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Descriptors:
Discipline; Politics of Education; School Restructuring; Progressive Education; Values Education; Educational History; Foreign Countries; Power Structure

Abstract:
This article examines the vision of the Swedish comprehensive school reform between 1946-1962 as it pertains to the ever-troubling questions of discipline and order in school. Inspired primarily by the work of Michel Foucault and his genealogical perspective, the article problematises the notion that character formation and school discipline during this period underwent a radical democratic transformation, and that this was the successful result of a progressive political agenda. This account of school discipline is shown to be problematic since it conceals a complex and even ironic historical process, where a disciplinarian discourse in school lingered and even widened and deepened disciplinary practice during the period. (Contains 57 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Parents; Interaction; Observation; Comparative Analysis; Clinics; Construct Validity; Parent Child Relationship; Family Environment; Child Behavior; Behavior Problems; Discipline; Compliance (Psychology)

Abstract:
Direct observation is often considered the "gold standard" for assessing the function, frequency, and intensity of problem behavior. Currently, the literature investigating the construct validity of direct observation conducted in the clinic setting reveals conflicting results. Previous studies on the construct validity of clinic-based observations of parent and child interaction have focused on correlating behavior rates across clinic and home settings. These studies provide some preliminary data on how accurately in-clinic observations reflect the rates of behavior in the home setting; however, they provide little information regarding the interaction patterns between the parent and the child. The current study explores a method of assessing construct validity by comparing parent-child interactions in the clinic with parent-child interactions in the home. Results of this investigation suggest parents and children may exhibit similar rates of behavior in the clinic and home during structured activities and similar types of interactions during those activities. (Contains 5 tables and 8 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Child Welfare; Parent Attitudes; Behavior Change; Coding; Attribution Theory; Correlation; Punishment; Parent Child Relationship; Discipline; Behavior Problems; Academic Achievement; Verbal Communication

Abstract:
We documented what parents report as the cause of their child's academic and conduct setbacks and what they say they do in response. We recruited an opportunity sample of 479 parents and narrowed our sample to parents of children without disabilities between the ages of 5-18 (N = 312). Parents responded to open-ended questions, and we coded responses into categories of disciplinary tactics and types of attributions. Parents who reported experience with child setbacks significantly differed from parents who did not report such experience on several outcome variables. Parents did not exhibit hedonic biasing such that most reported causes of setbacks were controllable by the child; reported controllable causes correlated with the reported use of punishment. Our findings suggest that parental behavior change efforts must also address parents' attributions, or verbal explanations, of causes of events. We discuss implications of our findings for child and parent researchers, educators, and practitioners. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Animals; Correctional Institutions; Program Descriptions; Incidence; Program Effectiveness; Recidivism; Discipline; Institutionalized Persons; Correctional Rehabilitation; Self Control; Psychological Patterns

Abstract:
Equine-facilitated prison programs have become more prevalent and operate in correctional facilities in 13 states throughout the United States. However, there is a deficit of empirical knowledge to guide them. This article reviews 19 studies of prison-based animal programs and centers on patterns in the literature. It reveals how previous studies are relevant and how they can be applied to the examination of equine-facilitated prison-based interventions. Research of this field is warranted in order to study issues, such as the effectiveness of these programs, suitable participants for such programs and contraindications, and the impact of these programs on variables such as recidivism and disciplinary misconduct. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Evidence; Voluntary Agencies; Foreign Countries; Rewards; Social Control; Government Role; Punishment; Compulsory Education; Educational History; Historiography; Religious Education; Case Studies; Attendance; Discipline; Churches

Abstract:
The historiographical tradition which developed within the history of education from the 1970s regarded religious organisations as distractions from the "real" task of developing state-funded universal compulsory education. Despite more positive evaluations of voluntary agencies within the history of social policy, since the 1980s, the schools affiliated to the national co-ordinating religious societies are still regarded as potential agents of social control, inadequate in numerical terms, with poor standards, dull curricula and brutal discipline. This article seeks to redress the balance of this historiography by means of a case-study of part of the London hinterland. It will show how voluntary schools attached to national and international "modern" co-ordinating bodies might provide sufficient school places, a curriculum which was structured, with results evaluated positively by inspectors, and could operate systems of rewards rather than corporal punishment. Comparisons with the period after school boards were founded indicates that attendance rates stayed about the same, that the curriculum initially narrowed in one area, and that corporal punishment increased. While these factors were due partly to population increase, the evidence nevertheless demonstrates how voluntary schools could provide adequately, even well, for local populations, and that rate-aided school provision might have negative consequences. (Contains 115 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Safety; Accountability; Program Effectiveness; After School Programs; Discipline; Student Behavior; Family Life; Parent Participation; Parent School Relationship; Program Evaluation; Correlation; Federal Aid; Risk

Abstract:
Afterschool programs have been operating for decades in communities across the country, and federal investment in afterschool has increased dramatically since the mid-1990s. However, even more investment in the field of afterschool, which includes before-school, afterschool and summer learning programs, is needed to keep up with the growing demand. Parents and voters overwhelmingly support afterschool and want to see more afterschool opportunities for children and increased funding for programs. As public demand and need for afterschool have grown, so too has the demand for accountability. This is particularly true for afterschool programs that utilize public dollars. After all, where tax dollars flow, so must accountability to taxpayers. Fortunately for afterschool advocates, a steady stream of afterschool evaluations are showing important gains for children, not only in terms of academic achievement but also in terms of safety, discipline, attendance and avoidance of risky behaviors. In addition, researchers have found that afterschool programs encourage increased parental involvement, an important building block for student success. This updated evaluations backgrounder focuses on the impact of afterschool programs on academic outcomes, student behavior and parental concerns about children's safety. The studies included in this backgrounder are just a few of the numerous evaluations of afterschool programs completed in recent years. In reviewing the studies included in this backgrounder, a few key themes emerged. The data and conclusions from these studies suggest that quality afterschool programs have a positive impact on a number of measures of student academic achievement, positively affecting behavior and discipline and helping relieve parents' worries about their children's safety. Specific research findings, organized by type of outcome, are detailed in this paper. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (264K)

Descriptors:
Minority Group Children; Educational Change; Charter Schools; School Administration; Urban Education; Student Attitudes; Student Behavior; Achievement Gap; Progress Monitoring; Empowerment; Discipline; Personal Autonomy; Minority Group Students

Abstract:
Urban minority children are increasingly being educated at public schools run by charter management organizations (CMOs) characterized by a highly rule-ordered and regulated environment. These rules, enforced through continuous streams of reinforcements and penalties, while contributing to a tight focus on academics and a safe culture, have associated costs. The article scrutinizes four CMO commonalities, along with their implications: the pervasive adult monitoring of students, targeting behaviors tangential to learning, attributing independent agency to children who deviate, and student derogation by adults. It is concluded that rules can indeed be protective, but if not counterbalanced with opportunities for genuine choice and personal agency, the rules may quell students' desires and shrink their aspirations. A blanketing emphasis on obedience can create conditions for accepting instruction, but alone, it is dangerous, for students will not have developed their own compass to resist negative models. (Contains 3 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Change; Work Environment; Human Resources; Middle School Teachers; Teacher Persistence; Faculty Mobility; Middle Schools; Secondary School Teachers; Teacher Surveys; Case Studies; Prediction; Statistical Analysis; School Administration; Discipline; Principals; Educational Environment; Urban Schools

Abstract:
This paper synthesizes findings from the Research Alliance's investigation of teacher turnover in New York City's public middle schools. These years are widely recognized as a critical turning point for students, and the NYC Department of Education (DOE) is pursuing a range of middle school improvement initiatives. The stability of the middle school teaching force has the potential to facilitate or complicate these efforts, yet there have been few studies of the rates and patterns of teacher turnover in the City's middle schools. This study provides the most current, comprehensive look at middle school teacher turnover to date. Drawing on a range of data sources--including DOE human resource records from the last decade, a survey of over 4,000 full-time middle school teachers, and in-depth case studies in four middle schools--this paper examines how long middle school teachers remain in their schools, how long they intend to stay, and what predicts whether or not they leave. It also explores how various aspects of teachers' work environment may influence these decisions. Among the key findings: Among middle school teachers who entered their school during the last decade, more than half left that school within three years--significantly higher than the rates seen for elementary and high school teachers. Of the teachers who leave, most exit the NYC public school system altogether, and only about 1 in 10 transition to another grade 6-8 school. The findings point to several strategies that may be useful for increasing middle school teachers' lengths of stay. The following are appended: (1) Description of Data Sources and Samples; (2) Methods; and (3) Who Are Middle School Teachers in NYC? (Contains 4 tables, 9 figures, and 48 notes.) [This report was produced by the Research Alliance for New York City Schools.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Psychopathology; Mental Health; Parent Child Relationship; Age; Probability; Parenting Styles; Family Environment; Puerto Ricans; Symptoms (Individual Disorders); Mental Disorders; Parent Background; Natural Disasters; Interviews; Questionnaires; Spanish; Discipline; Behavior Problems; Correlation; Role

Abstract:
This study focused on characteristics of the family environment that may mediate the relationship between disaster exposure and the presence of symptoms that met DSM-IV diagnostic criteria for symptom count and duration for an internalizing disorder in children and youth. We also explored how parental history of mental health problems may moderate this mediational model. Approximately 188 months after Hurricane Georges hit Puerto Rico in 1998, participants were randomly selected based on a probability household sample using 1990 US Census block groups. Caregivers and children ("N" = 1,886 dyads) were interviewed with the Diagnostic Interview Schedule for Children and other questionnaires in Spanish. Areas of the family environment assessed include parent-child relationship quality, parent-child involvement, parental monitoring, discipline, parents' relationship quality and parental mental health. SEM models were estimated for parents and children, and by age group. For children (4-10 years old), parenting variables were related to internalizing psychopathology, but did not mediate the exposure-psychopathology relationship. Exposure had a direct relationship to internalizing psychopathology. For youth (11-17 years old), some parenting variables attenuated the relation between exposure and internalizing psychopathology. Family environment factors may play a mediational role in psychopathology post-disaster among youth, compared to an additive role for children. Hurricane exposure had a significant relation to family environment for families without parental history of mental health problems, but no influence for families with a parental history of mental health problems. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teacher Student Relationship; War; Citizenship Education; Social Control; Citizenship; Peace; Social Change; Teaching Methods; Democracy; Case Studies; Discipline; Laws; Instructional Innovation; Teacher Attitudes; Prediction; Educational History; Curriculum

Abstract:
This article explores the tension between social control and democratic participation in the first American peace education curriculum, "A Course in Citizenship" (1914). Previously, this "Course" has been read as a case study of progressive era peace education, during which the call to teach democratically increased in volume. Building on this critical history, the "Course" can also offer historical perspective on the high value of discipline and obedience to law inscribed in some teachers' views of citizenship education. Read alongside archival transcripts from the American peace movement before World War I, the warrants for predicting future peace in the "Course in Citizenship" suggest that peace education requires innovative methods of constituting classroom authority on the basis of representation. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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