Download or read book Principals Perceptions of Zero Tolerance Policies Regarding Student Disciplinary Practices in the Public School System written by Linda L. Wheeler and published by . This book was released on 2007 with total page 76 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Zero Tolerance Discipline Policies written by Brian Schoonover and published by iUniverse. This book was released on 2009 with total page 170 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 Ending Zero Tolerance written by Derek W Black and published by NYU Press. This book was released on 2017-04-04 with total page 248 pages. Available in PDF, EPUB and Kindle. Book excerpt: Answers the calls of grassroots communities pressing for integration and increased education funding with a complete rethinking of school discipline In the era of zero tolerance, we are flooded with stories about schools issuing draconian punishments for relatively innocent behavior. One student was suspended for chewing a Pop-Tart into the shape of a gun. Another was expelled for cursing on social media from home. Suspension and expulsion rates have doubled over the past three decades as zero tolerance policies have become the normal response to a host of minor infractions that extend well beyond just drugs and weapons. Students from all demographic groups have suffered, but minority and special needs students have suffered the most. On average, middle and high schools suspend one out of four African American students at least once a year. The effects of these policies are devastating. Just one suspension in the ninth grade doubles the likelihood that a student will drop out. Fifty percent of students who drop out are subsequently unemployed. Eighty percent of prisoners are high school drop outs. The risks associated with suspension and expulsion are so high that, as a practical matter, they amount to educational death penalties, not behavioral correction tools. Most important, punitive discipline policies undermine the quality of education that innocent bystanders receive as well—the exact opposite of what schools intend. Derek Black, a former attorney with the Lawyers’ Committee for Civil Rights Under Law, weaves stories about individual students, lessons from social science, and the outcomes of courts cases to unearth a shockingly irrational system of punishment. While schools and legislatures have proven unable and unwilling to amend their failing policies, Ending Zero Tolerance argues for constitutional protections to check abuses in school discipline and lays out theories by which courts should re-engage to enforce students’ rights and support broader reforms.
Download or read book Zero Tolerance Policies in Schools written by Peggy Daniels and published by Greenhaven Publishing LLC. This book was released on 2008-09-05 with total page 162 pages. Available in PDF, EPUB and Kindle. Book excerpt: This compelling volume helps students analyze zero tolerance policies in U.S. public schools, as authors debate the effectiveness and fairness of such policies. Readers will form their own well researched opinion by evaluating each viewpoint offered, ranging in topics such as whether zero tolerance creates risks, whether it harms teachers, whether it treats students and criminals, and most importantly, whether it violates a student's rights.
Download or read book Elementary School Educators Perceptions of Discipline Policies and the Overrepresentation of Discipline Outcomes in Urban Settings written by William Casey Cooper and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Since the formation of schools, schools have developed ways of understanding discipline and ensuring a safe and orderly environment. Governmental personnel began to influence local school policies beginning in 1989, with United States President Ronald Reagan’s War on Drugs campaign. This led to the creation and development of zero-tolerance policies. School districts implemented zero-tolerance policies, which helped lead to the overrepresentation of discipline outcomes (i.e., punishment) among certain demographics. Following the Critical Race Theory theoretical framework, I interviewed 12 participants to determine their perceptions of discipline policies and the overrepresentation of discipline outcomes in urban settings. My participants included elementary principals and teachers across two large urban school districts across Tennessee. After interviewing 12 participants, I determined two things: elementary school teachers perceived the success of discipline practices and outcomes based on support from their administrators and whether teachers believed schools were considered safe, and elementary school principals perceived successful discipline policies and their role in discipline as their ability to support students during their school career and to give support to teachers so that teachers could support students. From the teachers’ perspective, I determined that teachers viewed successful discipline policies depending on support provided by administrators and a safe environment. From the principals’ perspective, I determined that principals viewed successful discipline policies depending on their ability to support students and to support teachers.
Download or read book Student Perceptions of Zero Tolerance Policies written by Tessia Detore and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examines student perceptions of zero-tolerance policies and police presence in high schools. About 87% of American high schools have zero-tolerance policies which have contributed to low academic success and entry into the juvenile justice system. Both zero-tolerance policies and police presence in schools lead to the school-to-prison pipeline. The school-to-prison pipeline is a public education problem that is only increasing the education gap in the United States. It refers to policies in schools that disproportionately affect students of color causing them to enter the criminal justice system. Participants were Penn State University, undergraduate students who attended high schools with clear, strict disciplinary policies and school resource officers. There is very little research that examines student opinions on these policies. If there was more research on student perceptions of zero-tolerance policies, new policies that positively affect academic success while maintaining discipline could be formed. My findings present that 100% of respondents did not feel any safer in a zero-tolerance policy school with police presence. 100% of respondents agreed that their zero-tolerance policies were ineffective.
Download or read book Discipline Achievement and Race written by Augustina H. Reyes and published by R & L Education. This book was released on 2006 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt: Fifty years after Brown v. Board of Education, inequalities in public education are evident in the number of Black and Latino students who are held back, fail to graduate from high school, or have been removed from school by unforgiving zero-tolerance discipline policies. Augustina H. Reyes contends that when ineffective zero-tolerance discipline policies disproportionately remove minority and low-income students from schools, the very roots of a democracy are threatened. It is important for educators to understand the effects of zero-tolerance discipline policies on low-income students, at-risk students, special education students, and students of color. It is equally important that educators critically investigate the effects of zero-tolerance discipline policies, re-evaluate the use of these policies in public schools. Discipline, Achievement, and Race offers a comprehensive analysis of policy and practice and recommends solutions to the exclusionary discipline policies of zero tolerance. It will be of interest to teachers, principals and assistant, principals, counselors, and concerned parents. Book jacket.
Download or read book Judging School Discipline written by Richard. ARUM and published by Harvard University Press. This book was released on 2009-06-30 with total page 336 pages. Available in PDF, EPUB and Kindle. Book excerpt: Reprimand a class comic, restrain a bully, dismiss a student for brazen attire--and you may be facing a lawsuit, costly regardless of the result. This reality for today's teachers and administrators has made the issue of school discipline more difficult than ever before--and public education thus more precarious. This is the troubling message delivered in Judging School Discipline, a powerfully reasoned account of how decades of mostly well-intended litigation have eroded the moral authority of teachers and principals and degraded the quality of American education. Judging School Discipline casts a backward glance at the roots of this dilemma to show how a laudable concern for civil liberties forty years ago has resulted in oppressive abnegation of adult responsibility now. In a rigorous analysis enriched by vivid descriptions of individual cases, the book explores 1,200 cases in which a school's right to control students was contested. Richard Arum and his colleagues also examine several decades of data on schools to show striking and widespread relationships among court leanings, disciplinary practices, and student outcomes; they argue that the threat of lawsuits restrains teachers and administrators from taking control of disorderly and even dangerous situations in ways the public would support. Table of Contents: Preface 1. Questioning School Authority 2. Student Rights versus School Rules With Irenee R. Beattie 3. How Judges Rule With Irenee R. Beattie 4. From the Bench to the Paddle With Richard Pitt and Jennifer Thompson 5. School Discipline and Youth Socialization With Sandra Way 6. Restoring Moral Authority in American Schools Appendix: Tables Notes Index Reviews of this book: This interesting study casts a critical eye on the American legal system, which [Arum] sees as having undermined the ability of teachers and administrators to socialize teenagers...Arum, it must be pointed out, is adamantly opposed to such measures as zero tolerance, which, he insists, often results in unfair and excessive punishment. What he wisely calls for is not authoritarianism, but for school folks to regain a sense of moral authority so that they can act decisively in matters of school discipline without having to look over their shoulders. --David Ruenzel, Teacher Magazine Reviews of this book: Arum's book should be compulsory reading for the legal profession; they need to recognise the long-term effects of their judgments on the climate of schools and the way in which judgments in favour of individual rights can reduce the moral authority of schools in disciplining errant students. But the author is no copybook conservative, and he is as critical of the Right's get-tough, zero-tolerance authoritarianism as he is of what he eloquently describes as the 'marshmallow effect' of liberal reformers, pushing the rules to their limits and tolerating increased misconduct. --John Dunford, Times Educational Supplement [UK] Reviews of this book: [Arum] argues that discipline is often ineffective because schools' legitimacy and moral authority have been eroded. He holds the courts responsible, because they have challenged schools' legal and moral authority, supporting this claim by examining over 6,200 state and federal appellate court decisions from 1960 to 1992. In describing the structure of these decisions, Arum provides interesting insights into school disciplinary practices and the law. --P. M. Socoski, Choice Reviews of this book: Arum's careful analysis of school discipline becomes so focused and revealing that the ideological boundaries of the debate seem almost to have been suspended. The result is a rich and original book, bold, important, useful, and--as this combination of attributes might suggest--surprising...Many years in the making, Judging School Discipline weds historical, theoretical, and statistical research within the problem-solving stance of a teacher working to piece together solutions in the interest of his students. The result is a book that promises to shape research as well as practice through its demonstration that students are liberated, as well as oppressed, by school discipline. --Steven L. VanderStaay, Urban Education Reviews of this book: [Arum's] break with education-school dogma on student rights is powerful and goes far toward explaining why so many teachers dread their students--when they are not actually fighting them off. --Heather MacDonald, Wall Street Journal
Download or read book Time for Change Educators Perception of Discipline Reform in Their Schools written by Rachel Perera and published by . This book was released on 2019 with total page 6 pages. Available in PDF, EPUB and Kindle. Book excerpt: Beginning in the late 1980s, policymakers concerned about violence in schools began to enact "zero-tolerance" policies in districts and states across the country. These policies mandated the use of exclusionary discipline for a range of behaviors, including such less serious offenses as classroom disruption and dress code violations. The efficacy of exclusionary discipline has been challenged, given persistent concerns that schools' safety and discipline policies and practices do not create a safe and supportive learning environment for all students; empirical evidence demonstrating persistent disparities in school discipline; and the negative consequences of harsh discipline practices on a number of student, teacher, and school outcomes. Over the last few years, the state policy landscape has begun to dramatically shift away from exclusionary discipline in response to both local and federal pressure. This American Educator Panels Data Note provides insight into teachers' and principals' perceptions of the need for discipline reform in their schools.
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 Henry Conrad Snyder 1813 1898 written by and published by . This book was released on 1984* with total page 24 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Principal Effect written by Michelle Soussoudis-Mathis and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: For more than forty years, the United States’ public education system’s “zerotolerance” policies, and disciplinary practices rooted in those policies, have negatively impacted and marginalized minority students far greater than the general student body population. Over the years, nationwide studies have identified complex multifaceted predictors of negative disciplinary practices, such as: race/ethnicity, socioeconomic status, teacher-student matches, gender, student behaviors and attitudes. Studies indicated clear and undeniable correlations between exclusionary practices, “zerotolerance” policies and its disproportionate use toward minority students, particularly African American males who can be identified as a specific minority group within a larger minority and racial group. This phenomenon is commonly referred to as “pushout.” The goal of the research was to identify principals’ perceived equity-focused leadership practices and their relationship to behavioral outcomes for students. Although race/ethnicity is one of the most significant predictors, this study sought to examine a consequential factor that is not widely discussed or researched: the school principal’s influence on behavioral outcomes for students. Analyzing structures and practices through a multidimensional approach of Critical Race Theory and Organizational Leadership for Equity Framework can be a key factor in accelerating and building capacity and fostering reflection in others. This study consisted of a survey of high school principals from nine New York counties outside of the metropolitan area. An analysis of the collected data revealed the following demographic themes: predominant gender of high school principals were men; the majority of the principals identified their race as White, the years of service for the majority of surveyed high school principals was 11-20 years, indicating the administrator demographics are not progressively changing in tandem with that of the populations within the nine counties. The findings from the study identified the principals’ perceptions of equity-focused leadership practices and its relationship to student behavioral outcomes for African American male students. The survey offered insight into who is really behind the disciplinary decisions made in schools, and how principals equate infractions and severity of punishment with consequences. The study demonstrated how African American male students are still prone to disciplinary disparities even when perceived equitable leadership practices are activated.
Download or read book The Evolution of Zero Tolerance Policies written by Jesus Marron (Jr.) and published by . This book was released on 2015 with total page 666 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study examines the implementation of Assembly Bill 1729 in four high schools in the Silicon Valley. The study assesses the impact of this bill in reducing the suspension disparity amongst African American and Latino students in the four high schools. The study was guided by the following four research questions: Is there a pattern of disparity between high schools regarding the impact of AB1729 on student suspensions, expulsions, and academic performance? What are former adult high student's perceptions of their high school experience with school discipline? What are high school teachers' perceptions regarding the impact of AB1729 on their classroom experiences with student discipline and school safety? What are school site administrators' perceptions of AB1729 and the impact on their leadership practices on student discipline and maintaining a safe school? The researcher used Critical Race Theory, General Systems Theory and Multiple Ethical Paradigm as the main theoretical frameworks in examining the study. The three theories were used through out the study, as there were three participant sample groups, which involved former high school students, teachers and school site administrators. Due to the findings of the participant interviews the data was framed into mediating themes and meta themes, this further provided a chain of evidence that formed a model of six frames under the concepts, of Culture and Pedagogy. Marron's Circularity of Culture Interdependency Model was framed as a codependent framework that is necessary in order for schools to be effective. The study revealed through Critical Race Theory that attitudinal, ideological, individual and institutional racism hinder our schools and educators. As the study exposed that African American and Latino students are still disproportionally suspended more then other student groups. Special education students are still blatantly suspended in schools. Moreover, the study revealed that Title-one schools suspend more students then non-Title 1 schools. This outcome reaffirms that schools continue to discipline students who need the most assistance. The researcher concludes with making recommendations. For example, professional development and education in Culturally Responsive Pedagogy, where teachers and school site administrators need to cultivate a culturally diverse knowledge of the students and community they serve. In addition, schools need to implement and practice culturally relevant instructional and curriculum. School site leaders and teachers need to practice data driven decision making when addressing issues. School site leaders and teachers need to practice strategic planning in order to understand data more profoundly in addressing student and school concerns.
Download or read book Zero Tolerance School Discipline written by Frank Christopher Curran and published by . This book was released on 2015 with total page 254 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teachers and Administrators Perceptions of School Community After Experiencing Restorative Justice in Schools written by Hanna Mitchell and published by . This book was released on 2018 with total page 37 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research shows that exclusionary discipline practices in schools deprive students of educational opportunities and fail to make schools safer (McCarter, 2017; Gonzalez, 2012). Some educational institutions are shifting from a punitive approach to one that emphasizes restorative justice which is defined as "an approach to discipline that engages all parties in a balanced practice that brings together all people impacted by an issue or behavior" (Gonzalez, 2012). This study utilized a qualitative research design where interviews were conducted with teachers and administrators in order to explore their experiences with restorative justice practices in the school setting. Data analysis indicated that restorative justice was a student-centered approach which resulted in building relationships and community in schools. In turn, this resulted in a more humanistic approach to student interactions than the traditional de-humanistic approach of zero tolerance policies.
Download or read book Survey of Key Education Stakeholders on Zero Tolerance Student Discipline Policies written by Ellen M. Boylan and published by . This book was released on 2002 with total page 11 pages. Available in PDF, EPUB and Kindle. Book excerpt: In a survey commissioned by the Hamilton Fish Institute, Education Law Center (ELC), surveyed key national education stakeholder groups to determine their position on zero tolerance student discipline policies and school safety, and whether the organizations are involved in any work on zero tolerance policies. Implementation of these policies is causing an increase in exclusion of youth from educational opportunity. The survey was directed at a cross-section of national groups representing school governance, school administration, parents, teachers, student service personnel, and law enforcement. Organizations representing key education stakeholder groups were chosen for the survey. Thirteen out of seventeen national organizations surveyed responded to interview questions regarding their position on zero tolerance school discipline policies. The survey revealed a number of significant findings. First, most education stakeholder groups do not have an official position either supporting or opposing zero tolerance, and none are involved in work on the issue. Second, among the four organizations that can be said to actively support zero tolerance--American Federation of Teachers (AFT), National Education Association (NEA), National Association of Elementary School Principals (NAESP), and National Association of Secondary School Principals (NASSP)--the general consensus is that there are significant problems in the way such policies are written and implemented. Finally, the survey revealed that that no major stakeholder group supports the cessation of educational services to students who have been removed from school through expulsion or long-term suspension. (Contains 13 endnotes.).
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.
