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首页> 外文学位 >The effect of a re-implemented student dress code policy on Keystone Algebra Examination scores: Students' and other stakeholders' perceptions of the effect of a re implemented high school dress code policy on school safety, discipline, and the learning environment.
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The effect of a re-implemented student dress code policy on Keystone Algebra Examination scores: Students' and other stakeholders' perceptions of the effect of a re implemented high school dress code policy on school safety, discipline, and the learning environment.

机译：重新实施的学生着装规定政策对Keystone代数考试分数的影响：学生和其他利益相关者对重新实施的高中着装规定政策对学校安全，纪律和学习环境的影响的看法。

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摘要

Whether to have or not to have a dress code within a state, school district, or individual school has been the source of continuing debate. Opponents of adopting school dress codes or school uniforms often focus on the legal issues and effectiveness surrounding such policies. This study examined the effectiveness of a re-implemented student dress code policy using a sequential explanatory, mixed methods design.;The focus of the quantitative portion of the study was to determine whether there was a significant difference in the 2011 and 2013 results of the Keystone Algebra Examinations for high school students pre- and post-dress code reinstitution at one high school. The qualitative portion of the study gave voice to selected students, parents, teachers, and administrators by assessing their perceptions of the dress code policy's effectiveness on school safety, discipline, and the learning environment.;A statistically significant difference was found between the mean scores on the Keystone Algebra Examination in 2011 (pre-dress code re-implementation) and 2013 (post-dress code re-implementation). The increase in the 2013 scores can be partially attributed to the 2012-2013 reinstituted dress code policy. Five other variables-LEP/not gifted, Title I, English Language Learners, Title III, and Economically Disadvantaged-were found to be other potential contributing factors in the 2013 scores.;The overall qualitative findings indicated that, through the perceptions of the 12 interviewed stakeholders, that the reinstituted dress code policy had a positive influence on school safety, discipline, and the learning environment at the high school.;This study provides exploratory evidence that the reinstituted high school dress code can support academic achievement and can have a positive influence in a high school.
机译：在州，学区或个别学校中是否有着装要求一直是争论的焦点。反对采用学校着装规定或校服的人经常侧重于此类政策的法律问题和效力。本研究使用顺序解释性混合方法设计研究了重新实施的学生着装规定政策的有效性。;定量研究的重点是确定2011年和2013年的结果是否存在显着差异在一所高中针对高中生的着装要求和重新装束代码进行Keystone代数考试。该研究的定性部分通过评估他们对着装规范政策在学校安全，纪律和学习环境方面的有效性的看法，使选定的学生，父母，老师和管理人员表达了自己的看法。平均得分之间存在统计学差异于2011年（重新实施考前代码）和2013年（重新实施考后代码）进行Keystone代数考试。 2013年得分的提高部分归因于2012-2013年重新着装规定。在2013年的评分中，其他五个潜在的因素是LEP /无天赋，第一名，英语学习者，第三名和经济弱势群体。另外，定性结果表明，通过对12个因素的认知采访利益相关者，重新制定的着装规范政策对高中的学校安全，纪律和学习环境具有积极影响。;本研究提供了探索性证据，表明重新制定的着装规范可以支持学业成绩并且可以产生积极的影响在高中的影响力。

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  • 作者

    Blanding-Stewart, Patricia.;

  • 作者单位

    Saint Joseph's University.;

  • 授予单位 Saint Joseph's University.;
  • 学科 Secondary education.;Education.
  • 学位 Ed.D.
  • 年度 2015
  • 页码 162 p.
  • 总页数 162
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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