Literaturnachweis - Detailanzeige
Autor/inn/en | Osher, David M.; Poirier, Jeffrey M.; Jarjoura, Roger G.; Brown, Russell; Kendziora, Kimberly |
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Titel | Avoid Simple Solutions and Quick Fixes: Lessons Learned from a Comprehensive Districtwide Approach to Improving Student Behavior and School Safety |
Quelle | In: Journal of Applied Research on Children, 5 (2014) 2, Artikel 16 (47 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 2155-5834 |
Schlagwörter | School Safety; Behavior Problems; School Districts; Social Development; Emotional Development; Suspension; Expulsion; Educational Change; Discipline; Elementary School Students; Program Effectiveness; Student Needs; Academic Achievement; Racial Differences; Intervention; Metropolitan Areas; Student Behavior; Educational Environment; Program Descriptions; Risk; Violence; Bullying; Behavior Change; Attendance; Audits (Verification); Poisoning; Hazardous Materials; Poverty; Discipline Policy; Ohio (Cleveland) School district; Schulbezirk; Soziale Entwicklung; Gefühlsbildung; Ausschluss; Schulausschluss; Relegation; Bildungsreform; Disziplin; Schulleistung; Rassenunterschied; Ballungsraum; Student behaviour; Schülerverhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Risiko; Gewalt; Mobbing; Anwesenheit; Hazardous substance; Gefahrstoff; Armut; Disziplinarmaßnahme |
Abstract | We examine the effects of the Cleveland Metropolitan School District's (CMSD) districtwide efforts to improve school safety, order, and conditions for learning. These approaches include implementing (1) a social and emotional learning program for elementary students (PATHS); (2) a planning model for students exhibiting academic or nonacademic needs (student support teams); and (3) a learner-centered approach to discipline (planning centers). We found that improved conditions for learning as well as student support interventions can foster safer, more productive schools. Suspension and expulsion rates decreased, but racial/ethnic disparities remained. Implementation quality also mediated outcomes. Transforming conditions contributing to exclusionary discipline often requires a sustained effort that should begin with an understanding that a culture of change, unlike "quick fixes" (e.g., metal detectors), requires time to engage stakeholders, cultivate their buy-in, and develop and implement an effective plan. We conclude with six recommendations addressing conditions for learning, student supports, and disciplinary disparities. (As Provided). |
Anmerkungen | Children At Risk. 2900 Weslayan Street Suite 400, Houston, TX 77027. Tel: 713-869-7740; Fax: 713-869-3409; e-mail: jarc@childrenatrisk.org; Web site: http://digitalcommons.library.tmc.edu/childrenatrisk/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |