Date of Award

12-6-2006

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PHD)

Degree Program

Global Leadership - with a specialization in Educational Leadership

Department

College of Education

First Advisor

Carole Warshaw

Second Advisor

William Leary

Third Advisor

Alison Adler

Abstract

In-School Suspension (ISS) is the temporary placement of a student experiencing behavior problems in an alternative location within the school or school district. ISS is designed to offset the negative effects of exclusion and external suspension from school. In the ideal situation students assigned to ISS are under school supervision with an academic component provided (Stiefer, 2003).

There are various forms of ISS including: the punitive format which employs strict rule enforcement, the discussion format which includes activities designed to improve self-esteem, communication, and problem solving skills, and the academic model, which focuses on improving skills required to improve academic achievement. Other models, which are similar or include characteristics of these designs, are also in existence (Southard, 2002).

This study will be important in determining policies districts could adopt which might have beneficial effects for schools and society in general. The purpose of an ISS program is to keep students in school and academically engaged. This leads to the opinion of many administrators and scholars that there is little doubt that keeping students in school in an environment that is conducive to learning would have beneficial results (Skiba & Reece, 2003).

The schools studied were examined to see if recommended components such as a clear statement of purpose, written procedures in place for those involved, designation of an administrator responsible for determining appropriate assignments, a provision for an academic component, daily resources and materials provided for students, a counseling component, and notification and engagement of parents are included in their ISS programs. Alternatively, the researcher looked to see if components not recommended such as any program evaluation and splitting roles of the personnel administering the program are included (First & Mizell, 1980).

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