Alert:

Limited Availability of Full-Text Documents. Click here for more information, or here to request the return of a PDF online.

EJ928850 - Managing Conduct: A Comparative Policy Analysis of Safe Schools Policies in Toronto, Canada and Buffalo, USA

Help

Tutorial

Help |

Tutorial

Help |

Tutorial

Help With This Page

Back to Search Results Help Permalink Share this record

More Info:
Help 0 items in My Clipboard | Add record to My Clipboard

Record Details

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text | More Info:
Help Find in a Library | Publisher's website

Related Items: Show Related Items

Click on any of the links below to perform a new search
ERIC #:	EJ928850
Title:	Managing Conduct: A Comparative Policy Analysis of Safe Schools Policies in Toronto, Canada and Buffalo, USA
Authors:	Winton, Sue
Descriptors:	Evidence; Violence; School Safety; Policy Analysis; School Districts; Foreign Countries; Zero Tolerance Policy; Comparative Analysis; Public Schools; Educational Policy; School Policy; Student Behavior; Theory Practice Relationship; Urban Schools; Student Diversity; Expulsion; Suspension
Source:	Comparative Education, v47 n2 p247-263 2011
More Info: Help Peer Reviewed:	Yes
Publisher:	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Date:	2011-00-00
Pages:	17
Pub Types:	Journal Articles; Reports - Evaluative
Abstract:	Public school districts in Buffalo, USA and Toronto, Canada reviewed their safe schools policies in 2008. Revised Codes of Conduct are compared to earlier versions and each other, and a conceptual policy web is used to understand how local, state/provincial, national, and international influences affect local safe school policies. The comparison demonstrates that while influenced by international beliefs about unsafe schools and youth violence, affected by local social, economic, and historical contexts, and constrained by state/provincial and federal policies, local school districts are nevertheless able to exercise some agency. The study also highlights the importance of Ontario's Human Rights Commission as a policy actor, and suggests zero tolerance for non-serious incidents may be practised in Buffalo schools. This finding and the continued practice of excluding students from schools in both districts as a discipline approach casts doubt on the sincerity of governments' commitments to evidence-based policy in education at all levels. Contributions of the conceptual policy web for policy analysis are discussed.
Abstractor:	As Provided
Reference Count:	58

Note:	N/A
Identifiers:	Ontario (Toronto); New York
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-0305-0068
Audiences:	Policymakers
Languages:	English
Education Level:	Elementary Secondary Education
Direct Link:	http://www.informaworld.com/openurl?genre=article&id=doi:10.1080/03050068.2011.554088

Back to Search Results