Administrator Beliefs about Students Referred for Classroom Disruption: A Pilot Investigation

Authors

  • Sandra D. Beyda-Lorie
  • David L. Lee

Abstract

This qualitative investigation examined the nature of administrators' beliefs about students referred to thenl for classroom disruption. A second purpose was to see whether beliefs about teachers who make a high number of office referrals were linked to administrator practices. Data were obtained from semi-structured telephone interviews with six administrators (2= middle school, 2 = junior high school, 2 = high school level). Administrator perceptions of referred students fell into three categories that included (a) skill factors, (b) parent/ family factors, and (c) mood/emotional factors. Despite the tendency to implement consequences according to school policy, a link between beliefs and practices was found. Themes across administrator beliefs and practices are described and directions for future research follow.

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Issue

Vol. 14 No. 4 (2006)

Section

Articles

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