Alert:

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

EJ982789 - Safe Schools, Staff Development, and the School-to-Prison Pipeline

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 #:	EJ982789
Title:	Safe Schools, Staff Development, and the School-to-Prison Pipeline
Authors:	Gonsoulin, Simon; Zablocki, Mark; Leone, Peter E.
Descriptors:	Expulsion; Dropouts; Educational Change; Best Practices; Staff Development; Correctional Institutions; Zero Tolerance Policy; School Culture; Institutionalized Persons; At Risk Persons; Behavior Problems; Suspension; Educational Environment; Discipline; Communities of Practice; School Community Relationship; Prevention; Problem Solving; Youth Programs; Public Schools
Source:	Teacher Education and Special Education, v35 n4 p309-319 Nov 2012
More Info: Help Peer Reviewed:	Yes
Publisher:	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Date:	2012-11-00
Pages:	11
Pub Types:	Journal Articles; Reports - Evaluative
Abstract:	Zero-tolerance policies have created schools that are often intolerant and destructive to children and communities. High rates of suspension and expulsion of students are associated with negative outcomes and school dropout. New approaches to staff development that create positive school communities are essential in stemming the "school-to-prison pipeline." Changing school culture to a system that supports youth development and minimizes the use of punitive, ineffective responses to behavior problems is a challenge. Staff development that involves the school and larger community in a three-tiered staff development system, however, can play an essential role in the transformation of the school. The authors review best practices in staff development in the context of changing school management and discipline practices, and recommend alternatives to ways in which schools respond to chronic and serious violations of the school behavioral code. (Contains 1 table and 2 figures.)
Abstractor:	As Provided
Reference Count:	33

Note:	N/A
Identifiers:	Colorado
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-0888-4064
Audiences:	N/A
Languages:	English
Education Level:	N/A
Direct Link:	http://dx.doi.org/10.1177/0888406412453470

Back to Search Results