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Date of Award


Document Type

Dissertation - Pacific Access Restricted

Degree Name

Doctor of Education (Ed.D.)



First Advisor

Dennis Brennan

First Committee Member

Steve Siera

Second Committee Member

Rita M. Kemp

Third Committee Member

David P. Baral


The purposes of this survey study were to determine how disciplinarians perceive: (1) student peer conflict management programs as affecting their student discipline workloads, (2) their student peer conflict management programs' influence on school climate, (3) the need for student peer conflict management programs in California public high schools, and (4) the characteristics of their student peer conflict management programs. The sample population in this study consisted of 68 disciplinarians in high schools having student peer conflict management programs. The design incorporated closed-ended questions, open-ended questions, ranking items, and rating items. Statistical analysis included frequencies and percentages. The findings of this study indicated that disciplinarians perceive: (1) Their discipline overloads are eased by student peer conflict management programs. (2) The programs serve to enhance school climates. (3) There is a need for student peer conflict management in California public high schools. (4) Programs in California high schools are unique to their specific sites. The following were some of the conclusions reached: (1) When student discipline problems are resolved by student peer conflict management teams, the volume of administrative student contact is reduced. It is interesting to note that more disciplinarians ranked "longer single contacts" (with students) as their highest priority for use of "saved time." (2) Student peer conflict management activity creates or facilitates numerous conditions which contribute to enhancing school climates. (3) Peer student conflict management programs meet psychological and social needs of students individually and collectively. It is more desirable to have a system in which students can find solutions to their problems rather than punishment increments which pave the way to suspensions and expulsion. (4) The findings of this study reflect the literature which covers the national spectrum of student peer conflict management programs. A state framework needs to be developed, which would be inclusive of successful elements of student peer conflict management programs as outlined in the survey of literature.



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