Linking Instructional Improvement With Effective Discipline Policies: A Bayesian Analysis of the Relation Between Key Leadership Practices

• In Event: Innovation and Improvement in Schools

Abstract

Improving student behavior through effective discipline policies has long been a concern of K-12 school leadership. The Comprehensive Assessment of Leadership for Learning (CALL) survey contains a unique dataset that captures five key domains of practice that K-12 schools use to improve student learning. In this paper we employ a Bayesian network model to explore which CALL practices are associated with improving school discipline. We found that effective discipline policies result from a school-wide focus on teacher and student learning, teacher professional learning and teacher collaboration. These findings indicate new connections for research on the relations between teacher learning and student behavior.

Authors

• Richard R. Halverson, University of Wisconsin - Madison

• Massoud Moussavi, Georgetown University

• Noel McGinn

• Mark Blitz, University of Wisconsin - Madison