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 Disciplinary Alternative Education Program Practices written by Texas Education Agency and published by . This book was released on 2007 with total page 14 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 Educator Perceptions of the Use of Power and Student Responses to the Use of Power at a Disciplinary Alternative Education Program DAEP written by Rayetta M. Johnson and published by . This book was released on 2014 with total page 133 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study was conducted to reveal educator perceptions of the uses of power and student responses to that power at the Disciplinary Alternative Education Program (DAEP) in one suburban Texas school district. The study was conducted in a mid-size, suburban independent school district in North Texas known as "Main ISD". Surveys were analyzed from 75 educators: 55 home campus teachers, 14 home campus administrators, and 6 DAEP teachers. All educators had the opportunity to observe students before, during, and/or after completing a placement at the DAEP. Additionally, the survey served to identify participants who were willing to be interviewed as a part of qualitative data collection. Interviews were conducted with three educators in each of the participant categories. In all, the overwhelming majority (fifty-six of 75) of those who responded to the survey did believe that the power in use at the Main ISD DAEP is coercive. Of the nine educators interviewed, all understood why students are assigned to DAEP and the purpose of the program. Five of the nine interview participants cited coercive power as being primarily used at the DAEP. Though the interviews did provide more information regarding educator's perception on the idea of power used at the DAEP, the interviews did not reveal consistency in how the educators' perceived students' reactions to the use of power that they identified. Future research should include studies that seek to determine the impact that DAEPs have on students in their future regarding behavior as well as academics. There is a need to explore more about the practices found at DAEPs. I suggest that studies, similar to this study should be carried out in other districts in Texas as well as in other states. It should be determined as to whether the perceptions that the educators in this study are specific to this district's DAEP or whether this is a perception that is more widespread. Additionally, future research should focus on the practices at the DAEP that cause educators to have the perceptions they have and how those practices need to be adjusted or changed altogether.
Download or read book The Texas Model for Comprehensive School Counseling Programs written by and published by . This book was released on 2018-02-15 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The Texas Model for Comprehensive School Counseling Programs is a resource to develop effective and high quality comprehensive school counseling programs that align with Texas statutes and rules governing the work of school counselors. It outlines a process for tailoring school counseling programs to meet the varying needs of students across an array of school districts through implementation of the four components of school counseling programs, Guidance Curriculum, Responsive Services, Individual Planning, and System Support. With this resource, a school counselor will learn to use campus-specific data to identify the unique needs of a campus and design a comprehensive school counseling program to meet those needs. Recognizing the important roles of the entire educational community, the Texas Model for Comprehensive School Counseling Programs provides examples of how parents, teachers, administrators, principals and school counselors can best contribute to implementation of each of the four components of comprehensive school counseling programs. It provides a developmental framework for a school counseling program curriculum that includes activities at each grade level to enhance students¿ educational, career, personal and social development.
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 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 Helping Students Graduate written by Franklin Schargel and published by Routledge. This book was released on 2013-10-31 with total page 288 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book describes the fifteen strategies identified through research reviewed by The National Dropout Prevention Center and Network at Clemson University. Each chapter in this book was written by a nationally recognized authority in that field. Research has shown that these 15 strategies have been successfully implemented in all school levels from K - 12 in rural, suburban, and urban centers; as stand-alone programs or as part of systemic school improvement plans. Helping Students Graduate: A Strategic Approach to Dropout Prevention also covers No Child Left Behind and its effects on dropout rates; Dealing with Hispanic dropouts; Differences and similarities between rural and urban dropouts. These fifteen strategies have been adopted by the U.S. Department of Education. They are applicable to all students, including students with disabilities.
Download or read book Removal Isolation and Discipline in Texas Schools written by Jessica L. Dunning-Lozano and published by . This book was released on 2015 with total page 480 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation investigates the school-level impact of punitive zero-tolerance education policies through an ethnographic study of the daily practices in place at a 6th - 12th grade Disciplinary Alternative Education Program (DAEP) in Texas. This is the first ethnography of a public DAEP in Texas, a product of zero-tolerance policy designed to punish and secondly to educate. The analysis draws from a rich set of data consisting of 27 months of participant observations, 12 of these months as a substitute teacher, 90 in-depth interviews with program staff, students, parents, student survey, and an archive of student disciplinary documents. The study addresses four research questions: 1) How does the penetration of the carceral arm of the criminal justice system into public schools affect the quality of education? 2) How is discipline accomplished in this program, specifically, what are its forms, how does it vary, what is the extent of its operation, and what are its effects? 3) How does this experience vary by race, gender, class, and citizenship status? And 4) How do these disciplinary practices impact teachers, students, and families? DAEPs have little state over site, a dropout rate five times higher than mainstream schools in Texas, and have become a more common academic transition point for boys, Latinos, black, and low-income youth. This in-depth study of a DAEP offers a nuanced understanding of the form, effects, variation, and extension of discipline within and beyond the program's bounds, and contributes to our understanding of the micro-effects of punitive school policies on children, their families, and school authorities. Additionally, it examines one way the punitive state exerts discipline over marginalized youth populations through disciplinary school practices. Lastly, the dissertation provides the knowledge needed to improve the educational experiences of the most vulnerable youth populations.
Download or read book Restorative Discipline Practices written by Gaye Lang and published by . This book was released on 2016-12-15 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This book on Restorative Discipline Practices (RDP) will provide anecdotes and process stories by authors from diverse backgrounds including: classroom teachers, school administrators, campus coordinators, juvenile justice officials, community leaders and university professors.It will be an inspiration and reference for educators as they begin or continue to implement RDP in the schools.
Download or read book The Beliefs and Practices of Disciplinary Alternative Education Program Leadership Teams written by Christine A. Weiland and published by . This book was released on 2012 with total page 382 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book An Exemplary Discipline Alternative Education Program Handbook written by Dena Frieda and published by . This book was released on 2010-09-27 with total page 104 pages. Available in PDF, EPUB and Kindle. Book excerpt: This handbook is designed to assist teachers, administrators, and specialists in the development of and day to day support of Discipline Alternative Schools. It should be used in conjunction with your state and district policy and administration regulations pertaining to the operation of school district Discipline Alternative Education Programs (DAEP).
Download or read book Antisocial Behavior in School written by Hill M. Walker and published by Wadsworth Publishing Company. This book was released on 2004 with total page 446 pages. Available in PDF, EPUB and Kindle. Book excerpt: This classic in the literature of child violence and antisocial behavior has been updated to include coverage of the most recent and important school safety, prevention, and universal intervention programs. ANTISOCIAL BEHAVIOR IN SCHOOL has often been commended for its comprehensive coverage of the nature, origins, and causes of antisocial behavior as well its consistent focus on the best practices, interventions, and model programs for preventing and remediating this most destructive of behavior disorders. The authors' practical focus is reinforced by the inclusion of many useful tools for teachers and other professionals including worksheets, guidelines, assessment instruments, and a full chapter of case studies built around best practices for working with antisocial students.
Download or read book Groundwork written by F.M. Gann and published by iUniverse. This book was released on 2011-03-24 with total page 113 pages. Available in PDF, EPUB and Kindle. Book excerpt: Fred Gann, founder of four alternative education programs, believes that all true alternative education programs exist for one fundamental purpose: to make a positive difference in a students life. In Groundwork, Gann delivers a roadmap to re-engage disenfranchised students through an effective alternative education program. This step-by-step guide demystifies the principles of alternative education and outlines how to create a program in which each student assumes personal responsibility for his or her learning and experiences a framework for developing success. With personal examples and anecdotes, Gann provides a clear, accessible plan for the implementation of alternative programs in support of a districts traditional school setting. Groundwork examines the following: The four questions that must be asked when founding a new program The components of a true alternative educational program Five techniques for implementation Positive-based disciplinary practices Program longevity and the art of survival In Groundwork, Gann presents a blunt and uncompromising demand for educators to invest in kids and calls for public education to provide programs which reconnect at-risk youth with their educational environments.
Download or read book Disciplinary Alternative Education Programs in Texas written by Albert Cortez and published by . This book was released on 2009 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Alternative Disciplinary Programs and Practices in Pennsylvania Schools written by Pennsylvania. Division of Pupil Personnel Services and published by . This book was released on 1978 with total page 63 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
