ERIC Number: ED485312
Record Type: Non-Journal
Publication Date: 2004-May
Teaching Interrupted. Do Discipline Policies in Today's Public Schools Foster the Common Good?
Too many students are losing critical opportunities for learning,and too many teachers are leaving the profession because of the behavior of a few persistent trouble makers. What?s more, say teachers, today?s misbehaving students are quick to remind them that students have rights and their parents can sue. These are some key findings in this report based on national random sample surveys of 725 middle and high school teachers and 600 parents of middle and high school students. Discipline has been a recurring theme in public opinion research on public schools for years, and "Teaching Interrupted" suggests that educators have made only limited progress addressing it. The issue continues to bedevil teachers, concern parents, and derail learning in schools across the country. The surveys offer a detailed look at the discipline issue, exploring its causes, the effectiveness of current policies, the impact on school climate and receptivity to various solutions.
Descriptors: Secondary School Teachers, Secondary School Students, Student Behavior, School Policy, Discipline, Educational Environment, Public Schools, Teacher Attitudes, Parent Attitudes, Antisocial Behavior, Classroom Techniques, Court Litigation
Public Agenda, 6 East 39th Street, New York, NY 10016. Tel: 212-686-6610; Fax: 212-889-3461; Web site: http://www.publicagenda.org
Publication Type: Reports - Descriptive; Reports - Research; Tests/Questionnaires
Education Level: High Schools; Middle Schools
Authoring Institution: Public Agenda Foundation, New York, NY.
Grant or Contract Numbers: N/A