Literaturnachweis - Detailanzeige
| Autor/inn/en | Skiba, Russell; Rausch, M. Karega; Ritter, Shana |
|---|---|
| Titel | Children Left Behind: Series Summary and Recommendations. Education Policy Briefs. Volume 2, Number 4, Summer 2004 |
| Quelle | (2004), (4 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Prevention; Educational Environment; Zero Tolerance Policy; Suspension; Dropouts; Student Behavior; Outcomes of Education; Violence; Intervention; Educational Opportunities; Social Isolation; Indiana |
| Abstract | This document summarizes the findings of a series of three briefing papers that were produced via the collaboration of the Center for Evaluation and Education Policy and the Indiana Youth Services Association in an effort to create a dialogue between the education and juvenile justice communities on effective methods of school discipline: (1) "Zero Tolerance: The Assumptions and the Facts"; (2) "Unplanned Outcomes: Suspensions and Expulsions in Indiana"; and (3) "'Discipline Is Always Teaching': Effective Alternatives." The primary focus of the Children Left Behind Project has been to document the use and effects of school exclusion for students in Indiana's schools. Beyond the schoolhouse doors, however, removing students from the opportunity for an education also creates a host of negative effects for the community. Emerging findings from the study of what has come to be called the school-to-prison pipeline have found that the increasing tendency to criminalize school behavior is associated with increased school dropout, higher levels of incarceration, and minority overrepresentation in juvenile detention. The findings of this project suggest that there can be a different way. National reports have identified a variety of proactive strategies, resources, and interventions that can reduce the threat of school violence and improve student outcomes. Here in Indiana, innovative programs described by principals and Youth Service Bureaus suggest that schools can maintain orderly environments with high expectations, while at the same time making an active commitment to the continuing education of all children. Together these results show that it is possible to maintain a safe and productive school climate without removing a large number of students from the opportunity to learn. (Contains 4 endnotes.) (ERIC). |
| Anmerkungen | Center for Evaluation and Education Policy, 509 E. 3rd Street, Bloomington, IN, 47401. Tel: 812-855-4438; Fax: 812-856-5890; Web site: http://www.ceep.indiana.edu. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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