Model
Digital Document
Publisher
Florida Atlantic University
Description
The purpose of this study was to identify factors
serving as deterrents to deviant school behavior as perceived by students. Emphasis was placed on the identification
of factors students perceived as:
1. Having prevented non-deviant students from deviating
from the school's code of conduct
2. Deterrents which may have prevented deviant students
from violating the school's code of conduct
Questions explored and answered in this study
were:
1. How do middle school students perceive deterrents for
deviant school behavior?
2. How do parents', teachers', and administrators' efforts
affect student school behavior?
3. What can schools do in the area of deterring deviant
behavior?
4. What effect, if any, do the fa mil y and/or significant
others have on deterring deviant behavior of students?
5. What can students do in the area cf helping themselves
and others to practice good behavior?
6. What are some of the causes of deviant school behavior
and delinquency?
Conclusions: 1. Data from this study revealed that middle
school students believe schools can deter deviant behavior
by the practical application of good school-home communication, group counseling, good teaching, teacher-student conferences,
individual counseling, and extra-curricular activities
2. Deviant school behavior is indicative of many
factors: curriculum, teacher performance, administrative
performance, horne conditions, emotional disabilities,
learning disabilities, in-school management, and extracurricular
activities
serving as deterrents to deviant school behavior as perceived by students. Emphasis was placed on the identification
of factors students perceived as:
1. Having prevented non-deviant students from deviating
from the school's code of conduct
2. Deterrents which may have prevented deviant students
from violating the school's code of conduct
Questions explored and answered in this study
were:
1. How do middle school students perceive deterrents for
deviant school behavior?
2. How do parents', teachers', and administrators' efforts
affect student school behavior?
3. What can schools do in the area of deterring deviant
behavior?
4. What effect, if any, do the fa mil y and/or significant
others have on deterring deviant behavior of students?
5. What can students do in the area cf helping themselves
and others to practice good behavior?
6. What are some of the causes of deviant school behavior
and delinquency?
Conclusions: 1. Data from this study revealed that middle
school students believe schools can deter deviant behavior
by the practical application of good school-home communication, group counseling, good teaching, teacher-student conferences,
individual counseling, and extra-curricular activities
2. Deviant school behavior is indicative of many
factors: curriculum, teacher performance, administrative
performance, horne conditions, emotional disabilities,
learning disabilities, in-school management, and extracurricular
activities
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