Saturday detention as an effective disciplinary consequence: High school administrators' perspective
Date of Completion
January 2005
Keywords
Education, Administration|Education, Guidance and Counseling
Degree
Ed.D.
Abstract
This study assesses perceptions of high school administrators regarding the role and effectiveness of Saturday detention as a disciplinary consequence. Three assistant principals from different high schools in Connecticut participated in iterative interviews exploring their experiences with the phenomenon Saturday detention. Each was represented in a character analysis. A cross character analysis relating and comparing the characters' beliefs and practices was conducted. The findings in this study reveal that the three assistant principals, who assign Saturday detentions in their respective schools and who evaluate these programs, believe it is an effective disciplinary consequence for public high schools. Saturday detention programs do serve as an alternative to suspending students and may result in decreased disciplinary problems with these students in the future. Saturday detention programs do not remove students from the school environment or prohibit them from attending classes. These programs may assist students in improving their academics if students take advantage of the opportunities that Saturday detention affords them, such as a wise use of their time by completing assignments or the use of Central tutors. We do not have sufficient data to determine if Saturday detention in and of itself changes student behavior. It does not address the underlying behaviors that warrant the consequence. Data collected at the schools indicate that suspensions are reduced; however, the reduction may be due to factors other than Saturday detention. ^
Recommended Citation
Smith, Beth A, "Saturday detention as an effective disciplinary consequence: High school administrators' perspective" (2005). Doctoral Dissertations. AAI3180258.
https://digitalcommons.lib.uconn.edu/dissertations/AAI3180258