Author: Jeffery J. AshleyPublisher:
ISBN:
Category : Student
Languages : en
Pages : 236
Book Description
Student Perceptions of Student Discipline in Suburban and Urban High Schools: The Effects of Socioeconomic Status on Behavior and Academic Performance
Author: Jeffery J. AshleyPublisher:
ISBN:
Category : Student
Languages : en
Pages : 236
Book Description
Improving Learning Environments
Author: Richard ArumPublisher: Stanford University Press
ISBN: 0804781680
Category : Education
Languages : en
Pages : 356
Book Description
Improving Learning Environments provides the first systematic comparative cross-national study of school disciplinary climates. In this volume, leading international social science researchers explore nine national case studies to identify the institutional determinants of variation in school discipline, the possible links between school environments and student achievement, as well as the implications of these findings for understanding social inequality. As the book demonstrates, a better understanding of school discipline is essential to the formation of effective educational policies. Ultimately, to improve a school's ability to contribute to youth socialization and student internalization of positive social norms and values, any changes in school discipline must not only be responsive to behavior problems but should also work to enhance the legitimacy and moral authority of school actors.
Effects of School Climate on Student Achievement and Discipline Behaviors in Three Urban High School
Author: Diego S. LinaresPublisher:
ISBN:
Category : Professional leadership
Languages : en
Pages :
Book Description
This study examined the relationship between the teachers' perceptions of the school climate in three urban high schools in a southwest district of Houston, Texas, and the TAKS test scores for 5,625 10th and 11th grade students during the 2010-2011 school year in mathematics and English. The study analyzed the relationship between the teachers' perceptions of school climate and the number and severity of students' office discipline referrals, ranging from offenses Level I such as not following the appropriate school dress code, to offenses level IV such as use or possession of drugs or alcohol, during the same school year. Three hundred and eighty four teachers in the three high schools were invited to complete the Classroom & School Climate Survey for Secondary School Teachers, developed by Freiberg and Stein (2003). Student achievement was measured by the 10th and 11th grade TAKS tests scores generated during the 2010-2011 school year. Number and type of students' office discipline referrals for the 2010-2011 school year were collected using the district's archival data. The relationship between the teachers' perceptions of the school climate and students' achievement and discipline infractions was inconclusive due to the limitations of the data and the fact that the survey results on the three campuses were similar. While not statistically significant, a negative correlation was clearly noted between achievement and the number of discipline infractions. The negative correlations indicate that as the major/minor infractions increase, the English and mathematics TAKS test performance decreases.
Research in Education
Author: Understanding Disproportionate Discipline in Suburban Public Schools
Author: Chloe BodenPublisher:
ISBN:
Category : School discipline
Languages : en
Pages : 86
Book Description
"In the American public school system, Black and Hispanic students and low-SES (socioeconomic status) students are punished more frequently and more harshly than students of other races and socioeconomic statuses (Mitchell, 2014; Porter, 2015; Verdugo, 2002). This study seeks to examine whether or not the racial and SES composition of a high school is related to how students are disciplined. In order to examine this, 10 semi-structured interviews were conducted with school professionals at two high schools. The first school was predominantly white and middle- to upper-SES, and the second was predominantly black and lower-SES. Findings indicate that students at the lower-SES high school are punished more harshly than students at the upper-SES high school. The analysis indicates that race, socioeconomic status, differing perceptions about students, and hypercriminalization are important factors in explaining the difference in discipline. Policy implications will be presented."--Abstract.
Handbook of Classroom Management
Author: Carolyn M. EvertsonPublisher: 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.
Dissertation Abstracts International
Author: Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 700
Book Description
School Is A Joke
Author: Immaculata ChukwunyerePublisher: Covenant Books, Inc.
ISBN: 1638146721
Category : Education
Languages : en
Pages : 289
Book Description
School Is a Joke: Ethnography of Inner City Public School Students’ Perception and Sensemaking of School and Schooling explored minority and low-SES inner-city high school students’ perception and sense-making of school, schooling, learning, academic behaviors, and academic achievement through an integrated theory of human development, learning, and achievement. The author sought an understanding of the reason behind the persistent academic failure of inner-city minority and low-SES high school students, as well as the academic achievement gap within and between this subgroup of students. Conducted in a high-poverty, high-minority comprehensive inner-city high school in the south of the United States of America, the aim of the study was threefold. First, the author explored the factors operating in high school students’ thoughts, feelings, actions, and reactions to school and academic achievement. Second, she examined the mechanisms by which these factors operate. Third, she utilized an integrated humanistic paradigm in analyzing student learning and academic behavior, the interaction between student characteristics and school processes, and the school culture that emerged from the interaction. The integrated framework for the study comprised of Bronfenbrenner’s bioecological model of human development, Bandura’s sociocoginity theory of learning, and Bourdieu’s concept of habitus. The study’s findings have implication for student learning, academic behavior, and academic achievement; school organization and functioning, as well as administrative behavior and school culture.
Resources in Education
Author: Strategies to Reduce Student Misbehavior
Author: Oliver Clinton MolesPublisher:
ISBN:
Category : Classromm manage
Languages : en
Pages : 208
Book Description