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Author: Jesus Marron (Jr.) Publisher: ISBN: Category : Languages : en Pages : 666
Book Description
This qualitative study examines the implementation of Assembly Bill 1729 in four high schools in the Silicon Valley. The study assesses the impact of this bill in reducing the suspension disparity amongst African American and Latino students in the four high schools. The study was guided by the following four research questions: Is there a pattern of disparity between high schools regarding the impact of AB1729 on student suspensions, expulsions, and academic performance? What are former adult high student's perceptions of their high school experience with school discipline? What are high school teachers' perceptions regarding the impact of AB1729 on their classroom experiences with student discipline and school safety? What are school site administrators' perceptions of AB1729 and the impact on their leadership practices on student discipline and maintaining a safe school? The researcher used Critical Race Theory, General Systems Theory and Multiple Ethical Paradigm as the main theoretical frameworks in examining the study. The three theories were used through out the study, as there were three participant sample groups, which involved former high school students, teachers and school site administrators. Due to the findings of the participant interviews the data was framed into mediating themes and meta themes, this further provided a chain of evidence that formed a model of six frames under the concepts, of Culture and Pedagogy. Marron's Circularity of Culture Interdependency Model was framed as a codependent framework that is necessary in order for schools to be effective. The study revealed through Critical Race Theory that attitudinal, ideological, individual and institutional racism hinder our schools and educators. As the study exposed that African American and Latino students are still disproportionally suspended more then other student groups. Special education students are still blatantly suspended in schools. Moreover, the study revealed that Title-one schools suspend more students then non-Title 1 schools. This outcome reaffirms that schools continue to discipline students who need the most assistance. The researcher concludes with making recommendations. For example, professional development and education in Culturally Responsive Pedagogy, where teachers and school site administrators need to cultivate a culturally diverse knowledge of the students and community they serve. In addition, schools need to implement and practice culturally relevant instructional and curriculum. School site leaders and teachers need to practice data driven decision making when addressing issues. School site leaders and teachers need to practice strategic planning in order to understand data more profoundly in addressing student and school concerns.
Author: Brian Schoonover Publisher: iUniverse ISBN: 1440110735 Category : Education Languages : en Pages : 170
Book Description
Mandatory punishments for disciplinary offenses have been included in school districts' Student Codes of Conduct since it was mandated by the Gun Free Schools Act of 1994. While zero tolerance policies were initially created to protect students and teachers from gun attacks in schools, the way in which these policies have actually been implemented in schools has prompted some parents, educators, and politicians to challenge them and call for zero tolerance policy reform. Since 1994, a majority of school districts have expanded their use of zero tolerance policies to include infractions other than those included to keep guns out of schools. Zero Tolerance Discipline Policies, the first comprehensive study of its kind, conducted by author Dr. Brian James Schoonover, examines the history of zero tolerance policies, including the practice of adding offenses other than the possession of guns to these policies. With practical, action oriented recommendations on ways policymakers and educational leaders can improve how students are disciplined, Zero Tolerance Discipline Policies offers recommendations on what should be included in a model Student Code of Conduct as well as a recommendation for starting a Three CHANCE (Changing Habits After New Character Education) system of educational placements to ensure all students are educated in a safe and appropriate facility.
Author: J. Kafka Publisher: Springer ISBN: 1137001968 Category : History Languages : en Pages : 305
Book Description
Through a case study of the Los Angeles city school district from the 1950s through the 1970s, Judith Kafka explores the intersection of race, politics, and the bureaucratic organization of schooling. Kafka argues that control over discipline became increasingly centralized in the second half of the twentieth century in response to pressures exerted by teachers, parents, students, principals, and local politicians - often at different historical moments, and for different purposes. Kafka demonstrates that the racial inequities produced by today's school discipline policies were not inevitable, nor are they immutable.
Author: Sheila Heaviside Publisher: U.S. Government Printing Office ISBN: Category : Education Languages : en Pages : 160
Book Description
Under a Congressional mandate, the National Center for Education Statistics (NCES) is required to collect data on the frequency, seriousness, and incidence of violence in elementary and secondary schools. The NCES responded to this requirement by commissioning a survey, the Principal/School Disciplinarian Survey on School Violence, the results of which are detailed in this report. The school violence survey was conducted with a nationally representative sample of 1,234 regular public elementary, middle, and secondary schools in the 50 states and the District of Columbia in the spring and summer of 1997. The survey requested information on: (1) the incidence of crime and violence in the public schools; (2) principals' (or school disciplinarians') perceptions about discipline issues; (3) types of disciplinary actions schools took; and (4) security and violence prevention measures in the schools. More than half of U.S. public schools reported experiencing at least one crime incident in the school year 1996-97, and 1 in 10 schools reported at least one serious violent crime during the school year. Crime and violence were more of a problem in middle and high schools than in elementary schools. Middle and high schools were more likely to report that they had experienced one or more incidents of any crime and one or more incidents of serious violent crime than elementary schools. Most public schools reported having zero tolerance policies towards serious student offenses, and most schools reported that they used low levels of security measures to prevent violence. Most schools reported having formal school violence prevention programs. An appendix contains the survey questionnaire. (Contains 12 figures, 32 tables.) (SLD)
Author: Derek W Black Publisher: NYU Press ISBN: 1479886084 Category : Law Languages : en Pages : 248
Book Description
Answers the calls of grassroots communities pressing for integration and increased education funding with a complete rethinking of school discipline In the era of zero tolerance, we are flooded with stories about schools issuing draconian punishments for relatively innocent behavior. One student was suspended for chewing a Pop-Tart into the shape of a gun. Another was expelled for cursing on social media from home. Suspension and expulsion rates have doubled over the past three decades as zero tolerance policies have become the normal response to a host of minor infractions that extend well beyond just drugs and weapons. Students from all demographic groups have suffered, but minority and special needs students have suffered the most. On average, middle and high schools suspend one out of four African American students at least once a year. The effects of these policies are devastating. Just one suspension in the ninth grade doubles the likelihood that a student will drop out. Fifty percent of students who drop out are subsequently unemployed. Eighty percent of prisoners are high school drop outs. The risks associated with suspension and expulsion are so high that, as a practical matter, they amount to educational death penalties, not behavioral correction tools. Most important, punitive discipline policies undermine the quality of education that innocent bystanders receive as well—the exact opposite of what schools intend. Derek Black, a former attorney with the Lawyers’ Committee for Civil Rights Under Law, weaves stories about individual students, lessons from social science, and the outcomes of courts cases to unearth a shockingly irrational system of punishment. While schools and legislatures have proven unable and unwilling to amend their failing policies, Ending Zero Tolerance argues for constitutional protections to check abuses in school discipline and lays out theories by which courts should re-engage to enforce students’ rights and support broader reforms.
Author: Jesus Marron (Jr.) Publisher: ISBN: Category : Languages : en Pages : 666
Book Description
This qualitative study examines the implementation of Assembly Bill 1729 in four high schools in the Silicon Valley. The study assesses the impact of this bill in reducing the suspension disparity amongst African American and Latino students in the four high schools. The study was guided by the following four research questions: Is there a pattern of disparity between high schools regarding the impact of AB1729 on student suspensions, expulsions, and academic performance? What are former adult high student's perceptions of their high school experience with school discipline? What are high school teachers' perceptions regarding the impact of AB1729 on their classroom experiences with student discipline and school safety? What are school site administrators' perceptions of AB1729 and the impact on their leadership practices on student discipline and maintaining a safe school? The researcher used Critical Race Theory, General Systems Theory and Multiple Ethical Paradigm as the main theoretical frameworks in examining the study. The three theories were used through out the study, as there were three participant sample groups, which involved former high school students, teachers and school site administrators. Due to the findings of the participant interviews the data was framed into mediating themes and meta themes, this further provided a chain of evidence that formed a model of six frames under the concepts, of Culture and Pedagogy. Marron's Circularity of Culture Interdependency Model was framed as a codependent framework that is necessary in order for schools to be effective. The study revealed through Critical Race Theory that attitudinal, ideological, individual and institutional racism hinder our schools and educators. As the study exposed that African American and Latino students are still disproportionally suspended more then other student groups. Special education students are still blatantly suspended in schools. Moreover, the study revealed that Title-one schools suspend more students then non-Title 1 schools. This outcome reaffirms that schools continue to discipline students who need the most assistance. The researcher concludes with making recommendations. For example, professional development and education in Culturally Responsive Pedagogy, where teachers and school site administrators need to cultivate a culturally diverse knowledge of the students and community they serve. In addition, schools need to implement and practice culturally relevant instructional and curriculum. School site leaders and teachers need to practice data driven decision making when addressing issues. School site leaders and teachers need to practice strategic planning in order to understand data more profoundly in addressing student and school concerns.
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: Adrien Katherine Wing Publisher: NYU Press ISBN: 0814793932 Category : Law Languages : en Pages : 468
Book Description
A classic anthology of writings on the legal status and lived experiences of women of color Now in its second edition, the acclaimed anthology Critical Race Feminism presents over 40 readings on the legal status of women of color by leading authors and scholars such as Anita Hill, Lani Guinier, Kathleen Neal Cleaver, and Angela Harris. The collection gives voice to Black, Latina, Asian, Native American, and Arab women, and explores both straight and queer perspectives. Both a forceful statement and a platform for change, the anthology addresses an ambitious range of subjects, from life in the workplace and motherhood to sexual harassment, domestic violence, and other criminal justice issues. Extending beyond national borders, the volume tackles global issues such as the rights of Muslim women, immigration, multiculturalism, and global capitalism. Revealing how the historical experiences and contemporary realities of women of color are profoundly influenced by a legacy of racism and sexism that is neither linear nor logical, Critical Race Feminism serves up a panoramic perspective, illustrating how women of color can find strength in the face of oppression.
Author: Anita Wadhwa Publisher: Routledge ISBN: 1317434463 Category : Education Languages : en Pages : 187
Book Description
The school-to-prison pipeline is often the path for marginalized students, particularly black males, who are three times as likely to be suspended as White students. This volume provides an ethnographic portrait of how educators can implement restorative justice to build positive school cultures and address disciplinary problems in a more corrective and less punitive manner. Looking at the school-to-prison pipeline in a historical context, it analyzes current issues facing schools and communities and ways that restorative justice can improve behavior and academic achievement. By practicing a critical restorative justice, educators can reduce the domino effect between suspension and incarceration and foster a more inclusive school climate.
Author: Michael D. Reisig Publisher: Oxford University Press ISBN: 0199843899 Category : Social Science Languages : en Pages : 696
Book Description
The police are perhaps the most visible representation of government. They are charged with what has been characterized as an "impossible" mandate -- control and prevent crime, keep the peace, provide public services -- and do so within the constraints of democratic principles. The police are trusted to use deadly force when it is called for and are allowed access to our homes in cases of emergency. In fact, police departments are one of the few government agencies that can be mobilized by a simple phone call, 24 hours a day, 7 days a week. They are ubiquitous within our society, but their actions are often not well understood. The Oxford Handbook of Police and Policing brings together research on the development and operation of policing in the United States and elsewhere. Accomplished policing researchers Michael D. Reisig and Robert J. Kane have assembled a cast of renowned scholars to provide an authoritative and comprehensive overview of the institution of policing. The different sections of the Handbook explore policing contexts, strategies, authority, and issues relating to race and ethnicity. The Handbook also includes reviews of the research methodologies used by policing scholars and considerations of the factors that will ultimately shape the future of policing, thus providing persuasive insights into why and how policing has developed, what it is today, and what to expect in the future. Aimed at a wide audience of scholars and students in criminology and criminal justice, as well as police professionals, the Handbook serves as the definitive resource for information on this important institution.
Author: Jesus Marron (Jr.)
Author: Brian Schoonover
Author: J. Kafka
Author: Sheila Heaviside
Author: Derek W Black
Author: Jesus Marron (Jr.)
Author: Daniel J. Losen
Author: Adrien Katherine Wing
Author: Anita Wadhwa
Author: United States. Congress
Author: Michael D. Reisig