Action Research: Description of Perceptions and Attitudes toward Cafeteria Rules and Their Effects on Consistent Adherence
International Journal of Elementary Education
Volume 3, Issue 3, June 2014, Pages: 65-70
Received: May 26, 2014;
Accepted: Jun. 12, 2014;
Published: Jun. 30, 2014
Views 2321 Downloads 202
Jennifer Kay Gardner, Curriculum and Instruction Master of Education with a Specialization in English as a Second Language Student, American College of Education, IN, USA
Follow on us
Reason: Lunchroom population density and limited opportunity to provide lunch services require a high rate of throughput; even minor disruptions create a cascade delays resulting in insufficient time for student nourishment, or infringement upon academic instruction time. Action research helps educators identify problems, formulate questions, collect and analyze data, then develop plans of action. Problem: This study describes perceptions and attitudes toward the cafeteria rules that may contribute to or detract from consistent adherence. It seeks to answer the following questions: What are students’ and adults’ perceptions of the rules, rule compliance, and impact of compliance/non-compliance? How do the perceptions of students, monitors, and intervening supervisors compare and contrast? Methodology: This is a non-randomized, cross-sectional, mixed methods sequential assessment of perceptions and attitudes toward published behavior rules for the cafeteria. A convenience sample of three data sources: students, lunchroom monitors, and intervening support staff (adults) were data sources. Quantitative data collection was followed by qualitative data collection from interviews with key intervening supervisory staff. Results: The questionnaire response rate for students (n=78) was 86.5%, and for adults (n=16) was 84.4%. Statistically significant differences between students and adults in perception of rule utility and adherence were observed. Interviews of seven intervening supervisory adults were obtained to explore strategies for closing perception gaps. Implications: Results indicate adults hold high expectations that students may not perceive themselves capable of meeting. Interview provided triangulation to strengthen analysis of findings, and suggest strategies for designing intervention to increase future compliance.
Perception, Compliance, Cafeteria, Rules, Action Research
To cite this article
Jennifer Kay Gardner,
Action Research: Description of Perceptions and Attitudes toward Cafeteria Rules and Their Effects on Consistent Adherence, International Journal of Elementary Education.
Vol. 3, No. 3,
2014, pp. 65-70.
C. Gilles, J. Wilson, and M. Elias, Sustaining Teachers' growth and renewal through action research, induction programs, and collaboration. Teacher Education Quar-terly, 2010. 37(1): p. 91-108.
D. D. Samuels, M. Swerdlik, and H. Margolis, The development and analysis of an elementary comprehensive lunchroom man-agement program. Education, 1980. 101(2): p. 123.
E. M. MacPherson, B. I. Candee, and R. A. Hobman, A comparison of three methods of elimination disruptive lunchroom behavior. Applied Behavior Analysis, 1974. 7: p. 287-297.
R. K. Wheatley, R. P. West, C. T. Charlton, R. B. Sanders, T. G. Smith, M. J. Taylor, Improving behavior through differential reinforcement: a praise note system for elementary school students, in Education & Treatment of Children. 2009. p. 551+.
G. Johanson, K. Oswald, and S. Safran, Preventing trouble: making schools safer places using positive behavior supports, in Education & Treatment of Children. 2005. p. 265+.
L. M. Crothers, and J. B. Kolbert, Tackling a Problematic Behavior Management Issue: Teachers' Intervention in Childhood Bullying Prob-lems. Intervention in School & Clinic, 2008. 43(3): p. 132-139.
P. A. Hershfeldt, K. Pell, R. Schrest, E. T. Pas, and C. P. Bradshaw, Lessons Learned Coaching Teachers in Behavior Management: The PBIS plus Coaching Model. Journal of Educational & Psychological Consultation, 2012. 22(4): p. 280-299.
L. Korinek, The positive classroom: A lunchroom solution. EL Educational Leadership 2008. 66.
R. P. West, and H. N. Sloane, The effects of teacher presentation rate and point of delivery rate on classroom disruption, performance accuracy, and response rate. Behavior Modification 1986. 10: p. 267-286.