This article discusses ways to reduce school violence and classroom disruptions by creating an orderly learning environment. It recommends that schools (1) establish and emphasize academic and behavioral goals, and (2) develop and consistently enforce rules and procedures. Specific strategies include implementing dress codes, managing behavior with clear discipline standards, using caution with student searches, quickly removing graffiti, banning disruptive items like beepers, and improving school design and supervision. The article concludes that prioritizing goals and rules creates a safe, productive learning environment.
Exploring teaching practices that are helpful in addressing at risk students ...zahirwali
This study is conducted to explore and identify factors
that put students at risk. Secondly, it introduces teaching
practices that are found to be helpful in dealing with those
students who are entitled at-risk. The data for the study has been
collected through a critical review of available literature. The
findings indicate that different factors related to school, personal
life, family and community contribute in putting students at-risk.
The findings also show that caring and committed teaching,
involvement in learning, peer tutoring, tutoring and small groups
are the beneficial teaching practices for students at-risk.
Robinson, petra enhancing faculty diveristy focus v7 n1 2013William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
Exploring teaching practices that are helpful in addressing at risk students ...zahirwali
This study is conducted to explore and identify factors
that put students at risk. Secondly, it introduces teaching
practices that are found to be helpful in dealing with those
students who are entitled at-risk. The data for the study has been
collected through a critical review of available literature. The
findings indicate that different factors related to school, personal
life, family and community contribute in putting students at-risk.
The findings also show that caring and committed teaching,
involvement in learning, peer tutoring, tutoring and small groups
are the beneficial teaching practices for students at-risk.
Robinson, petra enhancing faculty diveristy focus v7 n1 2013William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
This is a Trident University course (MAE506), Module 1 Case, Elementary and Secondary Education Act: No Child Left Behind. It is written in APA format, has been graded by an instructor (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.
Classroom Management The Challenge of Changeijtsrd
Undesirable behavior is inevitable inside and outside the school premises. This research addresses the importance of classroom management as one of the important factor that prevents the occurrence of undesirable behavior of the learners. Based on the findings, the ideal classroom management practices lead and connect teachers and learners to meet the model desirable behavior inside and outside the school premises. Indicators include Establishing clear learning outcomes, behavior management and maximizing in giving praise to the learners. Classroom management has shown to be one of the most important factors that teachers need to consider before the school year. The data has shown that in dealing with students behavior, teacher must develop a strategy that not just only address a single behavior but a multi strategy that meet the needs of the learners. Judith N. Ubod ""Classroom Management: The Challenge of Change"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-2 , February 2020,
URL: https://www.ijtsrd.com/papers/ijtsrd30273.pdf
Paper Url : https://www.ijtsrd.com/humanities-and-the-arts/education/30273/classroom-management-the-challenge-of-change/judith-n-ubod
Larke, patricia a case study of seven preservice teachers nfmij v7 n1 2010William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
The Influence Of Gender On The Attitude Of Teachers Towards Outlawing Of Corp...iosrjce
The abolishment of corporal punishment without finding effective alternative methods of managing
behavior in pupils has led to indiscipline and conflicts in primary schools in Kenya. The study sought to
establish whether there is any influence of gender on the attitude of teachers towards outlawing of corporal
punishment in primary schools in Nandi North District. The population of the study comprised of primary
school teachers in Nandi North district. The study adopted a descriptive survey design. The target population
was 713 teachers, however, the sample size was 217 teachers selected through stratified sample random
sampling techniques whereby schools were grouped according to their various characteristics and participating
schools picked randomly by lottery method to ensure equal chances of participation with the selected schools.
Data was collected by use of closed-ended questionnaire and interview schedules. Data was then analyzed by
use of frequencies, percentages, mean and standard deviation. One way analysis of variance (ANOVA) was used
to test whether there is an influence of teachers’ gender, on attitudes towards the outlawing of corporal
punishment in Nandi North district primary schools. Results of the study showed gender had significant
influence on teachers’ attitudes towards outlawing of corporal punishment in schools. In view of the findings,
the study recommends a need to create awareness on alternative methods to corporal punishment and also the
overall effects of corporal punishment on the child.
Dr. Kritsonis has served in professorial roles at Central Washington University, Washington; Salisbury State University, Maryland; Northwestern State University, Louisiana; McNeese State University, Louisiana; Wright State University, Ohio; and Louisiana State University (LSU) at Baton Rouge, Louisiana.
Currently, Dr. Kritsonis is Professor of Educational Leadership at Prairie View A&M University a Member of the Texas A&M University System. He teaches in the newly established Doctor of Philosophy Program in Educational Leadership in the Whitlowe R. Green College of Education. Dr. Kritsonis taught the Inaugural class session in the PhD program at the start of the fall 2004 academic year. In October 2006, Dr. Kritsonis chaired the first student to graduate and earn a PhD in Educational Leadership at Prairie View A&M University. He lives in Houston, Texas.
2004 – Present PROFESSOR (Tenured)
Prairie View A&M University
PhD Program in Educational Leadership
The Whitlowe R. Green College of Education
Prairie View, Texas 77446
(Member of the Texas A&M University System)
Dr. Fred C. Lunenburg 1]. school facilities management v27 n4 2010William Kritsonis
Dr. Fred C. Lunenburg, www.nationalforum.com, Dr. William Allan Kritsonis, Editor-in-Chief, National FORUM Journals, Houston, Texas
www.nationalforum.com
Partial Listing of Published Authors - NATIONAL FORUM OF EDUCATIONAL ADMINIST...William Kritsonis
Partial Listing of Published Authors - NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL
See: www.nationalforum.com
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS - Over 5,200 writers published since 1983.
This is a Trident University course (MAE506), Module 1 Case, Elementary and Secondary Education Act: No Child Left Behind. It is written in APA format, has been graded by an instructor (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.
Classroom Management The Challenge of Changeijtsrd
Undesirable behavior is inevitable inside and outside the school premises. This research addresses the importance of classroom management as one of the important factor that prevents the occurrence of undesirable behavior of the learners. Based on the findings, the ideal classroom management practices lead and connect teachers and learners to meet the model desirable behavior inside and outside the school premises. Indicators include Establishing clear learning outcomes, behavior management and maximizing in giving praise to the learners. Classroom management has shown to be one of the most important factors that teachers need to consider before the school year. The data has shown that in dealing with students behavior, teacher must develop a strategy that not just only address a single behavior but a multi strategy that meet the needs of the learners. Judith N. Ubod ""Classroom Management: The Challenge of Change"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-2 , February 2020,
URL: https://www.ijtsrd.com/papers/ijtsrd30273.pdf
Paper Url : https://www.ijtsrd.com/humanities-and-the-arts/education/30273/classroom-management-the-challenge-of-change/judith-n-ubod
Larke, patricia a case study of seven preservice teachers nfmij v7 n1 2010William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
The Influence Of Gender On The Attitude Of Teachers Towards Outlawing Of Corp...iosrjce
The abolishment of corporal punishment without finding effective alternative methods of managing
behavior in pupils has led to indiscipline and conflicts in primary schools in Kenya. The study sought to
establish whether there is any influence of gender on the attitude of teachers towards outlawing of corporal
punishment in primary schools in Nandi North District. The population of the study comprised of primary
school teachers in Nandi North district. The study adopted a descriptive survey design. The target population
was 713 teachers, however, the sample size was 217 teachers selected through stratified sample random
sampling techniques whereby schools were grouped according to their various characteristics and participating
schools picked randomly by lottery method to ensure equal chances of participation with the selected schools.
Data was collected by use of closed-ended questionnaire and interview schedules. Data was then analyzed by
use of frequencies, percentages, mean and standard deviation. One way analysis of variance (ANOVA) was used
to test whether there is an influence of teachers’ gender, on attitudes towards the outlawing of corporal
punishment in Nandi North district primary schools. Results of the study showed gender had significant
influence on teachers’ attitudes towards outlawing of corporal punishment in schools. In view of the findings,
the study recommends a need to create awareness on alternative methods to corporal punishment and also the
overall effects of corporal punishment on the child.
Dr. Kritsonis has served in professorial roles at Central Washington University, Washington; Salisbury State University, Maryland; Northwestern State University, Louisiana; McNeese State University, Louisiana; Wright State University, Ohio; and Louisiana State University (LSU) at Baton Rouge, Louisiana.
Currently, Dr. Kritsonis is Professor of Educational Leadership at Prairie View A&M University a Member of the Texas A&M University System. He teaches in the newly established Doctor of Philosophy Program in Educational Leadership in the Whitlowe R. Green College of Education. Dr. Kritsonis taught the Inaugural class session in the PhD program at the start of the fall 2004 academic year. In October 2006, Dr. Kritsonis chaired the first student to graduate and earn a PhD in Educational Leadership at Prairie View A&M University. He lives in Houston, Texas.
2004 – Present PROFESSOR (Tenured)
Prairie View A&M University
PhD Program in Educational Leadership
The Whitlowe R. Green College of Education
Prairie View, Texas 77446
(Member of the Texas A&M University System)
Dr. Fred C. Lunenburg 1]. school facilities management v27 n4 2010William Kritsonis
Dr. Fred C. Lunenburg, www.nationalforum.com, Dr. William Allan Kritsonis, Editor-in-Chief, National FORUM Journals, Houston, Texas
www.nationalforum.com
Partial Listing of Published Authors - NATIONAL FORUM OF EDUCATIONAL ADMINIST...William Kritsonis
Partial Listing of Published Authors - NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL
See: www.nationalforum.com
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS - Over 5,200 writers published since 1983.
Dr. Fred C. Lunenburg - the principal as instructional leader nfeasj v27 n4 ...William Kritsonis
Dr. Fred C. Lunenburg, www.nationalforum.com, Dr. William Allan Kritsonis, Editor-in-Chief, National FORUM Journals, Houston, Texas
www.nationalforum.com - NATIONAL FORUM JOURNALS Website
The Mobile Classroom at Cross Purposes with Higher Education: Pros and Cons: ...William Kritsonis
The Mobile Classroom at Cross Purposes with Higher Education: Pros and Cons: Do's and Don'ts by Dr. Rick Lumadue, Dr. L. Rusty Waller, Dr. LaVelle Hendricks, Robin Lumadue - Published by NATIONAL FORUM JOURNALS, www.nationalforum.com - Dr. William Allan Kritsonis, Editor-in-Chief, Houston, Texas
A National Perspective For Cultivating Working Relationships HughesWilliam Kritsonis
William Allan Kritsonis, PhD
PhD, University of Iowa, Iowa City, Iowa, 1976
M.Ed. Seattle Pacific University, Seattle, Washington, 1971
B.A. Central Washington University, Ellensburg, Washington
Visiting Scholar, Columbia University, Teachers College, New York, 1981
Doctor of Humane Letters, School of Graduate Studies, Southern Christian University
Student Attendance and Instructional Program - Dr. William A. KritsonisWilliam Kritsonis
Dr. William Allan Kritsonis, School Law, Curriculum Legal Issues, Curriculum and Law, Extra Curricular Activites, Copyrights, Attendance, Discrimination, Due Process
Educational Negligence
Taya Hervey-McNutt
Strayer University
EDU: 599 Capstone
Dr. Joe Canada
May 18, 2022
Educational Negligence
The key to success has always been associated with education in America. Needless to
say that any elements that negatively impact education are handled with great urgency and
seriousness. Among the many issues facing education that negatively influences students is
educational negligence. “A legal definition of educational malpractice is yet to be codified, but
the term can be assumed to involve professional negligence or the failure to provide services that
can reasonably be expected (1).” Not only can a child's school life get negatively impacted by
educational negligence, but also the learner's future ambitions and career preference. Educational
negligence is a serious problem that can take several forms, from a failure to provide an
acceptable standard of teaching to ignoring non-attendance or not catering to special educational
needs.
The Connection Between Educational Negligence and Diversity
In a study done in South Korea, numerous culturally and linguistically diverse teenagers
had been subjected to maltreatment resulting in many students choosing to drop out. Child
neglect, peer relationships, student-teacher interactions, and dropping out of school all increased
linearly over time, according to the result of the research study (2). This evidence supports the
argument that neglecting a child has a direct and long-term effect on peer connections and
student-teacher relationships, as well as an increased risk of dropping out of school. It was
observed that positive peer relationships and student-teacher relationships have a direct effect on
the chance of dropping out of school. Both peer interactions and student-teacher ties mediated
the relationship between school neglect and dropout on a cross-sectional basis.
As depicted in the findings of this research, among a diverse student population, creating
positive relationships with peers and teachers every year could reduce the negative effect that
neglect can have in leading a student to drop out of school (2).
How Ethical Standards Relate to Educational Negligence
School administrators must provide a solid foundation for success that is built on the
abilities of teachers and other professionals who interact with students ethically. When making
decisions, effective school administrators balance the demands of children and their own
personnel. In order to accomplish this, a healthy energy balance between current activity and the
building of unity must be maintained by responding equally to the diverse demands of students
and teachers. According to the aforementioned argument, a school administration, including
instructors, that fails to fulfill its obligation to ensure that students' needs are met violates ethical
standards.
Problems Related to Educational Negligence
Carelessness in education is related to a variety of issues, one of which is cha ...
Dr. Fred C. Luenburg, Can Schools Regulate Student Dress & Grooming - Publish...William Kritsonis
Dr. Fred C. Luenburg, Can Schools Regulate Student Dress & Grooming - Published in FOCUS ON COLLEGES, UNIVERSITIES, AND SCHOOLS - Published by NATIONAL FORUM JOURNALS - www.nationalforum.com - Dr. William Allan Kritsonis, Editor-in-Chief, Houston, Texas
Ewa 4
Vincent Ewa Topic: What do we know about school discipline reform?
February 11, 2017
Article Review # 1
Bibliography entry:
Steinberg, Matthew P., and Johanna, Lacoe. "What do we know about school discipline reform?." Education Next 17, no. 1 (Winter2017 2017): 44-52. Education Research Complete, EBSCOhost.
Purpose: The U.S. Department of Education’s Office for Civil Rights announced this spring that the number of suspensions and expulsions in the nation’s public schools had dropped 20 percent between 2012 and 2014.
Authoraffiliations:
· Steinberg – The University Pennsylvanian’s Graduate School of Education
· Lacoe - Researcher at Mathematica Policy Research
Summary:
According to the department of Education office for civil rights, there has been a drop of suspensions and expulsions in public schools between 2012 and 2014. There have been moves to abolish the use of suspensions and expulsion by some policy makers. Furthermore, there have also been complains that suspensions and expulsions where used in a way that was not fair and discriminative of other students. Others do also believe that the abolishment of such punishment would result to a better working environment. There has also been a push by politicians including Barak Obamas government, which advocated for an alternative kind of punishment for students found on the wrong line of the school rules. This involved a joint venture by the Department of Education and the Department of Justice who eventually arrived on measures to improve the school climate and the discipline among students. They also send a strict warning of racism when it comes to disciplining of students at school. It is evident also that the move for discipline reforms has gone to the grassroots, which is the state and school district levels. Example is the District of Colombia.
A critical look on the effects of this alternative ways of suspension should be made. Various statistical reports have brought out variety of evidences. Example is the documentation in disparities in school in school discipline and race. In addition is the statistical report by the National Centre for Education show a downward trend in suspensions, student victimization and reports of bullying. It also shows decline in suspensions and expulsions. There has also been more that 30% if teachers reporting of disruption to studies due to behavior and tardiness. Evidence of exposure to extreme harsh conditions such has students exposed to Hurricanes tend to be out of school for a given time while dealing with the disaster. Finally, exposure to disruptive peers tends to affect students later in their studies.
Statistics also show disproportionate rates of suspension with it mainly affecting students of a specific race and also students with disabilities. Most of these being racial especially among the blacks in preschool, primary, middle and high schools. This has also created gaps between blacks ...
Thomas, ingrid a using instructional strategies nftej v25 n 3 2015William Kritsonis
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; teaching and learning; counseling and addiction; alcohol and drugs; crime and criminology; disparities in health; risk behaviors; international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, sociology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
Thomas, ingrid a using instructional strategies nftej v25 n 3 2015William Kritsonis
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; teaching and learning; counseling and addiction; alcohol and drugs; crime and criminology; disparities in health; risk behaviors; international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, sociology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
EDUC 703Topic Proposal TemplateStudent Name _______Michael EvonCanales257
EDUC 703
Topic Proposal Template
Student Name: _______Michael Whitener__________________________
Enter proposed topics and guiding questions in the empty cells below for each of the two upcoming assignments.
Philosopher Analysis
Historical Topic Analysis
Topic
The selected philosopher for analysis is Socrates.
He is a Greek philosopher who was born and raised in Athens. His philosophy focused on morals.
The American Civil War:
Civil War was prompted fought between 1861 and 1865 during the administration of Abraham Lincoln. Some reasons that lead to the war was the call by Abraham Lincoln and other states especially from the North to abolish slavery. To continue with slavery, the South East States pushed for separation. Therefore, the war was fought between states that supported Federal Union and those in Support of secession.
Guiding Question
What is the application of Socratic Method in the education system?
1. What were the causes of American Civil was in the 1860s?
2. What were the impacts of American Civil wars?
3. How are the impacts of American civil wars reflected in the modern America?
Enter one journal article reference under each heading below. Type over the sample so that you replace it with your own article. The article title should reflect that it aligns with the topics and guiding questions above.
Philosopher Analysis: Journal Article Reference
Dinkins, C. S., & Cangelosi, P. R. (2019). Putting Socrates back In socratic METHOD: Theory‐based debriefing in the nursing classroom. Nursing Philosophy, 20(2). https://doi.org/10.1111/nup.12240
Historical Topic Analysis: Journal Article Reference
Jones, J. A. (2012). A Nation Divided: Civil War Politics and Emancipation, 4(9). Retrieved from: http://www.inquiriesjournal.com/articles/703/a-nation-divided-civil-war-politics-and-emancipation
Date Accessed: Aug 27, 2021
Running head: DISCIPLINE ISSUES IN TEACHING AND LEARNING
1
Discipline Issues in Teaching and Learning 2
Discipline Issues in Teaching and Learning
Michael Whitener
Discipline Issues in Teaching and Learning
Discipline is action or inaction that is set in place to govern and regulate the rules of a particular system that is in governance. In teaching and learning, school discipline is undertaken by teachers towards students whose behaviors tend to negatively influence the smooth running of institutions. In recent years discipline issues in teaching and learning have become rampant due to students' notion that perceives rules as unclear, inconsistently enforced, and unfair. Teachers on the other hand disagreed on appropriate responses to misconduct by students thus causing in-cooperation in the school administration as a result of picking sides and punitive attitudes leading to ignorance towards misconducts making students try to defend their rights. Ineffective parenting also causes discipline issues among students since it dysfunc ...
WHAT DO WE KNOW ABOUT SCHOOL DISCIPLINE REFORMASSESSING THE ALTER.docxjane3dyson92312
WHAT DO WE KNOW ABOUT SCHOOL DISCIPLINE REFORM?
ASSESSING THE ALTERNATIVES TO SUSPENSIONS AND EXPULSIONS
THE U.S. DEPARTMENT OF EDUCATION'S OFFICE for Civil Rights announced this spring that the number of suspensions and expulsions in the nation’s public schools had dropped 20 percent between 2012 and 2014. The news was welcomed by those who oppose the frequent use of suspensions and expulsions, known as exclusionary discipline. In recent years, many policymakers and educators have called for the adoption of alternative disciplinary strategies that allow students to stay in school and not miss valuable learning time. Advocates for discipline reform contend that suspensions are meted out in a biased way, because minority students and those with disabilities receive a disproportionate share of them. Some also assert that reducing suspensions would improve school climate for all students. Government leaders have taken steps to encourage school discipline reform. The Obama administration has embarked on several initiatives to encourage schools to move away from suspensions and toward alternative strategies. In 2011, the Department of Education (DOE) and the Department of Justice (DOJ) launched the Supportive School Discipline Initiative to coordinate federal efforts in this area. In January 2014, the DOE released a resource package with a variety of informational materials designed to support state and local efforts to improve school climate and discipline. The package
included a “Dear Colleague” letter, issued jointly by DOE and DOJ, warning against intentional racial discrimination but also stating that schools unlawfully discriminate even “if a policy is neutral on its face—meaning that the policy itself does not mention race—and is administered in an evenhanded manner but has a disparate impact, i.e., a disproportionate and unjustified effect on students of a particular race.” Discipline reform efforts are also underway at the state and school-district levels. As of May 2015, 22 states and the District of Columbia had revised their laws in order to require or encourage schools to: limit the use of exclusionary discipline practices; implement supportive (that is, nonpunitive) discipline strategies that rely on behavioral interventions; and provide support services such as counseling, dropout prevention, and guidance services for at- risk students. And as of the 2015-16 school year, 23 of the 100 largest school districts nationwide had implemented policy reforms requiring nonpunitive discipline strategies and/or limits to the use of suspensions. In an April 2014 survey of 500 district superintendents conducted by the School Superintendents Association (AASA), 84 percent of respondents reported that their districts had updated their code of conduct within the previous three years. What evidence supports the call for discipline reform?
by MATTHEW P. STEINBERG and JOHANNA LACOE
44 EDUCATION NEXT / W I N T E R 2 0 1 7 educationnext.org
PHOTOGRAPH /.
EDD633POLICYBRIEF
EDD633POLICYBRIEF
Trident International University
James Newton
EDD 633
Policy Brief
Dr. Anna Lint
May 25, 2019
Title
Students’ Behaviors and Attitudes
SLP1: Executive Summary
There have been increasing numbers of reported cases in which students have behaved aggressively towards their colleagues, and the data concerning unruly student behaviors has also been on the rise (Coll et al., 2018). The unruly student behavior has to be fixed because it is among the biggest factors that contribute to school drop outs and poor performance. Students have been reporting to the administration that they have been bullied by their colleagues, dispossessed of their properties, beaten or abused. Although these behaviors can be linked to anomalous adolescent conduct, there are also a number of possibilities that can induce aggressive behaviors in K-12 students. They include: negative attitude towards education, drug abuse, bad influence from adults, poor parental upbringing, or negative early life experiences (Dariotis et al., 2016). Therefore, it is necessary to introduce programs and lessons that can solve the issue of student misconduct and negative attitude towards education so as to improve the quality of education in K-12 schools.
In order to solve the issue of unruly student behavior and negative attitude towards education, guidance and counseling programs will be introduced in schools. Guidance and counseling will be necessary for all students, but those who exhibit unruly behaviors will undergo more counseling sessions that the rest of the students. The program is aimed at reducing stress, depression, and anxiety, which are the biggest contributing factors to student unruly and antisocial behaviors (Coll et al., 2018). Other mental health programs such as yoga will be introduced in order to improve the mental and emotional health of the students, which will boost their motivation so that they will like school and appreciate education. A research and an experimental program will have to be done in a few classes to evaluate the effectiveness of the programs before their full implementation. Main stakeholders in the education sector will also be consulted so as to incorporate their views.
SLP 2: Context of Scope of Problem
Students’ unruly behaviors are some of the leading causes of poor academic performance and high dropout rates in the United States and other developed countries. As such, concerns have been raised by policymakers and researchers on the need to reduce students’ deviant behaviors in school (Kremer et al. 2016). Students exhibit deviant behaviors in two major ways: externalization and externalization of unruly behaviors. Externalizing behaviors are characterized by defiance to school rules, disruptiveness, impulsivity, and antisocial behaviors. In some cases, externalizing behaviors may take the form of the student being overactive (Kremer et al. 2016). On the other hand, internalizing behaviors in.
Promising Practices in Transitions Programming:
-Academic Considerations
-Developmental Considerations
-Systemic and Institutional Considerations
-Promising Practices within a Social Justice Framework
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
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Lunenburg, fred c reducing school violence v1 n1 2010
1. SCHOOLING
VOLUME 1, NUMBER 1, 2010
Reduce School Violence and Classroom Disruptions:
Create an Orderly Climate Conducive to Learning
Fred C. Lunenburg
Sam Houston State University
________________________________________________________________________
ABSTRACT
Violence and classroom disruptions are increasing in our schools. In this article, I
discuss two important ways to reduce school violence and classroom disruptions:
establish and emphasize goals and establish and implement rules and procedures.
________________________________________________________________________
Several authors suggest ways that schools may be able to reduce school violence
and classroom disruptions by creating an orderly climate conducive to learning (Bulach,
Lunenburg, & Potter, 2008; Drolet, 2011; Lezotte, 2011; Melvin, 2012; Otten, 2011).
According to these authors, research has indicated two important differences between
schools that create an orderly climate for learning and those that fail to do so. Schools
that create an orderly climate conducive to learning (a) establish and emphasize goals and
(b) establish and implement rules and procedures.
Establish and Emphasize Goals
In schools that emphasize academic goals, students are more engaged in
schoolwork; that is, they spend more time on task (Locke & Latham. 2012; Lezotte,
2011; Marzano, 2010a). Teachers in these schools have higher expectations for their
students and tend to have more positive interactions with them (Lunenburg & Irby,
2000). These student and teacher characteristics make it more likely that students invest
more time and energy in academic goals rather than in a peer culture that might sanction
violence and disruptive behavior. Studies reveal that school violence is much more likely
to occur when students feel that grades are punitive or impossible to obtain (Martin,
2011; Marzano, 2010b; Teach for America Staff, 2011) and if the school curriculum is
irrelevant (Ornstein, Pajak, & Ornstein, 2012; Wiles & Bondi, 2011). Also, the level of
violence increases with class size and the total number of students taught per week
(Reeves, 2010). Moreover, a higher incidence of aggression against teachers occurs if the
class consists largely of behavior problem students, low achievers, or minority students
1
2. SCHOOLING
2_____________________________________________________________________________________
(Benbenishty, 2011; Bynum, 2010; Heitmeyer, 2011; Hoffman, 2012; Vaughn, 2011;
Yell, 2009). This is one of many reasons for the elimination of tracking (Ansalone, 2011;
Campbell, 2010).
Specific areas of the school program, related to school violence that should be
evaluated include the curriculum and the instructional setting. With respect to the
curriculum, the following questions should be asked: Is the curriculum relevant? Does it
meet the needs of students (Ornstein, Pajak, & Ornstein, 2012; Wiles & Bondi, 2011)?
Regarding the instructional setting, significant questions include: Is the class size and
total students manageable for effective teaching (Reeves, 2010)? Are the instructional
materials and procedures appropriate (Darling-Hammond, 2008; Marzano, 2010c)? Are
grades attainable and fair (Marzano, 2010b)? Are the students tracked by ability or other
factors (Buckelew, 2011; Hoerr, 2011)?
An effort should be made to improve the achievement of all students in schools
(Coyne, 2011; Darling-Hammond, 2010; Howard, 2011; Paige, 2011). And schools must
expand teaching beyond the basic skills to include citizenship (Leighton, 2012), effective
decision-making (Delgado, 2012), conflict-resolution skills (Keane, 2011), cooperation
(Cain, 2011), and courtesy (Nelsen, 2012). The art of compromise should be modeled and
practiced by teachers and students alike. Students need to learn that these are acceptable
ways to deal with their conflicts and to meet their individual needs.
The need to reach children in the early years is important (Allen, 2012; Nutbrown,
2012). Programs that provide support for young families should be enhanced (Bloch,
2012). Head Start, Follow Through, day care, and after school care for children of
working or student parents should be funded (Scott, 2012). School districts must become
involved in early childhood education by providing facilities and staff. Teachers need to
be trained to work with infants, toddlers, and preschoolers. Parents may require
assistance in acquiring parenting skills.
Establish and Implement Rules and Procedures
Students and teachers feel safe in schools which have clear discipline standards
that are enforced firmly, fairly, and consistently (Hauserman, 2011; Lindeen, 2012). This
can be accomplished through the development of a comprehensive student handbook that
identifies expectations for student behavior and outlines the consequences for students
who violate the rules (Knoff, 2010). Student handbooks should outline clearly student
rights and responsibilities. Suspension and expulsion procedures should be explained
carefully and the appeals process also should be fully described. Because of the
frequency of gang activity in schools, the handbook should include sections on dress
codes, search and seizure, graffiti, beepers and pagers, and school design (Kentley, 2011;
Lane, 2011; Soliz, 2010; Thompson, 2011).
Establish Dress Codes
School boards should consider policies establishing dress codes for students and
teachers. For example, the Oakland (California) Board of Education banned clothing and
3. FRED C. LUNENBURG
_____________________________________________________________________________________3
jewelry denoting identification with a gang; expensive jogging suits often worn by drug
dealers; and all hats and clothing designating membership in non-school organizations.
The Detroit (Michigan) Public Schools have implemented a ban on expensive clothing
and jewelry. The Baltimore (Maryland) Public Schools are experimenting with school
uniforms. The Dallas (Texas) Board of Education has adopted a policy that opposes
clothing and grooming that is considered distracting or disruptive. School principals
have been given the discretion to determine what is inappropriate (National School
Boards Association, 2010).
School boards may enact reasonable regulations concerning student appearance in
school. Appearance regulations have focused on male hairstyles and pupil attire. Student
challenges to these regulations have relied on First Amendment constitutional freedoms
to determine one's appearance. The U. S. Supreme Court has consistently refused to
review the decisions of lower courts on these matters (Karr v. Schmidt, 401 U. S. 1201,
1972). Generally, courts tend to provide less protection to some forms of expression (e.g.,
pupil hairstyle and attire) than to others (e.g., symbolic expression). Nonetheless,
awareness of constitutional freedoms place limits on school principals to regulate student
dress, excluding special situations (e.g., graduation and physical education classes). Pupil
attire can always be regulated to protect student health, safety, and school discipline. In
short, the extent to which school principals may control student appearance depends more
on different community mores and on "the times" than on strict principles of law.
Use Search and Seizure Cautiously
The introduction of drugs, weapons, and other contraband in schools has placed
school principals in the position of searching students' person or lockers, and students
claim that such acts are a violation of their Fourth Amendment guarantees. A student's
right to the Fourth Amendment's protection from unreasonable search and seizure must
be balanced against the need for school principals to maintain discipline and to provide a
safe environment conducive to learning. State and federal courts generally have relied on
the doctrine of in loco parentis, reasoning that school principals stand in the place of a
parent and are not subject to the constraints of the Fourth Amendment. In 1985, in New
Jersey v. T.L.O., 469 U.S. 325, 1985, the U. S. Supreme Court held that searches by
school officials in schools come within the constraints of the Fourteenth Amendment.
The court concluded that the special needs of the school environment justified easing the
warrant and probable cause requirement imposed in criminal cases, provided that school
searches are based on "reasonable suspicion."
Pay Attention to Graffiti
Attention to symbols is an important way of controlling misbehavior. Graffiti is a
form of vandalism (defacing school property) and frequently serves as gang symbols.
Immediate removal of graffiti sends a message to students of the school principal's
opposition to vandalism and gang symbols. It also prevents conflict over potential gang
territory. And it tells students and staff alike that the principal cares about personnel
safety and that she is taking appropriate steps to protect everyone's safety.
4. SCHOOLING
4_____________________________________________________________________________________
Ban Beepers and Pagers
With the exception of students who have severe medical problems or those who
are members of rescue units, beepers and pagers should be prohibited on school grounds.
Law enforcement officials maintain that frequently students with beepers and pagers are
involved in drug trafficking. Undesirable behavior is less likely to occur when beepers
and pagers are banned from schools.
Reconsider School Design
School design and facility use can encourage undesirable behaviors. School
policy should restrict student congregation in "blind spots;" recommend random spot
checks of problem areas, such as restrooms, locker rooms, and parking lots; and increase
physical security with fences, lights, and metal detectors. The least costly security
measure is faculty supervision. When principals and teachers are visible throughout the
buildings and school grounds, disruptive behavior is less likely to occur.
Conclusion
Several authors suggest ways that schools may be able to reduce school violence and
classroom disruptions by creating an orderly climate conducive to learning. Schools that
create an orderly climate conducive to learning (a) establish and emphasize goals and (b)
establish and implement rules and procedures.
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