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 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 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 De Facing Power written by Clarissa Rile Hayward and published by Cambridge University Press. This book was released on 2000-09-14 with total page 228 pages. Available in PDF, EPUB and Kindle. Book excerpt: A sophisticated new view of power as a network of social boundaries.
Download or read book Deconstruction of Recidivism written by Khalilah Campbell-Rhone and published by . This book was released on 2014 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: America is failing its young Black and Latino boys (Losen and Gillespie, 2012; Reyes, 2006; Skiba, Horner, Chung, Rausch, May & Tobin, 2011). In metropolitan ghettos, rural villages, and midsized townships across the country, schools have been holding tanks for populations of Black and Latino boys who have statistically higher probability of walking the corridors of prison than the halls of college. According to Educational Testing Service (2013), "We fail our Black and Latino sons more than any other racial or ethnic groups" (p.1). In addition to differences in overall academic performance, Black and Latino male students are typically more likely to be labeled with having emotional, behavioral or learning disorders, and to be reported by teachers as disruptive to classroom activities. Black and Latino males are suspended or expelled more than Black and Latino girls or boys from other racial or ethnic groups, and are more likely to be overrepresented in discipline programs (Holloway, 2011). These conditions have resulted in a high overall rate of removal of minority male students from academic settings into discipline alternative education programs (DAEPs). The purpose of this mixed-method study was to identify how participation in Disciplinary Alternative Education Placements (DAEPs) has affected the academic status of a sample of Black and Latino males in a large urban school district in the South. The second purpose is to investigate the use of processes, services, and programs to reduce recidivism (students referred twice or more) rates for DAEP placements. This study was grounded in the following research questions: 1. How do DAEPs affect the academic outcomes of Black and Latino male students? 2. How do home schools, teachers, and administrators facilitate the transition of repeating DAEP students into the home campus? While the initial intent of zero tolerance was to improve teaching and learning, learning for African American and Latino students is negatively affected with data showing that while African American students make up 12% of the state school enrollment, they make up 35% of the DAEP enrollments (OCR, 2012; Rausch & Skiba, 2009; Reyes, 2012). A review of student disciplinary cases and subsequent DAEP enrollment shows that Black and Latino males are more likely to be transferred into DAEPs than any other gender or ethnicity (Texas Education Agency Annual Report, 2010). This is consistent even when the offenses are similar to those of white male students who were not transferred to a DAEP for similar offenses. A recent report by the Education Law Center defined the school-to-prison pipeline as "the use of educational policies and practices that have the effect of pushing students, especially students of color and students with disabilities, out of schools and toward the juve¬nile and criminal justice systems" (Education Law Center, FairTest, Forum for Education and Democracy, Juvenile Law Center & NAACP Legal Defense and Educational Fund, Inc., 2010, p. 1). This study used the mixed research method (Wiersma & Jurs, 2009), including student interviews and survey research methods (Yin, 2003). Data for this study were analyzed using descriptive data to assess teacher preparedness and development to assist student transition from DAEP to the regular school and to prevent recidivism. Correlational methods were used to analyze survey responses. Quantitative methods were used to develop simple statistics from the survey responses, including frequency distributions, measurements of central tendency, and measures of variability (Gall, Gall, & Borg, 2007). Interviewing and qualitative research methods were used including triangulation of data sources, peer debriefing, and member checks (Denzin & Lincoln, 2011; Kvale, 2008). The recommendations derived from this study were the following: Recommendation #1: Implement Caring and Counseling Services into schools with high referral rates to decrease referrals. Recommendation #2: Implement teacher and staff development for positive behavior management and for building positive rapport with students. Recommendation #3: Implement processes for re-acclimating students from a DAEP into a regular classroom environment Recommendation # 4: Implement school-wide, research-based, discipline strategies with fidelity. The plan must be specifically effective in schools with high referral rates.
Download or read book Disciplinary Power and Extraclassroom Public Life written by and published by . This book was released on 2006 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This executive position paper seeks to detail the ways power is exercised in extraclassroom settings at Pequea Valley Intermediate School. The goal of this study is to recommend practices and policies that both empower marginalized students and eliminate practices that characterize chronic delinquency amongst students. Too many students commit repeated acts of misconduct at Pequea Valley Intermediate School and experience negative academic and social outcomes. Student-to-student exercises of power serve to rank, empower, and subordinate students, with some students demonstrating chronic delinquent behavior. Examining the exercise of power on a microlevel will enable administrators and teachers to recognize and better support an empowering and participatory education for marginalized students. This qualitative study involved 53 field notes recorded in three extraclassroom sites at Pequea Valley Intermediate School: the cafeteria, the hallways, and the assistant principal's office. These observations yielded 479 exercises of disciplinary power that were subsequently coded into a priori coding categories derived from Michel Foucault's conceptions of disciplinary power. Seventeen students participated in semi-structured interviews designed to offer depth of information regarding the exercise of disciplinary power in these settings. Field research revealed that power functioned in multiple and divergent ways. Students adhered to varied sets of normalized behaviors that were highly contextualized. Norms of behavior were continuously defined and rewritten, influenced greatly by the presence or absence of adult and peer surveillance. Furthermore, students demonstrated continual classification and reclassification of their peers based upon fluid and vague criteria. Behavior within peers groups was consistently normalized by its members; often, peer groups participated in the normalization of behaviors that excluded others and served to continually fix deviant status on these excluded students. Recommendations included encouraging teachers and administrators to adopt an analytic informed by power as a productive force regarding program implementation and evaluation, facilitating students' recognition of disciplinary power, disrupting student and teacher practices that contribute to the fixation of deviancy, and interrogating teacher/administrator regulatory behaviors.
Download or read book Perceptions of Power written by Thomas Clarke Castner and published by . This book was released on 2007 with total page 158 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative case study was to uncover and examine the perceptions of power of internal and external formal leaders of one regional educational agency. Through surveys and semi-structured interviews, this researcher asked participants to describe what power is, how it works, and how it works best. Meeting observations were used to triangulate participant power-wielding actions with their power-associated philosophies and observations. Out of the 18 total participants, nine were female and nine were male. The participants averaged 27.2 total years in their professions, with an average of 16.3 years in formal leadership positions. Seven participants held Doctoral degrees, five held Master's degrees, five held Bachelor's degrees, and one participant was non-degree. Participant descriptions of the meanings, manifestations, and ideals of power often intertwined, so that there were shared themes across all three research questions. Overall, the participants described power as the ability to effectively get organizational goals accomplished through (a) balancing counter forces, (b) building relationships, (c) knowing one's self and others, (d) leading through example, (e) developing an organizational mission, (f) learning from failure, (g) celebrating success, (h) sharing power, and (i) knowing the organizational culture. Hierarchy or the chain of command was described by the participants in both negative and positive terms as an undeniable, sometimes necessary, part of the framework of power in their educational agency. Hierarchy was described positively by a majority of the participants as an important part of power, especially in large, complicated organizations, where knowing who is "in charge" often helps to simplify the workings of power. On the other hand, some participants cautioned against the "layers" that can be built up in a hierarchical organization, which can lead to leaders being insulated from workers "in the trenches". The rich responses of the participants as related to the meanings, manifestations, and ideals of power reinforced the recommendations of those researchers cited in the review of literature who promoted further study of leader perceptions of power and how those perceptions contribute to their styles of leadership and the structures of power in their educational agency.
Download or read book Critical Race Examination of Educator Perceptions of Discipline and School wide Positive Behavior Interventions and Supports written by Michael Massey and published by . This book was released on 2019 with total page 282 pages. Available in PDF, EPUB and Kindle. Book excerpt: School-Wide Positive Behavioral Interventions and Supports (SWPBIS) is a school disciplinary framework seen as an effective tool to replace school disciplinary practices that contribute to the school to prison pipeline (STPP). While evidence suggests that SWPBIS can help improve school discipline and lower suspension/expulsion rates, it has not been shown to consistently decrease racial disciplinary disparities. This study thematically analyzed semi-structured interviews of educational staff at one high school at the outset of SWPBIS implementation to understand their perceptions of school discipline and the potential for SWPBIS to address root causes of racial disciplinary disproportionality. Using a critical race theory analytical lens to center issues of race and racism, the findings revealed a school that is deeply structured in Whiteness. Participants described the school as "two schools in one"--One that is largely White, affluent, and high-achieving and another that is predominantly Black, economically disadvantaged, and achieving at lower levels. Educators were open to key elements of SWPBIS, such as positive discipline and school-wide consistency in disciplinary practices. And while many participants identified systemic barriers to achieving equity, they simultaneously relied on discursive strategies that upheld Whiteness. These findings suggest that SWPBIS has the potential to be an alternative to punitive school discipline, but faces multiple barriers in addressing disciplinary disproportionality. The segregated and stratified school structure raises questions about whom SWPBIS is for and who will bear the burden of implementation.
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 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 Teacher Perceptions of the Use of School wide Positive Behavior Interventions and Supports at Reducing the Presence of Bullying in Middle Schools written by Kristine Marie Harper and published by . This book was released on 2015 with total page 138 pages. Available in PDF, EPUB and Kindle. Book excerpt: Each day students throughout the world are exposed to bullying in many different ways and on many different occasions. Bullying has received such a great amount of attention through the media, that it leaves parents and community members with the belief that bullying has become a bigger problem today than it ever has before (Austin, Reynolds, & Barnes, 2012; Carrera, DePalma, & Lameiras, 2011; Packman, Lepkowski, Overton, & Smaby, 2005; Rigby & Smith, 2011). Nearly every state in the nation has passed laws regarding bullying and increasing the responsibility of schools and districts to implement programs to prevent and/or address bullying on their campuses (U.S. Department of Education, 2011). Many schools and districts have not only developed policies to place them in compliance with the passed legislation, but they have begun to implement programs, such as School-Wide Positive Behavior Interventions and Supports (SWPBIS), as a method to help improve the overall school environment (Pugh & Chitiyo, 2012; Reinke, Herman, & Stormont, 2012; Simonsen & Sugai, 2013). While it has shown to help improve the overall school climate, researchers suggest that this may also be utilized to reduce the presence of bullying in schools (Good, McIntosh, & Gietz, 2011; Packman et al., 2005; Pugh & Chitiyo, 2012). This study examined the perceptions of middle school teachers concerning the use of SWPBIS in their schools, along with their perceptions of its effectiveness at reducing the presence of negative student behaviors, such as bullying. Research was conducted using quantitative data to determine teacher perceptions of the questions being presented in this study. While the outcomes to nearly all of the research questions reported very little significance, these results showed that teachers' perceived that SWPBIS is effective at reducing the presence of negative student behaviors within the school when it has been implemented with fidelity. --Page ii.
Download or read book A New Model of School Discipline written by David R. Dupper and published by Oxford University Press. This book was released on 2010-03-25 with total page 105 pages. Available in PDF, EPUB and Kindle. Book excerpt: Mounting evidence shows that zero-tolerance policies, suspensions, and restrictive security policies fail to improve school safety and student behaviors, and are linked with increased risk of dropping out. Minority students are suspended at disproportionate rates, and over a million cases of corporal punishment are reported each year. Against this dismal backdrop, David Dupper presents a transformative new model of school discipline that is preventive, proactive, and relationship-based. Unlike traditional punitive and exclusionary practices, the model developed in this Workshop volume focuses on enhancing students' connection to school through building relationships and bolstering social skills. Drawing on the latest research about what works, and what doesn't, this highly practical guide catalogs an array of proven and promising practices designed to engage, instead of exclude, students. Rather than illustrate a one-size-fits-all approach, it guides practitioners and administrators in identifying their school's unique needs and selecting appropriate strategies for use at the universal, targeted, and remedial levels. A five-step strategic planning model helps schools transition toward a holistic, relationship-based approach to discipline. Boxes, bullets, evidence summaries, and practice tips make this an accessible, forward-thinking resource for school personnel seeking to engage students and reduce behavior problems in the most effective, pragmatic, and cost-efficient manner possible.
Download or read book Crisis in the Kindergarten written by E. Miller 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 The Educator s Guide to Texas School Law written by Jim Walsh and published by University of Texas Press. This book was released on 2022-09-13 with total page 449 pages. Available in PDF, EPUB and Kindle. Book excerpt: The standard legal resource for Texas educators.
Download or read book Handbook of School Based Mental Health Promotion written by Alan W. Leschied and published by Springer. This book was released on 2018-07-03 with total page 487 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Springer Series on Human Exceptionality Series Editors: Donald H. Saklofske and Moshe Zeidner Handbook for School-Based Mental Health Promotion An Evidence-Informed Framework for Implementation Alan W. Leschied, Donald H. Saklofske, and Gordon L. Flett, Editors This handbook provides a comprehensive overview to implementing effective evidence-based mental health promotion in schools. It addresses issues surrounding the increasing demands on school psychologists and educational and mental health professionals to support and provide improved student well-being, learning, and academic outcomes. The volume explores factors outside the traditional framework of learning that are important in maximizing educational outcomes as well as how students learn to cope with emotional challenges that confront them both during their school years and across the lifespan. Chapters offer robust examples of successful programs and interventions, addressing a range of student issues, including depression, self-harm, social anxiety, high-achiever anxiety, and hidden distress. In addition, chapters explore ways in which mental health and education professionals can implement evidence-informed programs, from the testing and experimental stages to actual use within schools and classrooms. Topics featured in this handbook include: · A Canadian perspective to mental health literacy and teacher preparation. · The relevance of emotional intelligence in the effectiveness of delivering school-based mental health programs. · Intervention programs for reducing self-stigma in children and adolescents. · School-based suicide prevention and intervention. · Mindfulness-based programs in school settings. · Implementing emotional intelligence programs in Australian schools. The Handbook for School-Based Mental Health Promotion is a must-have resource for researchers, clinicians and related professionals, and policymakers as well as graduate students across such interrelated disciplines as child and school psychology, social work, education policy and politics, special and general education, public health, school nursing, occupational therapy, psychiatry, school counseling, and family studies.
Download or read book Design and Development of Web Information Systems written by Klaus-Dieter Schewe and published by Springer. This book was released on 2019-04-01 with total page 590 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book describes the research of the authors over more than a decade on an end-to-end methodology for the design and development of Web Information Systems (WIS). It covers syntactics, semantics and pragmatics of WIS, introduces sophisticated concepts for conceptual modelling, provides integrated foundations for all these concepts and integrates them into the co-design method for systematic WIS development. WIS, i.e. data-intensive information systems that are realized in a way that arbitrary users can access them via web browsers, constitute a prominent class of information systems, for which acceptance by its a priori unknown users in varying contexts with respect to the presented content, the ease of functionality provided and the attraction of the layout adds novel challenges for modelling, design and development. This book is structured into four parts. Part I, Web Information Systems – General Aspects, gives a general introduction to WIS describing the challenges for their development, and provides a characterization by six decisive aspects: intention, usage, content, functionality, context and presentation. Part II, High-Level WIS Design – Strategic Analysis and Usage Modelling with Storyboarding, introduces methods for high-level design of WIS covering strategic aspects and the storyboarding method, which is discussed from syntactic, semantic and pragmatic perspectives. Part III, Conceptual WIS Design – Rigorous Modelling of Web Information Systems and their Layout with Web Interaction Types and Screenography, continues with conceptual design of WIS including layout and playout. This introduces the decisive web interaction types, the screenography method and adaptation aspects. The final Part IV, Rationale of the Co-Design Methodology and Systematic Development of Web Information Systems, describes the co-design method for WIS development and its application for the systematic engineering of systems. The book addresses the research community, and at the same time can be used for education of graduate students and as methodological support for professional WIS developers. For the WIS research community it provides methods for WIS modelling on all levels of abstraction including theoretical foundations and inference mechanisms as well as a sophisticated end-to-end methodology for systematic WIS engineering from requirements elicitation over conceptual modelling to aspects of implementation, layout and playout. For students and professional developers the book can be used as a whole for educational courses on WIS design and development, as well as for more specific courses on conceptual modelling of WIS, WIS foundations and reasoning, co-design and WIS engineering or WIS layout and playout development.
Download or read book White Teacher written by Vivian Gussin Paley and published by . This book was released on 1989 with total page 170 pages. Available in PDF, EPUB and Kindle. Book excerpt: Vivian Paley presents a moving personal account of her experiences teaching kindergarten in an integrated school within a predominantly white, middle-class neighborhood. In a new preface, she reflects on the way that even simple terminology can convey unintended meanings and show a speaker's blind spots. She also vividly describes what her readers have taught her over the years about herself as a "white teacher."
