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Author: Katherine Nicole Lacy (Graduate student) Publisher: ISBN: Category : Classroom environment Languages : en Pages : 88
Book Description
Abstract: The purpose of this study was to examine student- and school-level factors associated with risk of suspension. Using a dataset that included a cohort of students (n = 3,167) who were followed from first grade through eighth grade, this study utilized multilevel modeling to examine how student-level factors, such as demographic characteristics, enrollment history, and academic achievement, and school-level factors, such as school climate, academic achievement proficiency rates, and school and teacher demographics, predict student risk of suspension in middle school. The key findings of this study indicate that student-level factors that significantly predicted suspension risk in middle school were race, gender, and academic achievement. For school-level variables, only school climate significantly predicted suspension risk in middle school. Given that school suspension is associated with negative short- and long-term outcomes, this finding is encouraging as school climate is alterable, and improvements in school climate may lead to lower suspension rates.
Author: Katherine Nicole Lacy (Graduate student) Publisher: ISBN: Category : Classroom environment Languages : en Pages : 88
Book Description
Abstract: The purpose of this study was to examine student- and school-level factors associated with risk of suspension. Using a dataset that included a cohort of students (n = 3,167) who were followed from first grade through eighth grade, this study utilized multilevel modeling to examine how student-level factors, such as demographic characteristics, enrollment history, and academic achievement, and school-level factors, such as school climate, academic achievement proficiency rates, and school and teacher demographics, predict student risk of suspension in middle school. The key findings of this study indicate that student-level factors that significantly predicted suspension risk in middle school were race, gender, and academic achievement. For school-level variables, only school climate significantly predicted suspension risk in middle school. Given that school suspension is associated with negative short- and long-term outcomes, this finding is encouraging as school climate is alterable, and improvements in school climate may lead to lower suspension rates.
Author: Kristine A. Camacho Publisher: ISBN: Category : Languages : en Pages :
Book Description
This paper presents the findings from two studies. The first study examined the individual and school level factors associated with the risk of suspension for specific groups of students. Results indicated that gender, race, and disability status were individual factors associated with an increased risk of suspension. Multiple school level factors were also found to be associated with an increased risk of suspension including school enrollment, attendance, mobility, the percent of highly qualified teachers, the percent of students receiving free and reduced priced meals, the percent of special education students, Title One status, the student to teacher ratio, English Language Arts scores, and the percent of White students in the school. The second study examined the odds of suspension alongside school policy factors. Results from this study indicated that students who were Black or African American and who had a disability were more likely to be suspended from school compared to students who were White and who did not have a disability. Policy factors indicated that the majority of school districts continue to utilize negative, rather than proactive, consequences for addressing a student's failure to comply with school behavioral expectations. Odds ratios and the percent of students suspended by race and by disability status will be presented alongside data relative to school policy factors. Implications will be discussed.
Author: Daniel J. Losen Publisher: Teachers College Press ISBN: 0807773492 Category : Education Languages : en Pages : 286
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: Russell Skiba Publisher: ISBN: Category : Languages : en Pages : 17
Book Description
Data from the U.S. Department of Education Office for Civil Rights showing that Indiana ranked first in the nation in expulsion and ninth in the nation in expulsions in the most recent available statistics cannot help but raise questions concerning why this is so. At a preliminary presentation of that data before the Indiana State Legislature in the Spring, 2004 session, some respondents suggested that Indiana's relatively high rate of expulsion may be a function of how expulsion is defined. The argument was made that, since Indiana defines an expulsion as any school removal over 10 days, by definition the state would count more school removals as expulsions than other states that may define a higher number of days (e.g., 15 or 20 days) as the dividing line between what is counted as a suspension or an expulsion. Thus Indiana's apparently high rate of expulsion, the argument continued, was simply a function of how the state counts expulsions relative to other states. This is indeed one of many possible hypotheses concerning factors in state statute that might be associated with higher rates of school expulsion. One might, for example, argue that other characteristics of state definition--the presence of zero tolerance policies (not present in Indiana's definition), or relatively broader definitions of infractions subject to expulsion (which Indiana does have)--might be the most important factors in determining a state's rate of expulsion. Only an empirical study of the relationship of such characteristics and state rates of expulsion could adequately test such hypotheses. In order a range of possible reasons for Indiana's rate of expulsion, the authors examined and coded state definitions of expulsion in all 50 states. To find all statutory language related to out-of-school suspension or school expulsion, the authors examined the Education statutes or codes for all 50 states. They examined all statutes or codes related to out-of-school suspension and expulsion for each state and were able to comprise five primary categories: definition/length, types of infractions, alternatives to suspension or expulsion, due process, and corporal punishment. Differences among states in these characteristics were then examined with respect to state rates of out-of-school suspension or expulsion in an attempt to determine which if any of those characteristics predict higher rates of school exclusion. (Contains 5 tables.) [This document was produced by the Center for Evaluation & Education Policy.].
Author: Stan Kutcher Publisher: Cambridge University Press ISBN: 1107053900 Category : Education Languages : en Pages : 335
Book Description
This book provides vivid examples of school mental health innovations from 18 countries, addressing mental health promotion, prevention and interventions. These initiatives and innovations enable readers from different regions and disciplines to apply strategies to help students achieve and maintain mental health, enhance their learning outcomes and access services, worldwide.
Author: Shane Jimerson Publisher: Taylor & Francis ISBN: 113689828X Category : Education Languages : en Pages : 645
Book Description
The Handbook of School Violence and School Safety: International Research and Practice has become the premier resource for educational and mental health professionals and policymakers seeking to implement effective prevention and intervention programs that reduce school violence and promote safe and effective schools. It covers the full range of school violence and safety topics from harassment and bullying to promoting safe, secure, and peaceful schools. It also examines existing school safety programs and includes the multi-disciplinary research and theories that guide them. Examinations of current issues and projections of future research and practice are embedded within each chapter. This volume maps the boundaries of this rapidly growing and multidisciplinary field of study. Key features include... Comprehensive Coverage – The chapters are divided into three parts: Foundations; Assessment and Measurement; Prevention and Intervention Programs. Together they provide a comprehensive review of what is known about the types, causes, and effects of school violence and the most effective intervention programs that have been developed to prevent violence and promote safe and thriving school climates. Evidence-based Practice – Avoiding a one-size-fits-all approach to prevention and intervention, the focus throughout is on the application of evidence-based practice to address factors most commonly associated with school violence and safety. Implications for Practice – Each chapter bridges the research-to-practice gap, with a section delineating implications for practice of the foregoing research. Chapter Structure – To ensure continuity and coherence across the book, each chapter begins with a brief abstract and ends with a table showing the implications for practice. International Focus – Acknowledging the fact that school violence and safety is a global concern, this edition has increased its focus on insights learned from cross-national research and practice outside the USA. Expertise – The editors and authors are experienced researchers, teachers, practitioners, and leaders in the school violence field, their expertise includes their breadth and depth of knowledge and experience, bridging research, policy, and practice and representing a variety of international organizations studying school violence around the world.
Author: Hill M. Walker Publisher: ISBN: 9780944584446 Category : Psychology Languages : en Pages : 152
Book Description
This kit presents the Systematic Screening for Behavior Disorders (SSBD) as a tool to identify behavior disorders in elementary-aged students. The SSBD procedure is a three-stage, multiple-gating mass screening system. In the first stage the teacher systematically ranks all students according to either externalizing or internalizing behavioral profiles. In the second stage, the three highest ranking students from each of the two dimensions are evaluated by the teacher using two rating scales. In the third stage, any students identified by stage 2 criteria are further evaluated by another school professional using structured observation and recording procedures in both the classroom and playground settings. Students who exceed stage 3 cutoff scores are referred to child study teams. The kit contains a user's guide and administration manual, a technical manual reporting psychometric properties of the SSBD, an observer training manual, and multiple copies of the screening instruments. The user's guide and administration manual addresses the following topics: implementation and administration procedures; instrument score calculation procedures; decision-making criteria and procedures; recommended additional measures; school applications of the procedure; and recommendations and resources for designing interventions for identified students. (Contains more than 100 references.) (DB)
Author: Carolyn M. Evertson Publisher: Routledge ISBN: 1135283451 Category : Education Languages : en Pages : 1357
Book Description
Classroom management is a topic of enduring concern for teachers, administrators, and the public. It consistently ranks as the first or second most serious educational problem in the eyes of the general public, and beginning teachers consistently rank it as their most pressing concern during their early teaching years. Management problems continue to be a major cause of teacher burnout and job dissatisfaction. Strangely, despite this enduring concern on the part of educators and the public, few researchers have chosen to focus on classroom management or to identify themselves with this critical field. The Handbook of Classroom Management has four primary goals: 1) to clarify the term classroom management; 2) to demonstrate to scholars and practitioners that there is a distinct body of knowledge that directly addresses teachers’ managerial tasks; 3) to bring together disparate lines of research and encourage conversations across different areas of inquiry; and 4) to promote a vigorous agenda for future research in this area. To this end, 47 chapters have been organized into 10 sections, each chapter written by a recognized expert in that area. Cutting across the sections and chapters are the following themes: *First, positive teacher-student relationships are seen as the very core of effective classroom management. *Second, classroom management is viewed as a social and moral curriculum. *Third, external reward and punishment strategies are not seen as optimal for promoting academic and social-emotional growth and self-regulated behavior. *Fourth, to create orderly, productive environments teachers must take into account student characteristics such as age, developmental level, race, ethnicity, cultural background, socioeconomic status, and ableness. Like other research handbooks, the Handbook of Classroom Management provides an indispensable reference volume for scholars, teacher educators, in-service practitioners, and the academic libraries serving these audiences. It is also appropriate for graduate courses wholly or partly devoted to the study of classroom management.
Author: Katherine Nicole Lacy (Graduate student)
Author: Katherine Nicole Lacy (Graduate student)
Author: Kristine A. Camacho
Author: Daniel J. Losen
Author: Russell Skiba
Author: Washington Research Project. Children's Defense Fund
Author: Stan Kutcher
Author: Shane Jimerson
Author: Wesley T. Church
Author: Hill M. Walker
Author: Carolyn M. Evertson