Download or read book Administrators and Teachers Perceptions of In school Suspension written by Amelia Shondra Jackson and published by . This book was released on 2010 with total page 206 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Urban Middle School Administrators and Teachers Perceptions of Black Student Behavior Suspension and Expulsion written by Garfield E. Adams and published by . This book was released on 2020 with total page 127 pages. Available in PDF, EPUB and Kindle. Book excerpt: Black students are suspended and expelled more than any other subgroup in middle schools. It is imperative that we analyze what perceptions administrators’ and core content teachers’ have about Black students’ behavior along with school suspensions and expulsions for Black students to change current practices. This dissertation gives a better understanding of how administrators and teachers perceive behaviors exhibited by Black students and their perceptions of suspensions and expulsions related to those behaviors. From the population of potential participants, a total of 7 school administrators and 19 core content area teachers completed the questionnaires from 5 middle schools in one southeastern school district. My study reveals teacher bias and lack of teacher training, explicitly focused on Black students and Black student behavior, are contributors to the disproportionate number of suspensions and expulsions assigned to Black students.
Download or read book The Perceptions of Administrators and Teachers Regarding the In school Suspension Program of the Cobb County Schools written by Thomas N. Mathis and published by . This book was released on 1982 with total page 120 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Perceptions of Teachers and Administrators Towards the Effectiveness of the In school Suspension Program and Its Impact on Student Discipline and Learning in a Large Metro Atlanta School District written by D. Ray Hill and published by . This book was released on 2002 with total page 154 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Perceptions of Administrators and Teachers on Selected School Environment Indices as Related to Student Suspension as a Disciplinary Technique written by Camilla A. Heid and published by . This book was released on 1985 with total page 414 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teacher and Administrator Perceptions of In school Suspension Programs on Changing Student Behavior and Academic Success in Schools written by John Scott Rimes and published by . This book was released on 2012 with total page 252 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teacher Perceptions of School Discipline Policies in a Multi school Public Charter School Corporation and Administrator Response written by Gregory Neal Green and published by . This book was released on 2006 with total page 302 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teachers Perceptions of In school Suspension at Centerville High School written by Joshua Adam Vaccar and published by . This book was released on 2010 with total page 136 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The School Discipline Fix Changing Behavior Using the Collaborative Problem Solving Approach written by J. Stuart Ablon and published by W. W. Norton & Company. This book was released on 2018-08-21 with total page 210 pages. Available in PDF, EPUB and Kindle. Book excerpt: A complete guide to a paradigm-shifting model of school discipline. Disruptive students need problem-solving skills, not punishment. Traditional school discipline is ineffective and often damaging, relying heavily on punishments and motivational procedures aimed at giving students the incentive to behave better. There is a better way. Dr. Ablon and his co-author Dr. Pollastri have been working with schools throughout the world to refine the Collaborative Problem-Solving (CPS) approach, creating a step-by-step program for educators based on the recognition—from research in neuroscience—that challenging classroom behaviors are due to a deficit of skill, not will. This book provides everything needed to implement the program, including reproducible assessment tools to pinpoint skill deficits in areas like frustration tolerance and flexibility that are at the root of students' challenging behaviors. Whether you are a teacher, counselor, coach, or administrator, the CPS approach to school discipline will provide you with a new mindset, an assessment process, and an effective intervention plan for each of your challenging students. You will walk away with strategies that are immediately actionable with the students in your life.
Download or read book Reducing Exclusionary Discipline written by Sean Michael Dotson and published by . This book was released on 2018 with total page 154 pages. Available in PDF, EPUB and Kindle. Book excerpt: As schools, districts, and government entities seek to improve outcomes and equity in our public school system, increasing attention has focused on exclusionary discipline practices that have a discriminatory impact on students. District and building leaders are implementing changes in discipline practices intended to reduce the frequency of use and disproportionality in the use of suspension and expulsion. The purpose of this study was to understand the perspective of school administrators and staff as they seek to reduce the use of exclusionary discipline in their school. Furthermore, this study explored how administrator perceptions and staff perceptions align with each other and with current practices, how they differ, and the implications for addressing exclusionary discipline. Using qualitative methods, the study, taking place over a period of three months at a mid-size Eastern Washington high school, included interviews with four school administrators, a focus group with seven teachers, and a focus group with six counselors, as well as a review of the school's discipline documents and communications. The study found five tensions experienced by staff that create conditions of strain and disequilibrium in the school related to discipline practices. These included tensions between traditional and new expectations of schools, accountability and support for student behavior, technical and adaptive responses to change, the comprehensive high school and alternative settings, and between staff in different roles in the school. These tensions arise from differences in perceptions between administrators and staff, though areas of alignment also appeared in the data. Implications for school leaders include a need to attend to the areas of staff capacity building, consistency, communications, and school culture to support future efforts to improve discipline practices. Policy implications include a need for lawmakers to improve the resources available for schools to provide supervision and services for students with behavior issues that would have previously resulted in exclusions from school.
Download or read book Suspension written by Monica V. Garcia and published by . This book was released on 2009 with total page 128 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Study of the Perceptions of Middle and Secondary classroom Teachers and School Administrators Concerning the Effectiveness of the PASS Program Positive Alternatives to Student Suspensions written by Robert Lee Roberts and published by . This book was released on 1984 with total page 256 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 Closing the School Discipline Gap written by Daniel J. Losen and published by Teachers College Press. This book was released on 2015 with total page 286 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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
Download or read book Administrators Perceptions of Students Re entry to School After Exclusionary Discipline Measures written by Casey Molitor and published by . This book was released on 2020 with total page 122 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study sought to analyze the perceptions of secondary building principals and assistant principals in order to gain a better understanding of the policies and processes they follow when students are returning to their school building upon exclusionary discipline measures. This study also examined the perceived barriers and issues associated with a student transitioning back to a regular school environment after serving long-term suspensions or expulsion. Furthermore, this study assessed the impact a student can have on other students, staff, and the overall school environment. Additionally, this study analyzed the quality, quantity, and the cultural responsiveness to the proactive interventions that are available to all students as a mean to prevent behaviors that lead to exclusionary discipline measures. A total of 36 principals and assistant principals from Montgomery, Bucks, and Chester counties participated in an online survey in order to answer the research questions. Of the 36 participants, six volunteered to take part in the interview process to provide more information as it relates to the research questions. Overall, results indicated that middle and high school principals and assistant principals see a need for a more formalized process when students are transitioning back to regular school environments. Further findings specified the need for access to more resources and supports when students return to district school buildings, as well as professional development on cultural responsive practices and behavior support for teachers and other building staff members.
Download or read book Perceptions of In school Suspension by Never suspended Students Suspended Students and Teachers and Their Relationship to the Effectiveness of In school Suspension Programs written by Tommy E. Turner and published by . This book was released on 1998 with total page 254 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Student and Teacher Perceptions of School Suspension written by Edith Sherry Gordon and published by . This book was released on 1984 with total page 240 pages. Available in PDF, EPUB and Kindle. Book excerpt:
