Attitudes of pupils and educationalists towards the use of rewards in an Assertive Positive Discipline (APD) program.
Nash, Gwyn David
University of Wales Institute, Cardiff
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The focus of this small scale investigation/study is the exploration of rewards within an Assertive Positive Discipline program [APD]. The study has investigated how rewards are perceived by pupils and staff, and how effective these aspects of school life in a secondary school are viewed by pupils and staff. This investigation has considered the historical perspective of discipline and views of experts who are interested/involved in the field of this topic being researched. In addition to this, questionnaires and interviews have been administered throughout in order to ascertain their opinions they hold regarding rewards within the schools APD program. A range of methods have been used, chiefly questionnaires and interviews, acting as the core of the research methodology. The main findings of this study suggest that: -materialistic and non-materialistic rewards both have their place within the program. -pupils and staff, agree with certain type of rewards, but equally they disagree about the value of certain rewards. -public recognition is considered by pupils as an inappropriate reward, however, this approach is often valued by SMT and other educationalists e.g. Canter , Fontana . -rewards are considered by Key Stage 4 pupils and staff to be a valued strategy in a discipline system and can in some cases be effective. It was also found that providing rewards are implemented sensibly with care and discretion, then rewards can have a positive impact and be effective within an APD program. Highlighted in this study is the sensitive topic of 'public praise' and how pupils regard it. Given the opportunity I would like to discuss with the SMT my findings regarding the issue of 'public praise'.
MA Education Thesis
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