Browsing by Subject "school discipline"

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    Alternative to Zero Tolerance Policies and Out-of-School Suspensions: A Multi-tiered Centered Perspective
    (Taylor & Francis, 2018) Kyere, Eric; Joseph, Andrea; Wei, Kai; School of Social Work
    Although zero-tolerance policies were created to foster safe school environments for student engagement and performance, the implementation of these policies has inadvertently resulted in the exclusion of millions of students through suspension and expulsion. Students of color, African-Americans in particular, disproportionately experience these exclusionary practices. This article examines the disproportionate negative effects of school discipline under the era of zero-tolerance policies. We first examine school discipline in a historical context. Second, we introduce and describe critical race theory and its relevance for understanding racialized school discipline. We conclude with implications for social workers to engage schools, African-American students, and their families, and advocate for school policies to create safe and equitable school environments that promote learning, in a culturally and racially responsive manner.
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    Determining Evidence Based Properties of M.O.P. Civic Education School Discipline Program
    (Office of the Vice Chancellor for Research, 2014-04-11) Gentle-Genitty, Carolyn; Gauss, Christy; Nichter, Susan; Karikari, Isaac; Cudjoe, Tracy
    School discipline helps establish a safe and supportive environment for student learning and development. There are however factors that can undermine the creation of such an environment. These factors include the conduct of students as well as that of school staff. The Me Others Property Civic Education School Discipline Program has been implemented for the last 20 years in several local schools in Indiana. However its evidence based properties have yet to be evaluated. This study examined such properties via the literature on evidence based practices for school discipline. The APA Presidential Task Force on Evidence-Based Practice (EBP) suggests that the use of EBP in schools can help boost students’ psychological wellbeing, and also create the grounds for productive learning outcomes (Evidence-Based Practice in Psychology, 2006). There is increasing appeal for interventions developed on the basis data-informed practices (Kelly et al., 2010). Specifically the study continues to assess the data from a survey administered in two local schools (70 elementary students) and 45 high school-age students who completed a pre-post-test in Belize. The MOP program espouse to help students learn how to respect themselves, others, and property and make right choices. Preliminary findings are presented and discussed.