Your search found 233 results.

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Behavior Disorders; School Personnel; Discipline; Juvenile Justice; Special Education Teachers; Zero Tolerance Policy; Student Behavior; Emotional Disturbances; School Policy; Interdisciplinary Approach; Educational Environment; School Safety

Abstract:
Special educators frequently teach students with a variety of diagnostic labels, including autism and oppositional defiant disorder. Some of these diagnoses point to the presence of challenging behaviors that might be viewed as threatening and disruptive. Teachers working with these students must make daily choices in how they approach such students. Although at times teachers work with these students to develop self-regulatory behaviors, they often risk working against such students by applying strictly punitive measures. Historically, students with disabilities, particularly those with a diagnosis of an emotional or behavior disorder (EBD), have been overrepresented in school disciplinary reports, juvenile justice facilities, and jails; these trends have become more acute with the emergence of zero tolerance. Currently, a majority of teachers within the United States are obligated to follow zero tolerance policies, replete with mandatory consequences for specific behaviors. Unfortunately, zero tolerance policies often require teachers to follow mandatory policies regarding punishment for certain behaviors. How do teachers manage to honor the unique needs of their students while at the same time adhering to uniform school discipline policies? In this article, the problems with zero tolerance policies are addressed, beginning with a brief history of zero tolerance. Then, five principles are proposed and discussed as being potentially helpful to teachers, administrators, and school personnel who must navigate the tensions between policy and practice with regard to classroom discipline. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Civil Rights; College Presidents; Higher Education; Leaders; Leadership; Child Abuse; Hazing; Fraternities; Sororities; Violence; Antisocial Behavior; Crime; School Security; Zero Tolerance Policy

Abstract:
The hazing death of Florida A&M (FAMU) drum major Robert Champion and the long-concealed child sexual abuse by Jerry Sandusky at Penn State University have prompted an intense focus within higher education on how campus leaders should respond in times of crisis, particularly one involving suspected criminal activity. Experts say college leaders should obey laws on reporting possible crimes, assemble a management plan and a predetermined team for crises, conduct an internal investigation without compromising any criminal probes and privacy laws, "take ownership" of the issue and release as much information as legally allowed. Because of due process protections, those experts advise against automatically firing suspected campus employees or expelling students believed to be at fault. The test for removing a college president or other administrators is whether he or she gathers the relevant information, shares it with the board of trustees and takes decisive action to address the crisis. At Penn State, the cover-up of Sandusky's crimes failed those tests. The author discusses the institutional responses to crisis at Penn State and FAMU which are under intense scrutiny. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Expulsion; Males; Zero Tolerance Policy; Educational Experience; Student Attitudes; African American Students; Outcomes of Education; Interviews; Dropouts; Dropout Research; High School Students; Educational Environment; Teacher Student Relationship; Punishment; School Policy; Suspension; Urban Schools

Abstract:
This study examines the impact of the zero-tolerance policies on Black males' educational experiences and outcomes. Individual interviews were conducted with Black males who dropped out of high school. Using counter-storytelling within a critical race theory framework, Black males discussed the influence of the zero-tolerance policies on their school experiences. These men's narratives affirm that these policies created an inhospitable school environment and poor student-teacher relationship. Furthermore, school personnel's use of the most punitive measures of the policies, suspension and expulsion of students, led to their school failure. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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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

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.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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High School Students; Adolescents; Motor Vehicles; Traffic Safety; Drinking; Zero Tolerance Policy; Parent Participation; Parent School Relationship; Death; Accidents; Risk; Laws

Abstract:
The percentage of teens in high school who drink and drive has decreased by more than half since 1991, but more can be done. Nearly one million high school teens drank alcohol and got behind the wheel in 2011. Teen drivers are 3 times more likely than more experienced drivers to be in a fatal crash. Drinking any alcohol greatly increases this risk for teens. Research has shown that factors that help to keep teens safe include parental involvement, minimum legal drinking age and zero tolerance laws, and graduated driver licensing systems. These proven steps can protect the lives of more young drivers and everyone who shares the road Young drivers (ages 16-20) with them. 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:
Suspension; Empathy; Zero Tolerance Policy; Functional Behavioral Assessment; Discipline; Discipline Policy; Discipline Problems; Educational Practices; Effective Schools Research; Critical Incidents Method

Abstract:
At City Springs and many other schools across the country, restorative practices are about holding students accountable and getting them to right a wrong. The approach is getting more notice than ever as criticism grows of zero-tolerance disciplinary policies that often require out-of-school suspension and expulsion. Educators are turning to restorative practices, peer courts in middle and high schools, and related efforts in the hopes of changing students' bad behaviors rather than simply kicking them out of school as punishment and risking disconnecting them from school altogether. Restorative practices in schools originate from a criminal-justice technique in which convicts are held accountable in part by facing the people they have harmed. The strategies have been around for years and are used around the country and internationally. But the concept still has skeptics. 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:
Drinking; Honor Societies; White Students; Clubs; Zero Tolerance Policy; Sororities; Fraternities; Hazing; African American Students; Death

Abstract:
Hazing is the beast in academe's basement, often lurking unseen and unreported, only to rise again and again despite countless rules and zero-tolerance policies. It takes many forms, some physically violent, some emotionally cruel, some booze-soaked, some silly. Since 1970, colleges have seen at least one hazing-related fatality each year, and the annual tally of reported injuries and abuse is long. Despite its prevalence, hazing remains somewhat mysterious. It's been the subject of relatively little research, and relevant studies are longer on the "what" than the "why." Nonetheless, recent data suggest that hazing affects more students--and starts much earlier--than college officials may have previously thought. Several scholars have also examined how hazing rituals tend to vary among students from different racial and ethnic backgrounds. Lawrence C. Ross Jr., author of "The Divine Nine: The History of African American Fraternities and Sororities," has written that hazing among white students often involves excessive alcohol consumption, whereas hazing among black students typically involves "brutalizing pledges." But make no mistake, hazing is an "equal-opportunity disgrace." That phrase comes from Hank J. Nuwer, an associate professor of journalism at Franklin College and author of four books on hazing. On college campuses, the ritual infects athletics teams, honor societies, glee clubs, and drama clubs. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Educational Games; Teaching Methods; Popular Culture; Males; Learning Experience; Video Games; Zero Tolerance Policy; School Culture; Learning Motivation; Motivation Techniques; Student Motivation; Learner Engagement; Achievement Need

Abstract:
Boy culture is out of sync with school culture. There are several reasons for this, including zero tolerance policies that are too often taken to extremes, the lack of male teachers, and the compression of the curriculum. What's more, boy culture is not socially accepted, and boys quickly come to feel that they are not good at school. For many reasons, boys worldwide are tuning out of school at record rates. Educators can reverse this trend by engaging them in learning with video games and pop culture. There are three ways that educators can approach gaming in an effort to bring boys back to the learning experience with joy and excitement. First, they can create better educational games. Second, they can use existing high-motivation games in the classroom and focus on the sorts of things they can teach them. Finally, they can also allow kids to create their own games. It is easiest to consider these three interwoven possible approaches together as educators look at the variety of games available to them. 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:
Prevention; Youth; Drug Education; Social Psychology; Zero Tolerance Policy; Research; School Districts; Academic Achievement; Intervention; Evidence; Daily Living Skills; Urban Areas; Alcohol Education; Elementary Secondary Education

Abstract:
Despite considerable research concerning drug education and zero tolerance policies, few have examined their combined youth impact. Comprehensive and nationally recognized mixed method evidence is drawn from 77 school districts and 118 schools in the Drug, Alcohol and Tobacco Education (DATE) evaluation. For the first time it is found that the combined negative impact of traditional prevention and intervention efforts--e.g., Life Skills Training (LST) and zero tolerance policies--are so serious that they extend into the wider conditions of educational achievement. Findings are explained by the social psychological processes of "disintegrative shaming," where young people are to be shamed into abstinence and experiencing or witnessing school removal rather than help when needed. With more research needed the negative effects of traditional prevention and intervention--particularly salient among disproportionately affected urban/minority youth--suggest that related efforts be reconsidered together as well as part of mainstream education. (Contains 1 table.) 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:
Suspension; School Culture; Graduation Rate; Zero Tolerance Policy; Educational Policy; Positive Reinforcement; Behavior Modification; Punishment; Urban Schools; Student Behavior; Behavior Problems; School Districts; Educational Environment; Classroom Environment; Teacher Competencies; At Risk Students

Abstract:
Schools in Maryland and Connecticut are rethinking suspension policies and practices. They are finding that promoting positive behavior choices rather than punishing the negative is leading to higher graduation rates, especially among students of color. In the 2003-2004 academic year, Baltimore City Public Schools recorded 26,000 suspensions. Six years later, that number had dropped below 10,000, before rising last year to slightly more than 11,000. The dramatic rise of suspension rates can be linked to zero-tolerance policies that took root in schools in the late 1980s. Districts in several states began adopting them to address community fears of weapons and drugs in schools. They were soon expanded to punish lesser infractions, such as fighting, swearing, smoking and causing disruptions. Despite their seeming popularity, however, zero-tolerance policies have been consistently shown to reinforce rather than extinguish negative behaviors. How to reverse a school culture that has become too reliant on disciplinary policy and not enough on student-adult relationships? In the classroom, teachers must have the training and skills to deal with disruptive students before any disruption takes place. Classroom routines aimed at promoting positive behavior--rather than solely discouraging negative behavior--can be very useful strategies for handling discipline in class and avoiding office referrals. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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