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LEADER 03880cam 2200505Ii 4500
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ocn910665406
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OCoLC
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20150731110224.0
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150604s2015 ncua obm 000 0 eng d
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a| LB3012.3.N8
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1
a| Arteaga, Sandra L.,
e| author.
?| UNAUTHORIZED
245
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a| A program evaluation of what factors influence the implementation of discipline as it relates to a low performing alternative school in southeastern North Carolina /
c| by Sandra L. Arteaga.
264
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a| [Greenville, N.C.] :
b| [East Carolina University],
c| 2015.
300
a| 258 pages :
b| illustrations (chiefly color)
336
a| text
b| txt
2| rdacontent
337
a| computer
b| c
2| rdamedia
338
a| online resource
b| cr
2| rdacarrier
347
a| text file
b| PDF
c| 2.5 MB
2| rda
538
a| System requirements: Adobe Reader.
538
a| Mode of access: World Wide Web.
502
b| Ed.D.
c| East Carolina University
d| 2015.
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a| Presented to the faculty of the Department of Educational Leadership.
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a| Advisor: William Grobe.
500
a| Title from PDF t.p. (viewed June 16, 2015).
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a| The purpose of this study is to identify what factors influence the implementation of discipline as it relates to a low performing alternative school in Southeastern North Carolina. The following topics and subtopics will be addressed in this research: at-risk, alternative learning programs/schools, high school completion, seat time, virtual learning, approaches to course credits, attendance/absences, suspension, dropouts, summary and findings, credit by mastery, results and recommendations and conclusion. The researcher addressed the following research question: What factors influence the implementation of discipline at the alternative school in Southeast North Carolina? A program evaluation with descriptive statistics was used as the methodology. Both quantitative and qualitative data collection techniques were used to gain insight into academic alternative school that serves non-traditional students. The intent of the research was to identify the factors that influence the implementation of discipline. Qualitative research encompassed surveys and an open-ended structural questionnaire were utilized to conduct this study. Quantitative research included descriptive statistics and compilation of the data collected from the survey results. Students, parents, faculty, staff, and administrators participated in the study. Key factors that were identified in order to improve the implementation of discipline subsequently positively impacting academic achievement in the school in Southeastern North Carolina were: establishing a clear mission, creating a positive culture and climate, instituting a coherent discipline model, increasing parent and community involvement, recruiting and retaining highly qualified teachers, and providing targeted professional development.
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a| Includes bibliographical references.
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0
a| School discipline
z| North Carolina.
=| ^A3970
650
0
a| Alternative schools
z| North Carolina.
=| ^A826426
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a| Discipline
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a| Grobe, William,
e| degree supervisor.
?| UNAUTHORIZED
710
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a| East Carolina University.
b| Department of Educational Leadership.
?| UNAUTHORIZED
856
4
0
z| Access via ScholarShip
u| http://hdl.handle.net/10342/4860
949
o| jgml
994
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596
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t| JNE3ETD
u| 6/4/2015
x| ETD
z| JERESOURCE
999
a| CLICK ON WEB ADDRESS
w| ASIS
c| 1
i| 3765187-2001
l| HSLELEC
m| HSL
r| Y
s| Y
t| HEETD
u| 6/4/2015
x| ETD
z| HERESOURCE