Literaturnachweis - Detailanzeige
| Autor/in | Greene, Ross W. |
|---|---|
| Titel | Collaborative Problem Solving Can Transform School Discipline |
| Quelle | In: Phi Delta Kappan, 93 (2011) 2, S.25-28 (4 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0031-7217 |
| Schlagwörter | Student Behavior; Behavior Problems; Attribution Theory; Discipline; Developmental Stages; Basic Skills; Skill Development; Cooperation; Empathy; Problem Solving; Intervention; Models; Behavior Development; Developmental Delays; Context Effect |
| Abstract | What we're thinking about behaviorally challenging students and what we're doing to them requires a fresh look. When schools believe that parental discipline explains a child's misbehavior, educators are less likely to consider different explanations for the misbehavior and the full range of interventions that could be implemented at school. And when psychiatric diagnoses get involved in school behavior issues, educators and others tend to pathologize kids, implying that the "problem" resides within the child and that it's the child who needs fixing. Behaviorally challenging students are lacking crucial developmental skills. When school discipline programs focus on teaching lagging skills and solving problems collaboratively, they rely a lot less on incentive-based interventions and punitive procedures such as detention, suspension, and expulsion. (As Provided). |
| Anmerkungen | Phi Delta Kappa International. 408 North Union Street, P.O. Box 789, Bloomington, IN 47402. Tel: 800-766-1156; Fax: 812-339-0018; e-mail: orders@pdkintl.org; Web site: http://www.pdkintl.org/publications/pubshome.htm |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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