School Discipline PDF Download

Author: Louis Rosen
Publisher: Corwin Press
ISBN: 1483363562
Category : Education
Languages : en
Pages : 129

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Book Description
Loaded with updates, this newly revised second edition gives administrators all the tools they need to create a safe environment for both educators and students.

Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 25

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Book Description
The disproportionate use of exclusionary discipline with African American students in American schools is systemic and well documented in the literature. School climate has been found to be related to suspension rates and as the literature has begun to demonstrate the differences in how African American students experience their school's climate when compared to White students, an area of intervention has revealed itself. As school psychologists begin work improving school climates with the intentional goal of reducing the racial discipline gap, they may find success by improving school climate, and more specifically, the school's racial climate. The current systematic review explored what relationship, if any, exists between school racial climate and discipline within K-12 schools. After a search of databases, six studies were selected. While none measured school racial climate explicitly as described in Byrd (2017)'s framework, the selected studies were included because they directly measure discipline in K-12 schools and school climate by racial group or as it affects racial discipline disparities. Results indicated that schools with an authoritative climate have fewer suspensions overall but not necessarily a smaller racial discipline gap; and several other aspects of school climate including positive student-teacher relationships, disciplinary structure, and African American students' perceptions of equity and sense of belonging are associated with smaller racial discipline gaps. Implications for future research and school psychologists' practice are discussed.

Author: Daniel J. Losen
Publisher: Teachers College Press
ISBN: 0807773492
Category : Education
Languages : en
Pages : 286

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Book Description
Educators remove over 3.45 million students from school annually for disciplinary reasons, despite strong evidence that school suspension policies are harmful to students. The research presented in this volume demonstrates that disciplinary policies and practices that schools control directly exacerbate today's profound inequities in educational opportunity and outcomes. Part I explores how suspensions flow along the lines of race, gender, and disability status. Part II examines potential remedies that show great promise, including a district-wide approach in Cleveland, Ohio, aimed at social and emotional learning strategies. Closing the School Discipline Gap is a call for action that focuses on an area in which public schools can and should make powerful improvements, in a relatively short period of time. Contributors include Robert Balfanz, Jamilia Blake, Dewey Cornell, Jeremy D. Finn, Thalia González, Anne Gregory, Daniel J. Losen, David M. Osher, Russell J. Skiba, Ivory A. Toldson “Closing the School Discipline Gap can make an enormous difference in reducing disciplinary exclusions across the country. This book not only exposes unsound practices and their disparate impact on the historically disadvantaged, but provides educators, policymakers, and community advocates with an array of remedies that are proven effective or hold great promise. Educators, communities, and students alike can benefit from the promising interventions and well-grounded recommendations.” —Linda Darling-Hammond, Charles E. Ducommun Professor of Education, Stanford University “For over four decades school discipline policies and practices in too many places have pushed children out of school, especially children of color. Closing the School Discipline Gap shows that adults have the power—and responsibility—to change school climates to better meet the needs of children. This volume is a call to action for policymakers, educators, parents, and students.” —Marian Wright Edelman, president, Children’s Defense Fund

Author: Allana Jaydon
Publisher: Nova Science Pub Incorporated
ISBN: 9781631174988
Category : Education
Languages : en
Pages : 153

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Book Description
Developing positive school climates and improving school discipline policies and practices are critical steps to raising academic achievement and supporting student success. However, there is no single formula for doing so. Rather, the growing body of research and best practices in the field should inform locally developed approaches to improving school climate and discipline policies and practices. Positive school climates enhance safety in the school and community by increasing communication among students, families, and faculty, and reducing violence and bullying. This book provides a guide of principles for improving school climate and discipline, as well as resources that can be used, and laws and regulations that apply to this topic.

Author: Chip Wood
Publisher: Center for Responsive Schools, Inc.
ISBN: 1892989433
Category : Education
Languages : en
Pages : 274

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Book Description
Bring positive behavior to your school through strong, consistent, and positive discipline. In Responsive School Discipline two experienced administrators offer practical strategies for building a safe, calm, and respectful school-strategies based on deep respect for children and for staff. Each chapter targets one key discipline issue and starts with a checklist of action steps. For comprehensive discipline reform, go through the chapters in order. For help with a particular challenge, go right to the chapter you need.

Author: Allana Jaydon
Publisher: Nova Science Publishers
ISBN: 9781631174995
Category : School discipline
Languages : en
Pages : 192

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Book Description
Developing positive school climates and improving school discipline policies and practices are critical steps to raising academic achievement and supporting student success. However, there is no single formula for doing so. Rather, the growing body of research and best practices in the field should inform locally developed approaches to improving school climate and discipline policies and practices. Positive school climates enhance safety in the school and community by increasing communication among students, families, and faculty, and reducing violence and bullying. This book provides a guide of principles for improving school climate and discipline, as well as resources that can be used, and laws and regulations that apply to this topic.

Author: George G. Bear
Publisher: Routledge
ISBN: 1351170465
Category : Psychology
Languages : en
Pages : 221

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Book Description
Improving School Climate provides evidence-based and practical strategies for cultivating a healthy school environment, while also avoiding behavior problems. The book is packed with strategies centered on key components and conditions for a positive school climate, such as positive teacher-student relationships, positive student-student relationships (including absence of bullying), supportive home-school relationships, student engagement, effective classroom management and school discipline, school safety, and student self-discipline. This text is an important inclusion for educators and school psychologists who prefer a structured, evidence-based, and practical approach for improving school climate, while also promoting students’ academic achievements, preventing behavior problems, and fostering students’ social and emotional competencies.

Author: Jessica Elyse Sanborn
Publisher:
ISBN:
Category : School administrators
Languages : en
Pages : 360

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Book Description
School discipline has been a widely discussed topic in American education for decades. Many programs have been instituted as a solution to the discipline needs; however, they fall short of addressing the root cause of the problem and historically have simply punished students through exclusionary discipline methods (Adams, 2000; Allman & Slate, 2011; Gonzalez 2012; Kupchik & Catlaw, 2015). Restorative practices, a system that is built on relationships and community, strives to target the same behaviors through a different approach. Instead of relying on punishments (such as detention, suspension, or expulsion) restorative practices brings both victim and offender together to share their perspective, repair harm, and move forward (McCluskey, Lloyd, Stead, et al., 2008; Morrison, 2007; Vaandering, 2014; Wachtel, 2016). This mixed methods historical case study investigated how one school district in the state of Connecticut implemented restorative practices and the administrator, and student perceptions on the impact, if any, restorative practices had on school climate. Interviews and focus groups were conducted with 20 participants. In addition, independent samples t-tests were performed using district Comprehensive School Climate Inventory data over the 3 years post implementation of restorative practices to identify any statistically significant indicators of school climate as a potential result of implementing restorative practices. Interviews and focus groups revealed a strong sense of belonging and connection to the school and increased relationships, in addition to building student leadership in implementing restorative practices and a reduction in behavioral incidences that warrant exclusionary discipline measures; however, only one indicator for staff indicated statistical significance on the independent samples t-test. This research suggests that if schools begin to implement restorative practices, they can create a strong school climate and reduce the amount of ineffective exclusionary discipline consequences by shaping student behavior though connection to the school community and relationships.

Author: John A. Williams III
Publisher: IAP
ISBN: 1648026494
Category : Education
Languages : en
Pages : 145

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Book Description
Regularly, schools and their personnel enact school disciplinary practices without considering how to harness the engagement of students, practitioners, and communities to enact transformative changes that reduce if not eliminate punitive school discipline approaches. Reimagining School Discipline for the 21st Century centralizes the assets and strengths of historically marginalized students and the professional knowledge of school personnel as possible avenues to implement solutions to eliminate school discipline disproportionality. Rather than redressing the issues of school discipline disproportionality overall, this book examines the existence of school on student groups who, according to research and national and state reports, are afflicted the most: African American, Latinx, Native American, and LGBTQ+ population. A confluence of these identities can exacerbate such disproportionality, which based on the literature decreases the academic growth of students. However, situated within these disparities are opportunities to better and critically engage students based on their cultural, racial/ethnic, and social emotional learning assets. The significant feature of this book lies in its purpose and audience reach. Each chapter was written based on the scholar’s affinity to that student group or practitioner’s affiliation to that specific profession. This provides a genuine perspective and knowledge based on first hand experiences concerning school discipline and applicable approaches to remedy such issues. Additionally, all the chapters articulate the pressing issue of school discipline according to their group, and explicates best-practices to best serve the assets of students in K-12 school settings. As this book is situated, the intended audience is for the following stakeholders, policy makers, social workers, school counselors, school administrators, teachers, and community organizers who want to make impactful and socially-just changes in their school(s) immediately.

Author: Annmary Shenouda Abdou
Publisher:
ISBN: 9781303424434
Category :
Languages : en
Pages : 110

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Book Description
The sociocultural inequities and undesirable student outcomes that result from the overuse and misuse of exclusionary and punitive discipline practices reflect serious consequences for school environments and society as a whole. As research on discipline disproportionality with Latino/a students has been inconsistent, the current study utilizes the baseline ethnic distribution method to further explore discipline experiences of this population. In addition, using teachers and staff survey responses from four junior high schools (N = 168), hierarchical multiple regression analyses were used to further understand the social structures that may influence the types of discipline used in schools. Specifically, the relations between adult-student relationships, racial climate, and the use of punitive and positive discipline practices were explored. Results indicate that Latino/a students are significantly more likely to be excluded from school than White students. Racial climate was also found to be a significant moderator in the relation between adult-student relationships and punitive discipline techniques. Implications for theory, research, and practical application are discussed.