Kindergarten Cop: A Case Study of How a Coalition between School Districts and Law Enforcement Led to School Resource Officers in Elementary Schools

Autor/inn/en	Viano, Samantha; Curran, F. Chris; Fisher, Benjamin W.
Titel	Kindergarten Cop: A Case Study of How a Coalition between School Districts and Law Enforcement Led to School Resource Officers in Elementary Schools
Quelle	In: Educational Evaluation and Policy Analysis, 43 (2021) 2, S.253-279 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Viano, Samantha) ORCID (Curran, F. Chris) ORCID (Fisher, Benjamin W.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3737
DOI	10.3102/0162373721989290
Schlagwörter	Police School Relationship; School Districts; Elementary Schools; Violence; School Safety; Law Enforcement; School Security; Interpersonal Relationship; Role; Leadership Responsibility; School Policy; Agenda Setting; Cooperative Planning; Institutional Characteristics; Political Issues; Advocacy; Beliefs; Values; Discipline + Suchen Sie Ihr Suchwort? School district; Schulbezirk; Elementary school; Grundschule; Volksschule; Gewalt; Gesetzesvollzug; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Rollen; Schulpolitik; Politischer Faktor; Sozialanwaltschaft; Belief; Glaube; Wertbegriff; Disziplin
Abstract	Adopting school resource officers (SROs) is a popular response to school shootings. Using the advocacy coalition and multiple streams frameworks, we explore how school districts in one county formed a coalition with the Sheriff's Department, adopting SROs in elementary schools following the Sandy Hook shooting. We describe how this coalition was bound together by shared beliefs on school safety and the goodness of law enforcement. The implementation activities of SROs related to the beliefs of the coalition, focusing on security and relationship building. The beliefs were not uniformly understood by SROs--many interpreted their role to include student discipline and managing behavior of students with disabilities. The findings show the utility of comparing policy adoption processes with implementation activities. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01