <0,B. Te boundaries of te case %ill be defined as
te scools temsel(es and te teacing and administrati(e staff %o %or& tere. (en
toug te %ider community <suc as parentsB a(e some influence on o% scools operate
and students are ob(iously central to te scool en(ironment8 only teacers7 and
administrators7 beliefs %ill be e-amined trougout tis study. Tis boundary as beencreated for t%o reasons. $irstly8 tere is a deart of researc in te area of teacers7 and
administrators7 perspecti(es on suspension and secondly8 to assist in creating finite
boundaries to ma&e te researc manageable.
ac case is about te perspecti(es of teacers and administrators %itin tat particular
scool. All penomena tat eiter influence or reflect tese perspecti(es %ill be e-amined8
suc as eac scool7s bea(iour management policy8 classroom management policies8
alternati(es to suspension8 and allocation of staff to pastoral care.
te staff %ould be interesting to e-amine8 especially considering te canges in discipline tat
a(e e(ol(ed in te scool due to te program7s implementation.
Te tird scool %ill be selected from eiter of te t%o aforementioned education districts8
and %ill e-ibit ig rates of suspension <as identified by te respecti(e +istrict ducation
:fficesB. Tis scool %ill not be undergoing any maor canges in its bea(iour management
policies or practices8 and %ill ser(e as a direct comparison setting for te oter t%o scools.
Participants
Teacers from different learning areas %ill be inter(ie%ed from eac site so as to ma-imise
di(ersity %itin te samples. It is anticipated tat at least fi(e teacers %ill be inter(ie%ed8 as
tis %ill opefully enable optionJ learning areas <Tecnology and nterprise8 /anguages
:ter Tan nglis8 Te Arts8 ealt and Pysical ducationB to be included as %ell as te
core learning areas. A range of gender balance and e-perience %ill be sougt. Teacers %o
are team leaders or are in(ol(ed directly in te pastoral care of students but also carry a
teacing role %ill ma&e up te second group of participants. It is anticipated tat tere %ill be
at least t%o of tis type of participant from eac scool. Tese people are in(ol(ed %it te
students at te most base le(el F in te classroom F and must contend %it disciplining as
%ell.
Te representati(es from te administration team %ill comprise te final group. Tese
representati(es %ill (ery muc depend on te structure of te scool but it is probable tat
tey could include te Principal8 te +eputy Principal in carge of Student Ser(ices8 te
anager of Student Ser(ices8 iddle Scool Coordinators andLor Program Coordinators. Te
only stipulation of tese participants %ill be tat tey a(e been delegated te po%er to
suspend students. Te perspecti(es of tese people %ill be (aluable as tey coose te finalconse9uence for te student7s bea(iour8 regardless of te teacer7s preferences. Tey are
also primarily responsible for any alternati(es to suspension tat te scool offers.
Te scool in %ic te researcer is currently employed as agreed to act as a pilot scool
in te refinement of te data gatering procedures. It may also be possible to include tis
scool in te study8 if relati(ely little modification of te processes is re9uired.
Tere %ill be tree stages of data collection. Te first stage %ill in(ol(e gatering data from
te case scools regarding te number of suspensions tat a(e occurred o(er one scool
year8 te number of students suspended8 te number of students %o a(e been suspended
more tan once8 %at tey a(e been suspended for8 te socio;economic standing of te
scool7s population8 te etnicity of te students8 te alternati(es to suspension offered and
te scool7s bea(iour management policy <including bot sanctions and re%ardsB. o% te
scool operates is a direct product of te perspecti(es of its staff and tus tis information
%ill aid in painting a pictureJ of te scool.
Te second stage %ill consist of inter(ie%ing te participants. Pre(ious studies a(e
concentrated on te perspecti(es of te students andLor te parents <Partington8 2110= Coslin8
0'= /e%is8 2110B. As tis study aims to de(elop temes using te &no%ledge8 e-perience
and opinions of tose %o mete out te conse9uence on a daily basis and deal %it te
outcomes8 it is imperati(e to conduct te inter(ie%s in suc a manner as to encourage trutful
replies.
Participants %o consent to be inter(ie%ed %ill be gi(en te opportunity to (ie% te basic
inter(ie% scedule prior to te inter(ie% in order to a(e time to consider teir responses8
%it te e-planation tat tis scedule is a guide for te inter(ie% and 9uestions may not
necessarily be as&ed in tat order. It is oped tat tis %ill encourage more meaningful
replies8 %ic8 in turn8 %ill pro(ide ricer data. Spontaneous replies %ill be able to be
included by as&ing clarifying 9uestions. Tus8 it %ill be possible to elicit bot planned and
unplanned responses tat %ill again aid in gatering meaningful data.
It is intended tat te inter(ie%s %ill ta&e no longer tan forty;fi(e minutes and permission%ill be sougt from eac participant to use a tape;recorder to record te inter(ie%. It is
anticipated tat most inter(ie%s %ill ta&e place at te participant7s place of %or& and at a time
tat is most suitable for tem. Te inter(ie% itself8 altoug based around te guiding
9uestions8 %ill be conducted in a more con(ersational manner in order to place te participant
at ease and to aid rapport.
Te type of inter(ie% tecni9ue tat %ill be employed is tat of te semi;structured or
focused inter(ie% <see Appendi- A for te starting inter(ie% frame%or&B. iniciello8 Aroni8
*ro%n8 C.8 ? /ambrect8 /.8 <2112B. Suspensions and +etentions in an @rban8 /o%;Income Scool Punisment or Re%ardK lectronic (ersionQ. +ournal o Abnormal
Child Psychology, -., /, 3"0;3'0.
*agley8 C.8 ? Pritcard8 C.8 <0,B. Te reduction of problem bea(iours and scool
e-clusion in at;ris& yout an e-perimental study of scool social %or& %it cost;
benefit analyses lectronic (ersionQ. Child and Family Social 0ork, -, 20;22".
*ea>ley8 .8 <cairB <0,4B. Education in 0estern Australia, Report of te Committee of
In9uiry appointed by te inister for ducation in )estern Australia8 Pert8 )esternAustralia ducation +epartment of )estern Australia.