Browsing by Subject "School discipline"
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Item Alternative learning centers for disruptive secondary school students: an analytical survey(Texas Tech University, 1987-08) Davis, Kay J.During the month of August 1986, a study was conducted in the 10 largest school districts in Texas regarding the specifics of the alternative learning centers for disruptive secondary school students that they operated during the 1985-86 school year. Because of the passage of House Bill 72 in 1984, with its requirements that the use of suspension for all but the most severe discipline cases be curtailed, it was anticipated that all 10 districts would have at least one of these centers in operation. The study was undertaken to describe and compare these centers in considerable detail. Data were gathered on type of center, number of students served, staff, demographics, design, rules, current operating costs, methods used, and primary purpose of the center. Data were also obtained on funding sources.Item Attitudes of home economics education students toward action discipline plans in the secondary home economics classroom(Texas Tech University, 1983-05) Dennis, Bobbye Lynn TollettNot availableItem Classroom behavior management training: the effects of variations in terminology(Texas Tech University, 1986-08) Yarbrough, Douglas WayneNot availableItem Discipline without derailing : an investigation of exclusionary discipline practices in schools(2013-12) Cohen, Rebecca Weil; Vasquez Heilig, JulianMaintaining a safe and orderly learning environment in schools is fundamental to the greater goals of education, but determining optimal disciplinary responses to student misbehavior is often complicated. While there is an abundance of research that speaks to the negative impact of exclusionary discipline (e.g., suspension, expulsion or any other disciplinary response that removes a student from the traditional classroom setting) on student behavioral and academic outcomes, there is an absence of work that examines if, when, and to what extent a student is actually better off receiving non-exclusionary dispositions. Using multivariate regression analysis on a unique dataset from an urban Texas school district, this study directly compares the impact of exclusionary vs. non-exclusionary discipline on student outcomes (controlling for student characteristics, school characteristics, and offense type). Additionally, the study examines the extent to which offense type influences the relationship between disposition and student outcomes. The study’s findings suggest that a student is generally worse off in terms of academic progress and risk of future offenses when she/he receives an exclusionary disposition for any disciplinary infraction. The impact of exclusion, however, was shown to vary by student offense.Item Evaluation of a module on discipline in the classroon(Texas Tech University, 1974-05) Friemel, Elizabeth AnneNot availableItem Falling through the cracks : community based programs fill in the gaps that school discipline leaves behind(2014-05) Asase, Dagny Adjoa; Dahlby, Tracy; Minutaglio, BillThe purpose of this report is to focus on the school-to-prison pipeline and the need to intervene with school discipline that pushes students out of the classroom and into the criminal justice system. It showcases services and programs in Austin, Texas, including Southwest Keys, Webb Youth Court, and Council on At-Risk Youth as examples for solutions. The report also incorporates research and expert advice on the safety and wellbeing of students while advocating a need to change the policies and culture surrounding schools.Item How discipline in high school may contribute toward character education(Texas Tech University, 1937-08) Weaver, Marion JosephNot availableItem Juvenile justice in the shadows : Texas' municipal courts and the punishment of school misbehavior(2010-05) Aseltine, Elyshia Danae; Ekland-Olson, Sheldon, 1944-; Sjoberg, Gideo; Stafford, Mark; Auyero, Javier; Rudrappa, Sharmila; Foster, KevinOver the last several decades, punishment in school has become increasingly harsh. Students are suspended and expelled for minor infractions or are being referred to the criminal justice system for behaviors that, in the past, were largely dealt with by school administrators. In addition, school districts are hiring their own police and security forces, and surveillance technologies are becoming a permanent part of school budgets and spaces. Three converging social trends have facilitated these changes in school discipline: (1) the steady growth of a pervasive sense of social anxiety coupled with a political and cultural shift away from rehabilitative to more punitive forms of punishment (e.g., imprisonment, the death penalty, etc.); (2) a series of moral panics in the 1980s and 1990s about drugs, gangs, and violence that heightened fear of, and for, the nation’s youth; and, (3) shifts in both policing philosophy and funding towards increased police penetration into community settings. Concerns are mounting that the intertwining of schools and criminal justice has forged a “school-to-prison pipeline” for some students, especially special education students, poor students and students of color. My dissertation focuses on one aspect of the pipeline: issuing citations to students for school misbehavior. There are three questions I seek to address: For what behaviors or activities are students being ticketed? What are the characteristics of students being ticketed? After school- based citations enter the courtroom, how are these students processed? I use quantitative and qualitative data to address these questions. My larger argument is that school discipline processes not only have significant consequences for the life chances of our country’s young people, but they also have very serious consequences for the civil liberties of all public school students and for the socialization of our young people into the principals of democratic citizenship.Item Student attachment levels in a disciplinary alternative education program compared with an alternative education program and its correlation towards later-life crime(2007-12) Cordero, Emori Starr, 1978-; Webeck, Mary LeeThis study looked at the link between life-course crime and attachment levels in schools. The correlation between high attachment levels and lower adult criminal activity was first explained. Once this correlation was understood, attachment levels in alternative schools were studied. There are two main types of alternative schools: AEPs (Alternative Education Programs) and DAEPs (Disciplinary Alternative Education Programs). AEPs are often self-selected, meaning that the students have to apply and are usually not assigned; they are often long term. The DAEPs are set up by school districts to serve students who commit specific disciplinary or criminal offenses; the students are usually assigned at the DAEP for a short period of time, ranging from one day to six months. This study looked at whether one type of program yields higher attachment levels than the other. One school of each type was surveyed in the central Texas area. The AEP had 261 participants in the survey; the DAEP had 102. The students ranged from 6th to 12th grade. A teacher focus group at the DAEP was also given a survey, as well as a postsurvey questionnaire. The purpose of the teacher focus group was to see if the teacher perception of student attachment was accurate, and if they felt that anything needed to be changed at their school to yield higher attachment levels. The student and teacher surveys were analyzed using SPSS. The results showed that the AEP is more successful than the DAEP at attaining higher attachment levels. The AEP students are happier with their school and like their teachers more than do the students at the DAEP. The focus group illustrated that the teachers at the DAEP perceived that their students were happier than they really were. The focus group also showed that the teachers enjoyed working at their school and wanted to help the at-risk students, but did not want students to like it at the DAEP because they did not want the students to return. However, the teachers felt that success of their program was based on the rate of recidivism not on attachment levels.Item The effectiveness of "assertive discipline" as a means to reduce classroom disruptions(Texas Tech University, 1983-08) Ward, Lawrence RayNot available