Download or read book Assessing the Effectiveness of Disciplinary Alternative Education Programs for Secondary Students in the Dallas Independent School District written by Alecia Beck Cobb and published by . This book was released on 2008 with total page 252 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study is to analyze the effectiveness of disciplinary alternative education programs (DAEPs) are in meeting the academic and behavioral needs of assigned secondary students within the Dallas Independent School District. This research will examine how effective are the DAEPs' targeted interventions that focus on students with the most serious disciplinary and behavioral issues in changing their behavior in order for them to be successful in the regular school settings.

Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009-06 with total page 546 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Student and Counselor Perceptions of a Disciplinary Alternative Education Program s Effectiveness written by Rodney Dean Dunworth and published by . This book was released on 2018 with total page 246 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research reveals that disciplinary alternative education programs (DAEPs) are growing at an alarming rate. What are schools doing to ensure success for those students who are placed in a DAEP? In this descriptive qualitative research study, I examined how DAEPs can operate at a more effective level in order to provide a restorative environment, resulting in a decreased recidivism rate for troubled youth. In order to achieve this overall objective, the following research questions framed this study RQ1: What are the qualities in a disciplinary alternative education program setting that lead to either success or failure of a DAEP program? RQ2: Why do students continue to commit offenses which lead to multiple assignments in a disciplinary alternative education program? RQ3: How does a disciplinary alternative education program provide a restorative environment for troubled youth in order to decrease recidivism? RQ4: What resources are available to reduce the amount of repeat student assignments to DAEP? Participants were 12 North Texas secondary school students with multiple assignments to DAEPs and 12 North Texas secondary counselors who provide emotional and behavioral supports to these students. The findings indicate there is a high need for the implementation of transitional supports, a high need for consistent and targeted counselor support and resources, a high need to change student behavior, a high need to build positive relationships, and a high need to address the environmental (social) factors that influence behavior.

Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 748 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Alternative Education written by J. David Hawkins and published by . This book was released on 1980 with total page 92 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Texas Disciplinary Alternative Education Programs written by Kathy Erin Martinez-Prather and published by . This book was released on 2020 with total page 332 pages. Available in PDF, EPUB and Kindle. Book excerpt: The use of exclusionary discipline practices, which involves the removal of the student from the educational environment, continues to be a response used by schools for addressing student misconduct or delinquency. A major concern of stakeholders is that these types of discipline approaches may end up producing more negative outcomes for students (e.g., involvement in the criminal justice system or dropping out). Disciplinary Alternative Education Programs (DAEPs), a type of exclusionary discipline, are one of the more widely used tools used by schools. However, limited research has been conducted to understand how these programs operate and impact students. The purpose of this study was to understand the types of practices and support systems that are being implemented in DAEPs in Texas. Further, this study examined the relationship between program characteristics of a DAEP and its impact on recidivism to a DAEP. A mixed-methods approach was conducted. Specifically, an online survey was administered to DAEP principals to gather information on the types of practices implemented and an examination of the relationship with the rate of student recidivism. Next, follow-up interviews were conducted with DAEP principals from campuses that were found to have the highest and lowest student return rates to their DAEP.

Download or read book Report on HB 426 and HB 2532 written by Texas Education Agency and published by . This book was released on 2008* with total page 12 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Juvenile Justice and Alternative Education written by Nicole Mary Prior and published by Criminal Justice: Recent Schol. This book was released on 2013 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Prior explores the connection between the quality of alternative education and juvenile delinquency using a life course perspective. Specifically, she determines that the implementation of quality assurance (QA) in alternative education disciplinary schools increased the likelihood that exiting students would return to their home school but had no effect on the students¿ attendance. Additionally, improving the quality of the alternative education school showed mixed results on likelihood of arrest. The results indicate that students at alternative education schools should be allowed to remain in these schools until graduation from high school.

Download or read book The Affect i e Effect of High School Disciplinary Alternative Education Programs on Students with Long term Multiple Referrals written by Derrell Anthony Coleman and published by . This book was released on 2002 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Teachers Perceptions of the Impact of a District Alternative Education Program on Student Behavior and Academic Achievement written by Peace Oluwafemi and published by . This book was released on 2017 with total page 84 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of disciplinary alternative education programs (DAEPs) is to provide an alternative educational environment for students removed from their regular school due to behavioral infractions of the student code of conduct. Few studies have explored teachers’ perceptions of DAEPs regarding effective practices and strategies for improving student outcomes. The qualitative study examined teachers’ perceptions of the effect of DAEP placement on students in a major metropolitan school district in Texas. The research questions examined teachers’ perceptions of challenges encountered by students placed in DAEPs and strategies for improving student behavior and reducing the rate of recidivism. The study analyzed responses provided by teachers to a questionnaire (n= 12) via Google forms. Findings from the study support recommendations stating that students can improve their behavior through social skills instruction and purposeful interventions aimed at eliminating the unacceptable behavior. Recommendations by the teachers support the use of instructional and positive behavior management strategies for reducing recidivism and improving student behavior and academic outcome. Other findings and recommendations from the study suggest the need to build positive relationships with students, social and academic skill instruction and interventions, consistency and structure in setting behavior expectations, implementing alternative behavior management practices that are non-punitive. Alternative approaches to punitive disciplinary were recommended.

Download or read book The School Discipline Consensus Report written by CSG Justice Center and published by CSG Justice Center. This book was released on with total page 462 pages. Available in PDF, EPUB and Kindle. Book excerpt: The School Discipline Consensus Report presents a comprehensive set of consensus-based and field-driven recommendations to improve conditions for learning for all students and educators, better support students with behavioral needs, improve police-schools partnerships, and keep students out of the juvenile justice system for minor offenses. More than 100 advisors representing policymakers, school administrators, teachers, behavioral health professionals, police, court leaders, probation officials, juvenile correctional leaders, parents, and youth from across the country helped develop more than two dozen policies and 60 recommendations to keep more students in productive classrooms and out of court rooms.

Download or read book Effective Components of Disciplinary Alternative Programs as Perceived by High School Principals in a Texas Education Service Center Region written by Allen Reese and published by . This book was released on 2017 with total page 262 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Current Index to Journals in Education written by and published by . This book was released on 1999 with total page 1264 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Dealing with Behaviors Perceived as Unacceptable in Schools written by Reece Loren Peterson and published by . This book was released on 2002 with total page 52 pages. Available in PDF, EPUB and Kindle. Book excerpt: This examination of the interim alternative educational setting for the school discipline of students with disabilities focuses on the legal requirements and their application under the Individuals with Disabilities Education Act as amended in 1997. Following an introductory background chapter, the concept of interim alternative educational setting is defined and put in the context of IDEA and prior court cases. The next chapter considers assignment decisions and criteria for placement in the alternative setting including: who decides when to use an interim alternative setting; who determines the nature of such a setting; how long a student may be in an interim setting; criteria for an interim alternative educational setting; relationship to other programs for students who are suspended or expelled; connections to existing alternative schools or programs; other options for creating interim alternative educational settings; and changes in placement. The final section addresses such additional issues as the development of case law on interim settings, the lack of research on interim settings, research on alternative settings generally, and the funding of interim alternative settings. (Contains 25 references.) (DB)

Download or read book Effective Components of Disciplinary Alternative Education Programs as Perceived by Disciplinary Alternative Directors and Teachers in Education Service Center Region 10 Texas written by Del Scott Farler and published by . This book was released on 2005 with total page 342 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book An Evaluation of a Disciplinary Alternative Education Program After Its Initial Year of Implementation written by Virginia Garza Miller and published by . This book was released on 2005 with total page 254 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Inequities in Disciplinary Alternative Education Program Placements by Ethnicity race and Economic Status for Texas Middle School Students written by Edward L. Lopez and published by . This book was released on 2017 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Purpose The purpose of this journal-ready dissertation was to determine the extent to which differences were present in Disciplinary Alternative Education Program placement by student demographic characteristics for Grade 6, 7, and 8 students in Texas schools. In the first investigation, the degree to which Disciplinary Alternative Education Program placements differed by ethnicity/race (id est, Black, Hispanic, White, and Asian) for Grade 6, 7, and 8 boys were examined. In the second investigation, the degree to which Disciplinary Alternative Education Program placements differed by ethnicity/race (id est, Black, Hispanic, White, and Asian) for Grade 6, 7, and 8 girls were addressed. Finally, in the third study, the extent to which Disciplinary Alternative Education Program assignments differed by student economic status (id est, Not Economically Disadvantaged, Moderately Poor, and Extremely Poor) for Grade 6, 7, and 8 students were determined. In each of these three articles, four years of Texas statewide data were analyzed. As such, this multiyear analysis permitted a determination of trends in the differential assignment of Disciplinary Alternative Education Program placements for Grade 6, 7, and 8 Texas students. Method A causal comparative research design was employed in this quantitative investigation in which four years of Texas statewide data were analyzed. All of the independent variables and the dependent variables had already occurred, thus precluding the possibility of controlling for any extraneous variables. Findings Results were remarkably consistent across all four school years and across all three grade levels. In each of the school years, Black boys and Black girls were assigned statistically significantly higher rates of Disciplinary Alternative Education Program placements than their Hispanic, White, or Asian peers. Hispanic boys and Hispanic girls also received statistically significantly higher rates of Disciplinary Alternative Education Program placements than their White and Asian peers. Regardless of ethnicity/race, students who were Extremely Poor had statistically significantly higher rates of Disciplinary Alternative Education Program placements than their peers who were Not Poor or who were Moderately Poor. The results of these studies were congruent with the existing literature regarding the presence of inequities in the assignment of Disciplinary Alternative Education Program placements. The electronic version of this dissertation is accessible from http://hdl.handle.net/20.500.11875/2221