Download or read book An Exploratory Case Study of the Formal and Informal Discipline Policies Used in Selected Elementary School Classrooms written by Jennifer Taylor-Cox and published by . This book was released on 1999 with total page 670 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2000 with total page 586 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Solving Behavior Problems in Math Class written by Jennifer Taylor-Cox and published by Routledge. This book was released on 2013-10-02 with total page 153 pages. Available in PDF, EPUB and Kindle. Book excerpt: Reduce the number of discipline issues that arise in your math classroom with ideas from math education expert Jennifer Taylor-Cox. In this book, you'll learn a variety of ways to handle disruptive, disinterested, avoidant, and/or disrespectful students in K-12 math classrooms.Using realistic, case-by-case examples, the author reveals practical strategies for eliminating teacher-student tensions related to power struggles, bullying, disengagement, and more.
Download or read book American Doctoral Dissertations written by and published by . This book was released on 1999 with total page 848 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 1997 with total page 734 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Impact of Teacher Conflict Styles on Student Discipline Outcomes written by Marie E. Borrazzo Mba Ph. D. and published by . This book was released on 2005 with total page 204 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research was centered on "at risk" students enrolled in an Academy that was designed to specifically meet "at risk" student needs. Teacher response styles during the discipline process was the center of the research given that "at risk" students are suspended more frequently than students typically falling into the "regular" student population. Teachers' conflict styles were assessed using the Kilmann conflict assessment. Another key focus was the effect of systemic issues that influence teacher-student interaction that result from cultural influences and social complexities present in capitalist economic system. Social complexity has resulted in the compartmentalization of individual action affecting interaction. Teachers and faculty with assigned duties are expected to follow prescribed discipline procedures as dictated by the school's discipline action plan. These individuals are placed in situations where they must continually second guess their decision making process. Laws, policies, and procedures currently in existence, which were originally believed to promote efficiency, restrict and hinder individuality and creativity. Discipline in the public school system has deteriorated throughout the years. Teacher shortages and student failure continue to rise despite changes in curriculum. Theorists such as Freire believe this is the result of polarization between teacher and student resulting from the banking concept of education (Freire, 2000). The polarization results from poor family structure, inappropriate adult models, and the loss of individuality within a system designed to serve the masses. Individuality (Thomas, 1963) has been lost as schools have standardized interaction through policy resulting from law. Students are expected to compete uniformly regardless of their life circumstances. Economic models are rarely mentioned by individuals holding positions of power or influence, as they rather maintain their status, rather than correct social inequities resulting from increased stratification. This is permissible simply because stratification and the constant state of conflict present within individuals serves a purpose as individuals compete in a capitalist system for a better life situation. Poor discipline is often believed to be the result of family background (Blandford, 1998) while the stress resulting from poverty, such as lack of social support, teenage motherhood, and low birth weight (Baumrind, 1995) are ignored. Regardless the need for a stronger economy that can provide higher paying jobs for families living in poverty is a key element that will strengthen the family. Those who struggle to live a descent life can work less hours and spend more time nurturing their children. The increasing complexity of society has resulted in the transformation of the scientific consciousness of the human race as puppets in the grip of natural or fate in an alienated mode of awareness (Harris, 1995). Social complexity has resulted in an increase in structural violence (Galtung, 1999) as a result of divisions, inequalities, and lack of equilibrium within social order (Foucault, 1976). A close look indicates that the very forces that appear to press people into molds and to force them to follow the herd are interlaced with the crying needs for creativeness, imagination, desire to be venturous, and great diversity of talent (Barnes, et. al, 1965). While we cannot transform the economy, we can control our response choices as educators to help "at risk" students achieve their highest potential regardless of their circumstances. This is perhaps why understanding the influence of a teacher's discipline/conflict style is an important key in stifling the cycle of violence "at risk" students encounter on a daily basis. The research results obtained demonstrated that there were significant differences between each style and consequently, the discipline outcome. Appended to this document are: (1) Definition of Terms; and (2) School Discipline Plan. A 115-item bibliography is included. (Contains 20 tables.).
Download or read book Classroom Discipline written by Sylvester Kohut and published by . This book was released on 1979 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Digitally Supported Disciplinary Literacy for Diverse K 5 Classrooms written by Jamie Colwell and published by Language and Literacy. This book was released on 2020-07-10 with total page 169 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This book focuses on how elementary teachers might plan for and incorporate digitally-supported disciplinary literacy into English Language Arts, Mathematics, Science, and Social Studies to reach all learners. To do so, the authors present the six-phase Planning Elementary Digitally-Supported Literacy (PEDDL) Framework, along with four core practices useful for considering elementary disciplinary literacy. After grounding disciplinary literacy in elementary grades, how it might support all learners, and the rationale for its inclusion in K-5 instruction, core practices are presented, along with a rationale behind those practices. Then, the authors provide an in-depth overview of the PEDDL Framework with examples and research-based underpinnings of each phase. Finally, a paired chapter approach then guides readers through each of the four core disciplines to first overview practices particular to each discipline that are appropriate for elementary grades and then provide detailed lesson planning approaches using the PEDDL Framework for each. Supplementary lesson plan examples are also offered in this book for extended consideration of digitally-supported disciplinary literacy across K-5"--
Download or read book An Analysis of Some Selected Disciplinary Cases in the Elementary School written by Walter Robert Lindsay and published by . This book was released on 1950 with total page 268 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Social Science Research written by Anol Bhattacherjee and published by CreateSpace. This book was released on 2012-04-01 with total page 156 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is designed to introduce doctoral and graduate students to the process of conducting scientific research in the social sciences, business, education, public health, and related disciplines. It is a one-stop, comprehensive, and compact source for foundational concepts in behavioral research, and can serve as a stand-alone text or as a supplement to research readings in any doctoral seminar or research methods class. This book is currently used as a research text at universities on six continents and will shortly be available in nine different languages.
Download or read book Restorative Practices in Schools written by Margaret Thorsborne and published by Taylor & Francis. This book was released on 2017-07-05 with total page 67 pages. Available in PDF, EPUB and Kindle. Book excerpt: Outlines the techniques to learn and apply when planning and facilitating school conferences. This book contains key documents such as preparation checklist, conference script, typical agreement, evaluation sheet and case studies. It includes guidance on: analysing school practice; deciding whether to hold a conference; and preparing a conference.
Download or read book Education A E written by University Microfilms, Incorporated and published by University Microfilms. This book was released on 1989 with total page 796 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Comprehensive Dissertation Index written by and published by . This book was released on 1984 with total page 1014 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Study of Middle and High School Administrators Interpretation and Implementation of Discretionary School Discipline Policies at Urban Texas Schools written by Ana Yáñez Correa and published by . This book was released on 2011 with total page 934 pages. Available in PDF, EPUB and Kindle. Book excerpt: Through the utilization of school discipline policies, millions of students nationwide have been harshly disciplined and/or removed from the regular school setting -- with lasting impact on both students and their communities. With regards to discretionary school discipline policies, those tasked with implementing them -- both at the district and school level, as well as in the classroom -- could have a real influence on the outcomes of the policies, due to the basic viewpoints and interpretations that each policy administrator brings to the table. In other words, the way administrators make sense of discipline -- including their interpretation of its purpose or efficacy -- may be a key factor in the policy implementation process and in policy outcomes (including the over-use of discretionary policies and an over-reliance on more punitive consequences), something to be considered by those examining implementation and outcomes. This study explores the role of principals' and assistant principals' own viewpoints in the execution of such policies -- specifically, in an urban school district in Texas -- which no research has solely and fully touched on in Texas prior to this study. This researcher has sought to examine and explain the potential relationships between the following: a) middle and high school administrators' interpretation of discretionary school discipline policies (including administrators' views about purpose and efficacy to provide this researcher with context for each administrator); b) these administrators' understandings about the factors ("affinities"/themes) that may influence their actual implementation of discipline policies (including both school-specific conditions and student-specific characteristics); and c) the rate of disciplinary actions taken by schools, in comparison to the predicted rate of such action. To provide an examination and explanation of administrators' interpretation of, as well as the drivers behind, their implementation of discretionary school discipline policies, this researcher has utilized a qualitative research method highly informed by Interactive Qualitative Analysis (IQA), which also incorporates a quantitative data component. This researcher hopes that this study will allow for a broadened discussion of alternative ways of thinking -- including considerations of effective alternative programming and strategies -- that administrators can employ when dealing with students determined to be problems in the classroom.
Download or read book Comprehensive Dissertation Index 1861 1972 Education written by Xerox University Microfilms and published by . This book was released on 1973 with total page 1000 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Zero Tolerance Discipline Policies written by Brian Schoonover and published by . This book was released on 2009-03-01 with total page 168 pages. Available in PDF, EPUB and Kindle. Book excerpt: Mandatory punishments for disciplinary offenses have been included in school districts' Student Codes of Conduct since it was mandated by the Gun Free Schools Act of 1994. While zero tolerance policies were initially created to protect students and teachers from gun attacks in schools, the way in which these policies have actually been implemented in schools has prompted some parents, educators, and politicians to challenge them and call for zero tolerance policy reform. Since 1994, a majority of school districts have expanded their use of zero tolerance policies to include infractions other than those included to keep guns out of schools. Zero Tolerance Discipline Policies, the first comprehensive study of its kind, conducted by author Dr. Brian James Schoonover, examines the history of zero tolerance policies, including the practice of adding offenses other than the possession of guns to these policies. With practical, action oriented recommendations on ways policymakers and educational leaders can improve how students are disciplined, Zero Tolerance Discipline Policies offers recommendations on what should be included in a model Student Code of Conduct as well as a recommendation for starting a Three CHANCE (Changing Habits After New Character Education) system of educational placements to ensure all students are educated in a safe and appropriate facility.
Download or read book The Impact of School Infrastructure on Learning written by Peter Barrett and published by World Bank Publications. This book was released on 2019-02-04 with total page 71 pages. Available in PDF, EPUB and Kindle. Book excerpt: 'The Impact of School Infrastructure on Learning: A Synthesis of the Evidence provides an excellent literature review of the resources that explore the areas of focus for improved student learning, particularly the aspiration for “accessible, well-built, child-centered, synergetic and fully realized learning environments.†? Written in a style which is both clear and accessible, it is a practical reference for senior government officials and professionals involved in the planning and design of educational facilities, as well as for educators and school leaders. --Yuri Belfali, Head of Division, Early Childhood and Schools, OECD Directorate for Education and Skills This is an important and welcome addition to the surprisingly small, evidence base on the impacts of school infrastructure given the capital investment involved. It will provide policy makers, practitioners, and those who are about to commission a new build with an important and comprehensive point of reference. The emphasis on safe and healthy spaces for teaching and learning is particularly welcome. --Harry Daniels, Professor of Education, Department of Education, Oxford University, UK This report offers a useful library of recent research to support the, connection between facility quality and student outcomes. At the same time, it also points to the unmet need for research to provide verifiable and reliable information on this connection. With such evidence, decisionmakers will be better positioned to accurately balance the allocation of limited resources among the multiple competing dimensions of school policy, including the construction and maintenance of the school facility. --David Lever, K-12 Facility Planner, Former Executive Director of the Interagency Committee on School Construction, Maryland Many planners and designers are seeking a succinct body of research defining both the issues surrounding the global planning of facilities as well as the educational outcomes based on the quality of the space provided. The authors have finally brought that body of evidence together in this well-structured report. The case for better educational facilities is clearly defined and resources are succinctly identified to stimulate the dialogue to come. We should all join this conversation to further the process of globally enhancing learning-environment quality! --David Schrader, AIA, Educational Facility Planner and Designer, Former Chairman of the Board of Directors, Association for Learning Environments (A4LE)
