Download or read book A Study of Advisory Programs and Their Impact on Middle School Suspension Rates written by Teresa A. Seaman and published by . This book was released on 2003 with total page 172 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Focus on the Wonder Years written by Jaana Juvonen and published by Rand Corporation. This book was released on 2004-03-25 with total page 181 pages. Available in PDF, EPUB and Kindle. Book excerpt: Young teens undergo multiple changes that seem to set them apart from other students. But do middle schools actually meet their special needs? The authors describe some of the challenges and offer ways to tackle them, such as reassessing the organization of grades K-12; specifically assisting the students most in need; finding ways to prevent disciplinary problems; and helping parents understand how they can help their children learn at home.

Download or read book A Comparative Study of In school Suspension and Out of School Suspension at the Middle Level written by Laura Whitehouse and published by . This book was released on 2003 with total page 98 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Overloaded and Underprepared written by Denise Pope and published by John Wiley & Sons. This book was released on 2015-06-17 with total page 256 pages. Available in PDF, EPUB and Kindle. Book excerpt: Praise for Overloaded and Underprepared “Parents, teachers, and administrators are all concerned that America’s kids are stressed out, checked out, or both—but many have no idea where to begin when it comes to solving the problem. That’s why the work of Challenge Success is so urgent. It has created a model for creating change in our schools that is based on research and solid foundational principles like communication, creativity, and compassion. If your community wants to build better schools and a brighter future, this book is the place to start.” —Daniel H. Pink, author of Drive and A Whole New Mind “Challenge Success synthesizes the research on effective school practices and offers concrete tools and strategies that educators and parents can use immediately to make a difference in their communities. By focusing on the day-to-day necessities of a healthy schedule; an engaging, personalized, and rigorous curriculum; and a caring climate, this book is an invaluable resource for school leaders, teachers, parents, and students to help them design learning communities where every student feels a sense of belonging, purpose, and motivation to learn the skills necessary to succeed now and in the future.” —Linda Darling-Hammond, Charles E. Ducommun Professor of Education, Stanford University “Finally, a book about education and student well-being that is both research-based and eminently readable. With all the worry about student stress and academic engagement, Pope, Brown and Miles gently remind us that there is much we already know about how to create better schools and healthier kids. Citing evidence-based ‘best practices’ gleaned from years of work with schools across the country, they show us what is not working, but more importantly, what we need to do to fix things. Filled with practical suggestions and exercises that can be implemented easily, as well as advice on how to approach long-term change, Overloaded and Underprepared is a clear and compelling roadmap for teachers, school administrators and parents who believe that we owe our children a better education.” —Madeline Levine, co-founder Challenge Success; author of The Price of Privilege and Teach Your Children Well “This new book from the leaders behind Challenge Success provides a thorough and balanced exploration of the structural challenges facing students, parents, educators, and administrators in our primary and secondary schools today. The authors’ unique approach of sharing proven strategies that enable students to thrive, while recognizing that the most effective solutions are tailored on a school-by-school basis, makes for a valuable handbook for anyone seeking to better understand the many complex dimensions at work in a successful learning environment.” —John J. DeGioia, President of Georgetown University

Download or read book Middle School Advisory Programs written by Susan Cvengros Mortensen and published by . This book was released on 2007 with total page 280 pages. Available in PDF, EPUB and Kindle. Book excerpt: This comprehensive investigation on middle school advising was chiefly concerned with assessing and improving an advising program at a Seattle independent school. For the purose of gathering background information, the directors of six advising programs in the region were interviewed. Of primary interest was the history of each program's evolution, the prevailing program priorities, and the common expectations of advisors. Following these interviews, a detailed review of the focal advisory program was conducted. Meetings were held with the advisors of each grade level at a fifth through eighth grade middle school. These meetings were designed to ascertain developmental trends, isolate student needs, and determine advisory program priorities. The grade level workshops were followed by eight advisory group observations, eight interviews with advisors, and eight interviews with advisees. Finally, over 350 electronic surveys were conducted of families, advisors, and advisees. The interviews with program directors of other schools revealed a variety of program structures, styles, and priorities. The most common priorities of all programs were academic advocacy and community building. The interviews, observations, and surveys of the focal school revealed these same trends for priorities, and the survey data revealed that most constituents have a common understanding of what the advisor's role should be. While the data revealed that the majority of constituents are pleased with the advising at this school, there were dominant perceptions about what might improve overall program effectiveness. Some of the recommendations include establishing clear expectations, refining program purpose, improving program marketing, increasing advisor training, and providing advisors with ample tools for helping them manage unstructured time. The discussion includes the final summary of recommendations gleaned from the inquiry and the initial literature review.

Download or read book Advisory Programs in Middle and High Schools written by Falguni V. Patel and published by . This book was released on 2012 with total page 792 pages. Available in PDF, EPUB and Kindle. Book excerpt: This mixed methods multiple case study examined advisory programming in three high schools and one middle school in Connecticut. Data were gathered through staff interviews, staff surveys, student focus groups, student surveys, and document analysis of the advisory programs. The study examined advisory organizational structures, advisor role, school counselor role, professional development, and the perceptions of staff and students on the benefits and drawbacks of advisory programming for adolescents, staff, and school communities The research examined the degree of alignment between the advisory organizational structures and the social emotional programming framework (SEL) proposed by Daniel Golman's Collaborative for Academic, Social, and Emotional Learning. The research findings indicated there is variability among the advisory structures, role of school counselors, and professional development training and resources of advisory programs in secondary schools as largely influenced by the bureaucracy of school systems. Advisory programs have produced both positive and negative outcomes for school communities in fostering the social emotional development of adolescents, building staff/student relationships/connections, and developing a positive school culture and climate. This research study suggests secondary schools model advisory organizational structures based on the social emotional learning framework to produce more positive academic and social emotional outcomes for adolescents and school communities in shaping a positive school climate.

Download or read book A Study of the Effect of Character Education on Suspension Rates of Middle School Students written by Tracy Webster and published by . This book was released on 2010 with total page 70 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Reducing Out of school Suspension in Title I Middle Schools written by William Thomas Hatten (author.) and published by . This book was released on 2020 with total page 158 pages. Available in PDF, EPUB and Kindle. Book excerpt: Out-of-school suspension is a growing concern in the United States education system and affects students at the three Title I schools in the Central School System at a particularly high frequency. The purpose of this applied study was to solve the problem of high-frequency out-of-school suspension for three Title I middle schools in the Central School system and to formulate a solution to address the problem. A multi-method design was used, consisting of both qualitative and quantitative approaches. The first approach was structured interviews with two administrators from each school. The second approach was the analysis of archival data using the discipline data from the school system. The third approach was a teacher survey using a Likert scale to determine teacher perspectives on out-of-school suspension. These tools were used to develop a focused program that will allow the schools to meet student needs while also maintaining safety, order, and a positive school climate. The results of the data showed that administrators and teachers were aware of the negative implications of out-of-school suspension but were experiencing tension between the need to maintain discipline within the school and teacher support while also desiring to reduce out-of-school suspension. The data showed that administrators identified significant differences in most of the student body and students who have frequent behavioral concerns and multiple suspensions. An alternative to suspension program was developed and proposed as a solution to reduce out-of-school suspension.

Download or read book Effects of an After School Instructional Advisory Program on the Academic Achievement of At risk Middle School Students written by Wendy L. May and published by . This book was released on 2017 with total page 35 pages. Available in PDF, EPUB and Kindle. Book excerpt: During the Great Recession, which began in 2008, many school districts had to make significant cuts to their operating budgets. Some of these cuts such as eliminating after school programs, extracurricular activities, and summer school made it challenging for school districts to close the achievement gap. As the economy began to recover, the California Local Control Funding Formula was implemented to direct more funds into school districts with a large population of students with special needs and at-risk of failing academically. These additional funds which are budgeted as per the Local Control Accountability Plan require school districts to be held accountable for student achievement and progress. Implementing an after school program is one strategy for meeting the needs of at-risk students. The purpose of this study was to determine the effectiveness of an after school Instructional Advisory Program on the academic achievement of at-risk middle school students. The sample consisted of 25 seventh and eighth-grade students with an overall grade point average (GPA) of 2.00 or below prior to participation. A paired sample t-test was used to determine if there was a significant change in overall GPA after one year of participation. The statistical significance was set at .05. The mean overall GPA after participation was significantly higher than the mean overall GPA prior to participation. The results of the statistical analysis suggest that participation in an after school Instructional Advisory Program may have a positive effect on the overall GPA of at-risk middle school students.

Download or read book Impact of Intervention Programs on Middle School Students Chronic Absenteeism Suspensions and Expulsions written by Chasity L. Daniels and published by . This book was released on 2020 with total page 92 pages. Available in PDF, EPUB and Kindle. Book excerpt: Students chronically absent, regardless of the reason, experienced lower academic performance and lower high school graduation rates. Approximately eight million students in the United States were chronically absent in the 2015-2016 school year, with 1.3 million middle school students identified as chronically absent. A profile of the school district demonstrated an increased number of students suspended and expelled. The purpose of this quantitative, non-experimental, descriptive study was to determine the effectiveness of Positive Behavior Interventions and Supports in 2015-2016 and the implementation of the Second Step Program in 2016-2017 when addressing chronic absenteeism, suspensions, and expulsions in middle schools in one Georgia school district. The researcher analyzed the data and conducted independent samples t-tests to determine differences in the two intervention programs. The researcher confirmed no statistically significant differences in chronic absences, suspensions, and expulsions during the implementation of Positive Behavior Interventions and Supports in 2015-2016 or the implementation of the Second Step Program in 2016-2017 using archival data from all middle schools located in one Georgia School District.

Download or read book A Study of the Effects of Principal and Teacher Efficacy on Suspension Rates in the Junior High Schools of an Urban School District written by Cecelia M. Adams and published by . This book was released on 1996 with total page 466 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Impact of Behavior Intervention Programs on Student Suspensions written by Felicia Artina Whitaker and published by . This book was released on 2015 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study is to determine if the use of the behavior intervention programs, Positive Behavior Intervention Support and Character Academy impact suspensions of African American students in a local education agency (LEA) in northeastern North Carolina. Based on the literature review, suspension has been an issue for school officials for the past three decades (Unidos & Unidos, 2005). Students have been and continue to be derailed into the juvenile justice system as a result of suspensions. Students who are forced onto what is known as the school house to jailhouse track suffer dire consequences (Unidos & Unidos, 2005). A school-wide discipline plan is a first and necessary step in a continuum for providing behavior support to all students (Colvin, 2007). An alternative is a comprehensive, proactive approach to discipline known as School-Wide Behavior Support (Skiba & Sprauge, 2008). Character Academy is a program that is used in place of suspensions (Smith, 2013). The data used for this research study were collected from an LEA in northeastern North Carolina. To answer the study questions, participant interview and school district suspension data reports were collected and triangulated. Data were collected through interviews with students, teachers, parents, and school administrators at the elementary, middle, and high school levels as well as school district leadership. School district suspension data were collected from the North Carolina Annual Report of Suspensions and Expulsions for the school years: 2011-12; 2012-13; and 2013-14 from Northampton County Schools. Based on the findings, the district should continue use of the PBIS program but train a district team of veteran teachers, administrators, and central office support personnel on all modules of the PBIS program to help implement and support the use of the program throughout the district. The district should discontinue the use of the Character Academy Program.

Download or read book Building Resilience in Students Impacted by Adverse Childhood Experiences written by Victoria E. Romero and published by Corwin Press. This book was released on 2018-05-22 with total page 249 pages. Available in PDF, EPUB and Kindle. Book excerpt: Use trauma-informed strategies to give students the skills and support they need to succeed in school and life Nearly half of all children have been exposed to at least one adverse childhood experience (ACE), such as poverty, divorce, neglect, substance abuse, or parent incarceration. This workbook-style resource shows K-12 educators how to integrate trauma-informed strategies into daily instructional practice through expanded focus on: The experiences and challenges of students impacted by ACEs, including suicidal tendencies, cyberbullying, and drugs Behavior as a form of communication and how to explicitly teach new behaviors How to mitigate trauma and build innate resiliency

Download or read book In school Suspension written by Larry Douglas Shipman (Sr) and published by . This book was released on 2013 with total page 150 pages. Available in PDF, EPUB and Kindle. Book excerpt: Implications for research include repeating the study using a mixed methods approach with the use of surveys to see if the same findings can be duplicated.

Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 756 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Planning for an In school Suspension Program written by Coronica L. L. Richardson and published by ProQuest. This book was released on 2009 with total page 308 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this critical action research study was to examine the perceptions of teachers and support staff regarding planning of an in-school suspension program, according to a framework suggested by Short and Noblit (1985), which includes academic, therapeutic, and punitive curricular components. Participatory research was used to plan the curriculum of an ISS. The qualitative design of this participatory study utilized interviews and focus groups. The design explored the perceptions of middle school teachers and support staff. Coding revealed that middle school teachers and support staff perceived these three components were important in planning an in-school suspension program. Middle school teachers and support staff perceived the therapeutic curricular component was related to one-on-one counseling. The academic curricular component was related to the advancement and remediation of student skills. Middle school teachers and support staff perceived the punitive curricular component was related to structure, rules, and regulations. Counseling was viewed as an important component to improve students' self image within the school community. Middle school teachers and support staff believed that students need to take responsibility for their behavior and that a punitive component could provide appropriate structure to the curriculum, however along with the combination of the academic and therapeutic components could provide for a well-rounded ISS. Future qualitative research could address students' input in an ISS program.

Download or read book Promoting Health and Academic Success written by David A. Birch and published by Human Kinetics. This book was released on 2024-04-10 with total page 277 pages. Available in PDF, EPUB and Kindle. Book excerpt: Promoting Health and Academic Success was the first book to cover the Whole School, Whole Community, Whole Child (WSCC) model, now a widely accepted framework for promoting health and learning in schools. With increasing evidence that health and academic success go hand in hand, this second edition delves deeper into the WSCC approach to showcase best practices that truly put the child at the center of health and education. Promoting Health and Academic Success, Second Edition With HKPropel Access, boasts a team of editors and contributors who have experience as leaders in school health and WSCC at the national, state, and local levels. It provides direction for educators, school health professionals, and health agencies interested in promoting student health, diversity, equity, inclusion, and advocacy for the planning, implementation, and evaluation of the WSCC approach. The second edition has been updated to incorporate the knowledge and experiences that have been gained since the first edition of the book: Discussion of new challenges for schools and communities such as COVID-19, school safety, and curriculum and programming decisions related to social justice and racism Real-world examples to provide practice and multiple perspectives on WSCC Application activities and case studies that engage students in applied learning within the context of WSCC simulations Related online learning tools, delivered in HKPropel, including review items, and project-based assignments Perspectives from WSCC leaders related to current practice and future WSCC considerations This resource is a must-have for the planning, implementation, and evaluation of initiatives designed to promote education and health for students through meaningful engagement of family members, community members, and school faculty and staff members. The coordinated initiatives presented in Promoting Health and Academic Success: The WSCC Approach, Second Edition, provide a valuable resource for educators, community health practitioners, and other stakeholders engaged in promoting health and academic success for school-age children. Note: A code for accessing HKPropel is not included with this ebook but may be purchased separately.