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School Discipline (school + discipline)
Selected AbstractsShifting Authority: Teachers' Role in the Bureaucratization of School Discipline in Postwar Los AngelesHISTORY OF EDUCATION QUARTERLY, Issue 3 2009Judith Kafka First page of article [source] Self-esteem, academic self-concept, and aggression at schoolAGGRESSIVE BEHAVIOR, Issue 2 2007Laramie D. Taylor The present study explores the relation between academic self-concept, self-esteem, and aggression at school. Longitudinal data from a racially diverse sample of middle-school students were analyzed to explore how academic self-concept influenced the likelihood of aggressing at school and whether high self-concept exerted a different pattern of influence when threatened. Data include self-reported academic self-concept, school-reported academic performance, and parent-reported school discipline. Results suggest that, in general, students with low self-concept in achievement domains are more likely to aggress at school than those with high self-concept. However, there is a small sample of youth who, when they receive contradictory information that threatens their reported self-concept, do aggress. Global self-esteem was not found to be predictive of aggression. These results are discussed in the context of recent debates on whether self-esteem is a predictor of aggression and the use of a more proximal vs. general self-measure in examining the self-esteem and aggression relation. Aggr. Behav. 32:1,7, 2007. © 2006 Wiley-Liss; Inc. [source] A Tobit Regression Analysis of the Covariation Between Middle School Students' Perceived School Climate and Behavioral ProblemsJOURNAL OF RESEARCH ON ADOLESCENCE, Issue 2 2010Ming-Te Wang This study uses an ecological framework to examine how adolescents' perceptions of school climate in 6th grade covary with the probability and frequency of their engagement in problem behaviors in 7th and 8th grades. Tobit analysis was used to address the issue of having a highly skewed outcome variable with many zeros and yet account for censoring. The 677 participating students from 8 schools were followed from 6th through 8th grade. The proportions of students reporting a positive school climate perception decreased over the middle school years for both genders, while the level of problem behavior engagement increased. The findings suggested that students who perceived higher levels of school discipline and order or more positive student,teacher relationships were associated with lower probability and frequency of subsequent behavioral problems. [source] The Legal Context of School Violence: The Effectiveness of Federal, State, and Local Law Enforcement Efforts to Reduce Gun Violence in SchoolsLAW & POLICY, Issue 3 2001Richard E. Redding In the wake of recent school shootings, communities and legislatures are searching for law enforcement solutions to the perceived epidemic of school violence. A variety of legal measures have been debated and proposed. These include: the enactment of tougher gun control laws and more vigorous federal and local enforcement of existing gun control laws; the enactment of laws imposing civil or criminal liability on parents for their children's violent behavior; the establishment of specialized courts and prosecution strategies for handling juveniles who are charged with weapons offenses; stricter enforcement of school disciplinary codes; reform of the Individuals with Disabilities Education Act to make it easier to expel students for weapons violations; and greater use of alternative schools as placements for students who are charged with weapons violations. This article provides a legal and empirical analysis of proposed legislation in these areas as informed by social science research on the patterns of school violence, gun acquisition by juveniles, and the effectiveness of various laws and law enforcement measures. It proposes and discusses recommendations for legal reform. While efforts to reduce school violence will be most effective at the state and local levels, the United States federal government has an important role to play, particularly in federal-state partnerships aimed at disrupting illegal gun markets, and through the formulation of national standards and guidelines. These standards and guidelines are for the enforcement of existing laws; inter-agency law enforcement cooperation and information-sharing (particularly using computer-based analysis); effective school discipline and alternative educational settings for disruptive youth; and psycho-educational interventions designed to detect and prevent school violence in the first place. [source] Making People More Responsible: The Blair Governments' Programme for Changing Citizens' BehaviourPOLITICAL STUDIES, Issue 3 2010Perri A distinctive feature of the three Blair New Labour governments' domestic policy was the effort to change citizens' behaviour. Variously explained using such slogans as ,something for something', ,responsibility' and, in combating antisocial behaviour, ,respect', behaviour change was presented by the PM's Strategy Unit as an overarching strategic framework for policy. This included conditionality in welfare to work, health promotion campaigns, a ban on smoking in public places, measures to combat antisocial behaviour and enforce school discipline, home,school contracts, community cohesion and neighbourhood renewal programmes, measures to encourage car sharing and use of public transport, and others to promote domestic waste recycling. This article examines how far the two principal explanatory theories available predict that programme's characteristics. It uses a structured data set on the policy instruments, target groups and content of initiatives undertaken by eight central government spending departments. We find that indeed the strong (more coercive) tools are markedly concentrated on initiatives targeting the poor and low-income working strata. The expectations derived from the two theoretical traditions are not strongly supported. [source] Young people, social change and the negotiation of moral authorityCHILDREN & SOCIETY, Issue 2 2002Rachel Thomson This paper presents some of the main findings of the study ,Youth values: identity, diversity and social change', focusing on the ways in which young people aged between 11 and 16 negotiate moral authority. It begins by discussing young people's perceptions of social change, identifying narratives of both progress and decline. The structure of young people's values are then briefly described, including differences relating to gender, location, social class and age. The factors that contribute to the legitimacy of moral authority in young people's eyes are explored through young people's accounts of school discipline, bullying, parenting and media violence. The paper draws on a range of data sources including questionnaires, focus group discussions, individual interviews and research assignments in which young people undertook their own interviews with adults. Copyright © 2002 John Wiley & Sons, Ltd. [source] | |||||||||||||