School discipline : best practices for administrators / / Louis Rosen ; cover designer, Michael Dubowe |
Autore | Rosen Louis <1933-> |
Edizione | [Second edition.] |
Pubbl/distr/stampa | Thousand Oaks, California : , : Corwin Press, , 2005 |
Descrizione fisica | 1 online resource (129 p.) |
Disciplina | 371.5 |
Soggetto topico |
School discipline - United States
School administrators - United States |
ISBN |
1-4833-6139-X
1-4833-6356-2 |
Formato | Materiale a stampa ![]() |
Livello bibliografico | Monografia |
Lingua di pubblicazione | eng |
Nota di contenuto |
""Cover""; ""Contents""; ""List of Forms and Figures""; ""Preface""; ""Acknowledgments""; ""About the Author""; ""Chapter 1 - Fair Schoolwide Discipline""; ""Defining the Goals of School Discipline""; ""As a Branch of Knowledge""; ""As Training to Develop Self-Control""; ""As Strict Control to Enforce Obedience""; ""As Treatment to Control or Punish""; ""As a System of Rules""; ""Providing Leadership for Fair and Just Discipline Practices""; ""Using a Justice Issues School Checklist""; ""Chapter 2 - Developing Good School Rules and a Student Code of Conduct""
""Legal Requirement for Local School Rules""""What Makes a Good School Rule?""; ""What to Include in a Student Code of Conduct""; ""A Model Student Code of Conduct""; ""Introductory Statement""; ""Statement of Student Responsibilities""; ""Statement of Student Rights""; ""Statement Describing Student Privileges""; ""Clear List of Violations of School Rules""; ""Explanation of Student Due Process Rights""; ""Information to Help Explain the Student Code of Conduct""; ""Local School Rules""; ""Warnings""; ""Athletic or Marching Band Code of Conduct"" ""Using the Words “May,� “can,� or “Will�""""List of Positive Rewards""; ""Conclusion""; ""Chapter 3 - Setting Consequences for Breaking Rules""; ""Teachers� Responsibility for Classroom Discipline""; ""Violations of Federal and State Laws and School Discipline""; ""Consequences for Violating School Rules Outlined in the Student Code of Conduct""; ""Prescriptive Discipline Strategies""; ""The Verbal Reprimand""; ""The Parent Contact""; ""Good Record Keeping""; ""School Counseling Services""; ""The Student Interview""; ""Friday Reports""; ""Student Behavior Contracts"" ""Student Apologies""""Loss of Privileges""; ""Demerits""; ""Afterschool Detention""; ""Saturday School""; ""Temporary Suspension from a Single Class""; ""In-School Suspension""; ""Assignment to School Service""; ""Removal from a Class""; ""Out-of-School Suspension""; ""Assignment to a Student Court""; ""Corporal Punishment""; ""Conducting Your Own Research on Discipline Strategies""; ""Conclusion""; ""Chapter 4 - Procedural Justice and Effective School Discipline""; ""Landmark Due Process School Discipline Cases""; ""Legal Authority for Administering Schools"" ""Developing Fair Procedures for all""""Student Searches""; ""Lewd and Indecent Speech""; ""Linking Community Services, Law Enforcement, and Schools for High-Risk Youth""; ""Conclusion""; ""Chapter 5 - Suspension and Expulsion as Consequences""; ""Long-Term Suspension or Expulsion""; ""Exceptional Children""; ""Student Questioning""; ""Expulsions""; ""Zero Tolerance""; ""Chapter 6 - Disciplining Students with Disabilities""; ""Individuals with Disabilities Education Act""; ""Recent Changes in IDEA""; ""Why are There Special Rules about Discipline for Children with Disabilities?"" ""Does IDEA Contain Provisions That Promote Proactive Up-Front Measures That Will Help Prevent Discipline Problems?"" |
Record Nr. | UNINA-9910810314003321 |
Rosen Louis <1933->
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Thousand Oaks, California : , : Corwin Press, , 2005 | ||
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Lo trovi qui: Univ. Federico II | ||
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School discipline and safety / / volume editors, Suzanne E. Eckes, Charles J. Russo |
Pubbl/distr/stampa | Thousand Oaks, California : , : SAGE Publications, , 2012 |
Descrizione fisica | 1 online resource (393 p.) |
Disciplina | 371.5 |
Collana | Debating issues in American education |
Soggetto topico |
School discipline
Schools - Safety measures |
Soggetto genere / forma | Electronic books. |
ISBN |
1-78268-233-3
1-4522-6670-0 1-4522-1865-X |
Formato | Materiale a stampa ![]() |
Livello bibliografico | Monografia |
Lingua di pubblicazione | eng |
Nota di contenuto |
""SCHOOL DISCIPLINE AND SAFETY-FRONT COVER ""; ""SCHOOL DISCIPLINE AND SAFETY""; ""CONTENTS""; ""ABOUT THE EDITORS-IN-CHIEF""; ""ABOUT THE VOLUME EDITORS""; ""ABOUT THE CONTRIBUTORS""; ""INTRODUCTION""; ""DISCIPLINE AND SAFETY ISSUES WITH RESPECT TO SPECIAL POPULATIONS""; ""TEACHER RESPONSIBILITY FOR STUDENT SUICIDE""; ""THE ROLE OF SCHOOL RESOURCE OFFICERS""; ""HARASSMENT AND BULLYING""; ""CLASSROOM MANAGEMENT""; ""TEACHER LIABILITY PROTECTION ACTS""; ""DRESS CODE POLICIES""; ""CHILD ABUSE AND NEGLECT""; ""SUMMARY""; ""Further Readings and Resources""; ""Court Cases and Statutes""
""1. Should all public schools adopt dress code policies that focus on student safety?""""OVERVIEW Suzanne E. Eckes Indiana University""; ""POINT: Richard Fossey University of North Texas""; ""SCHOOL DRESS CODES AND THE FIRST AMENDMENT""; ""PALMER V. WAXAHACHIE INDEPENDENTSCHOOL DISTRICT: A SENSIBLE APPROACH TO SCHOOL DRESS CODES""; ""COURTS SHOULD DEFER TO SCHOOL BOARDS WITH REGARD TO STUDENT DRESS CODE DECISIONS""; ""COUNTERPOINT: Todd A. DeMitchell University of New Hampshire""; ""GANG-RELATED CLOTHING RESTRICTIONS""; ""The Rosary as Gang Apparel""; ""Tattoos"" ""Discussion: Dress Code Response to Gangs""""VIOLENCE AND T-SHIRTS""; ""PROMOTION OF GUN USE""; ""CONCLUSION""; ""Further Readings and Resources""; ""Court Cases and Statutes""; ""2. Are zero tolerance policies acceptable with respect to drugs, alcohol, weapons, where student safety is concerned?""; ""OVERVIEW Charles J. Russo University of Dayton""; ""POINT: Aimee Vergon Gibbs Dickinson Wright, PLLC, Detroit, Michigan""; ""HISTORICAL BACKGROUND""; ""IMPACT OF ZERO TOLERANCE POLICIES""; ""Zero Tolerance for Weapons""; ""Zero Tolerance for Drugs and Alcohol""; ""CONCLUSION"" ""COUNTERPOINT: Charles B. Vergon Youngstown State University""""INEFFECTIVENESS OF ZERO TOLERANCE POLICIES Zero Tolerance for Weapons""; ""Zero Tolerance for Drugs and Alcohol""; ""UNINTENDED CONSEQUENCES: NUMEROUS AND NEGATIVE""; ""CONCLUSION""; ""Further Readings and Resources""; ""Court Cases and Statutes""; ""3. Should zero tolerance policies be abolished because students of color are overrepresented when schools adopt such policies?""; ""OVERVIEW Charles J. Russo University of Dayton""; ""POINT: Spencer C. Weiler University of Northern Colorado""; ""BACKGROUND"" ""ZERO TOLERANCE POLICIES AND RACE""""History of Discipline and Race""; ""Current Data on Discipline and Race""; ""Explanations for Racial Disparities""; ""INJUSTICE IN THE DISCIPLINARY SYSTEM""; ""IMPACT OF RACIAL DISPARITIES Failure to Change Behavior""; ""Increased Dropout Rates for Students of Color""; ""Zero Tolerance Policies and Intent""; ""The School-to-Prison Pipeline for Students of Color""; ""Costs to Society""; ""ALTERNATIVE APPROACHES TO STUDENT DISCIPLINE""; ""CONCLUSION""; ""COUNTERPOINT: Luke M. Cornelius University of North Florida""; ""DISCUSSION"" ""LITIGATION ON ZERO TOLERANCE INCLUDING RACE"" |
Record Nr. | UNINA-9910480262903321 |
Thousand Oaks, California : , : SAGE Publications, , 2012 | ||
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Lo trovi qui: Univ. Federico II | ||
|
School discipline and safety / / volume editors, Suzanne E. Eckes, Charles J. Russo |
Pubbl/distr/stampa | Thousand Oaks, Calif. : , : Sage Publications, , 2012 |
Descrizione fisica | 1 online resource (xxvii, 361 pages) |
Disciplina | 371.5 |
Collana | Debating issues in American education |
Soggetto topico |
School discipline
Schools - Safety measures |
ISBN |
1-78268-233-3
1-4522-6670-0 1-4522-1865-X |
Formato | Materiale a stampa ![]() |
Livello bibliografico | Monografia |
Lingua di pubblicazione | eng |
Nota di contenuto |
""SCHOOL DISCIPLINE AND SAFETY-FRONT COVER ""; ""SCHOOL DISCIPLINE AND SAFETY""; ""CONTENTS""; ""ABOUT THE EDITORS-IN-CHIEF""; ""ABOUT THE VOLUME EDITORS""; ""ABOUT THE CONTRIBUTORS""; ""INTRODUCTION""; ""DISCIPLINE AND SAFETY ISSUES WITH RESPECT TO SPECIAL POPULATIONS""; ""TEACHER RESPONSIBILITY FOR STUDENT SUICIDE""; ""THE ROLE OF SCHOOL RESOURCE OFFICERS""; ""HARASSMENT AND BULLYING""; ""CLASSROOM MANAGEMENT""; ""TEACHER LIABILITY PROTECTION ACTS""; ""DRESS CODE POLICIES""; ""CHILD ABUSE AND NEGLECT""; ""SUMMARY""; ""Further Readings and Resources""; ""Court Cases and Statutes""
""1. Should all public schools adopt dress code policies that focus on student safety?""""OVERVIEW Suzanne E. Eckes Indiana University""; ""POINT: Richard Fossey University of North Texas""; ""SCHOOL DRESS CODES AND THE FIRST AMENDMENT""; ""PALMER V. WAXAHACHIE INDEPENDENTSCHOOL DISTRICT: A SENSIBLE APPROACH TO SCHOOL DRESS CODES""; ""COURTS SHOULD DEFER TO SCHOOL BOARDS WITH REGARD TO STUDENT DRESS CODE DECISIONS""; ""COUNTERPOINT: Todd A. DeMitchell University of New Hampshire""; ""GANG-RELATED CLOTHING RESTRICTIONS""; ""The Rosary as Gang Apparel""; ""Tattoos"" ""Discussion: Dress Code Response to Gangs""""VIOLENCE AND T-SHIRTS""; ""PROMOTION OF GUN USE""; ""CONCLUSION""; ""Further Readings and Resources""; ""Court Cases and Statutes""; ""2. Are zero tolerance policies acceptable with respect to drugs, alcohol, weapons, where student safety is concerned?""; ""OVERVIEW Charles J. Russo University of Dayton""; ""POINT: Aimee Vergon Gibbs Dickinson Wright, PLLC, Detroit, Michigan""; ""HISTORICAL BACKGROUND""; ""IMPACT OF ZERO TOLERANCE POLICIES""; ""Zero Tolerance for Weapons""; ""Zero Tolerance for Drugs and Alcohol""; ""CONCLUSION"" ""COUNTERPOINT: Charles B. Vergon Youngstown State University""""INEFFECTIVENESS OF ZERO TOLERANCE POLICIES Zero Tolerance for Weapons""; ""Zero Tolerance for Drugs and Alcohol""; ""UNINTENDED CONSEQUENCES: NUMEROUS AND NEGATIVE""; ""CONCLUSION""; ""Further Readings and Resources""; ""Court Cases and Statutes""; ""3. Should zero tolerance policies be abolished because students of color are overrepresented when schools adopt such policies?""; ""OVERVIEW Charles J. Russo University of Dayton""; ""POINT: Spencer C. Weiler University of Northern Colorado""; ""BACKGROUND"" ""ZERO TOLERANCE POLICIES AND RACE""""History of Discipline and Race""; ""Current Data on Discipline and Race""; ""Explanations for Racial Disparities""; ""INJUSTICE IN THE DISCIPLINARY SYSTEM""; ""IMPACT OF RACIAL DISPARITIES Failure to Change Behavior""; ""Increased Dropout Rates for Students of Color""; ""Zero Tolerance Policies and Intent""; ""The School-to-Prison Pipeline for Students of Color""; ""Costs to Society""; ""ALTERNATIVE APPROACHES TO STUDENT DISCIPLINE""; ""CONCLUSION""; ""COUNTERPOINT: Luke M. Cornelius University of North Florida""; ""DISCUSSION"" ""LITIGATION ON ZERO TOLERANCE INCLUDING RACE"" |
Record Nr. | UNINA-9910790332803321 |
Thousand Oaks, Calif. : , : Sage Publications, , 2012 | ||
![]() | ||
Lo trovi qui: Univ. Federico II | ||
|
School discipline and safety / / volume editors, Suzanne E. Eckes, Charles J. Russo |
Pubbl/distr/stampa | Thousand Oaks, Calif. : , : Sage Publications, , 2012 |
Descrizione fisica | 1 online resource (xxvii, 361 pages) |
Disciplina | 371.5 |
Collana | Debating issues in American education |
Soggetto topico |
School discipline
Schools - Safety measures |
ISBN |
1-78268-233-3
1-4522-6670-0 1-4522-1865-X |
Formato | Materiale a stampa ![]() |
Livello bibliografico | Monografia |
Lingua di pubblicazione | eng |
Nota di contenuto |
""SCHOOL DISCIPLINE AND SAFETY-FRONT COVER ""; ""SCHOOL DISCIPLINE AND SAFETY""; ""CONTENTS""; ""ABOUT THE EDITORS-IN-CHIEF""; ""ABOUT THE VOLUME EDITORS""; ""ABOUT THE CONTRIBUTORS""; ""INTRODUCTION""; ""DISCIPLINE AND SAFETY ISSUES WITH RESPECT TO SPECIAL POPULATIONS""; ""TEACHER RESPONSIBILITY FOR STUDENT SUICIDE""; ""THE ROLE OF SCHOOL RESOURCE OFFICERS""; ""HARASSMENT AND BULLYING""; ""CLASSROOM MANAGEMENT""; ""TEACHER LIABILITY PROTECTION ACTS""; ""DRESS CODE POLICIES""; ""CHILD ABUSE AND NEGLECT""; ""SUMMARY""; ""Further Readings and Resources""; ""Court Cases and Statutes""
""1. Should all public schools adopt dress code policies that focus on student safety?""""OVERVIEW Suzanne E. Eckes Indiana University""; ""POINT: Richard Fossey University of North Texas""; ""SCHOOL DRESS CODES AND THE FIRST AMENDMENT""; ""PALMER V. WAXAHACHIE INDEPENDENTSCHOOL DISTRICT: A SENSIBLE APPROACH TO SCHOOL DRESS CODES""; ""COURTS SHOULD DEFER TO SCHOOL BOARDS WITH REGARD TO STUDENT DRESS CODE DECISIONS""; ""COUNTERPOINT: Todd A. DeMitchell University of New Hampshire""; ""GANG-RELATED CLOTHING RESTRICTIONS""; ""The Rosary as Gang Apparel""; ""Tattoos"" ""Discussion: Dress Code Response to Gangs""""VIOLENCE AND T-SHIRTS""; ""PROMOTION OF GUN USE""; ""CONCLUSION""; ""Further Readings and Resources""; ""Court Cases and Statutes""; ""2. Are zero tolerance policies acceptable with respect to drugs, alcohol, weapons, where student safety is concerned?""; ""OVERVIEW Charles J. Russo University of Dayton""; ""POINT: Aimee Vergon Gibbs Dickinson Wright, PLLC, Detroit, Michigan""; ""HISTORICAL BACKGROUND""; ""IMPACT OF ZERO TOLERANCE POLICIES""; ""Zero Tolerance for Weapons""; ""Zero Tolerance for Drugs and Alcohol""; ""CONCLUSION"" ""COUNTERPOINT: Charles B. Vergon Youngstown State University""""INEFFECTIVENESS OF ZERO TOLERANCE POLICIES Zero Tolerance for Weapons""; ""Zero Tolerance for Drugs and Alcohol""; ""UNINTENDED CONSEQUENCES: NUMEROUS AND NEGATIVE""; ""CONCLUSION""; ""Further Readings and Resources""; ""Court Cases and Statutes""; ""3. Should zero tolerance policies be abolished because students of color are overrepresented when schools adopt such policies?""; ""OVERVIEW Charles J. Russo University of Dayton""; ""POINT: Spencer C. Weiler University of Northern Colorado""; ""BACKGROUND"" ""ZERO TOLERANCE POLICIES AND RACE""""History of Discipline and Race""; ""Current Data on Discipline and Race""; ""Explanations for Racial Disparities""; ""INJUSTICE IN THE DISCIPLINARY SYSTEM""; ""IMPACT OF RACIAL DISPARITIES Failure to Change Behavior""; ""Increased Dropout Rates for Students of Color""; ""Zero Tolerance Policies and Intent""; ""The School-to-Prison Pipeline for Students of Color""; ""Costs to Society""; ""ALTERNATIVE APPROACHES TO STUDENT DISCIPLINE""; ""CONCLUSION""; ""COUNTERPOINT: Luke M. Cornelius University of North Florida""; ""DISCUSSION"" ""LITIGATION ON ZERO TOLERANCE INCLUDING RACE"" |
Record Nr. | UNINA-9910806862303321 |
Thousand Oaks, Calif. : , : Sage Publications, , 2012 | ||
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Lo trovi qui: Univ. Federico II | ||
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School discipline and self-discipline [[electronic resource] ] : a practical guide to promoting prosocial student behavior / / George G. Bear |
Autore | Bear George G |
Pubbl/distr/stampa | New York, : Guilford Press, c2010 |
Descrizione fisica | 1 online resource (277 p.) |
Disciplina | 371.5 |
Collana | Guilford practical intervention in the schools series |
Soggetto topico |
Classroom management
Problem children - Behavior modification School discipline |
Soggetto genere / forma | Electronic books. |
ISBN |
1-282-55785-8
9786612557859 1-60623-684-9 1-60623-685-7 |
Formato | Materiale a stampa ![]() |
Livello bibliografico | Monografia |
Lingua di pubblicazione | eng |
Nota di contenuto |
Cover; Copyright Page; In Memoriam; About the Author; Acknowledgments; Contents; 1. Classroom Management and School Discipline: Punishment and Its Positive Alternatives; Two Common Aims of Discipline: Managing Students and Developing Self-Discipline; The Need for a Balanced and Comprehensive Approach; Why Punishment Is Often Used to Manage Student Behavior; Behavior Management with Punishment: The Zero Tolerance Approach; Zero Tolerance Approach versus Reasonable Zero Tolerance Policies; Limitations to Punishment; Positive Alternatives to Zero Tolerance and Punishment
Schoolwide Positive Behavior SupportsSocial and Emotional Learning; Different, Yet Compatible; Comprehensive Classroom and Schoolwide Discipline at the Universal Level; Component 1: Developing Self-Discipline; Component 2: Preventing Behavior Problems; Component 3: Correcting Behavior Problems; Caution: Developing Self- Discipline Is Not the Same as Preventing and Correcting Behavior Problems; Integrating Strategies and Techniques of SEL and SWPBS for Comprehensive Classroom and Schoolwide Discipline; Overview of This Volume; Summary 2. Managing Student Behavior with the Positive Behavioral Techniques of Schoolwide Positive Behavior SupportsKey Features of the SWPBS Approach; Three- Tiered Model of Prevention, Interventions, and Supports; Direct Instruction; Evidence- or Research-Based Behavioral Practices; Supportive Systems; Ongoing Collection and Use of Data for Decision Making; Key Features as Measured by the Schoolwide Evaluation Tool; Strengths and Limitations of SWPBS; Strengths; Limitations; SWPBS: Adopt? Reject? or Integrate?; Summary 3. Self-Discipline and the Social and Emotional Learning Approach to School DisciplineWhat Is Self-Discipline?; Self-Discipline versus Compliance; The SEL Approach; Supporting Theory and Research; Targeted Social and Emotional Competencies; Close and Supportive Relationships, Especially between Teachers and Students; Programs Included under the SEL Approach; Character Education; Positive Psychology; Research Supporting the Importance of Self-Discipline and SEL; Social and Emotional Processes, Deficiencies, and Competencies Linked to Self-Discipline and Behavior Problems Relation of Self-Discipline and SEL to Other Important OutcomesResearch Supporting the Importance of Caring and Supportive Relationships; Research Demonstrating the Effectiveness of SEL Programs; Studies of Techniques Used in SEL; Summary; 4. Strategies for Developing Self- Discipline (and a Positive School Climate); What Should Be Developed?; Four Steps to Developing Self-Discipline; Step 1: Develop Student Sensitivity to Social and Moral Problems; Step 2: Determine What One Ought to Do; Step 3: Decide among Alternatives; Step 4: Do What One Decides to Do Strategies for Developing Self-Discipline |
Record Nr. | UNINA-9910459341803321 |
Bear George G
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||
New York, : Guilford Press, c2010 | ||
![]() | ||
Lo trovi qui: Univ. Federico II | ||
|
School discipline and self-discipline [[electronic resource] ] : a practical guide to promoting prosocial student behavior / / George G. Bear |
Autore | Bear George G |
Pubbl/distr/stampa | New York, : Guilford Press, c2010 |
Descrizione fisica | 1 online resource (277 p.) |
Disciplina | 371.5 |
Collana | Guilford practical intervention in the schools series |
Soggetto topico |
Classroom management
Problem children - Behavior modification School discipline |
ISBN |
1-282-55785-8
9786612557859 1-60623-684-9 1-60623-685-7 |
Formato | Materiale a stampa ![]() |
Livello bibliografico | Monografia |
Lingua di pubblicazione | eng |
Nota di contenuto |
Cover; Copyright Page; In Memoriam; About the Author; Acknowledgments; Contents; 1. Classroom Management and School Discipline: Punishment and Its Positive Alternatives; Two Common Aims of Discipline: Managing Students and Developing Self-Discipline; The Need for a Balanced and Comprehensive Approach; Why Punishment Is Often Used to Manage Student Behavior; Behavior Management with Punishment: The Zero Tolerance Approach; Zero Tolerance Approach versus Reasonable Zero Tolerance Policies; Limitations to Punishment; Positive Alternatives to Zero Tolerance and Punishment
Schoolwide Positive Behavior SupportsSocial and Emotional Learning; Different, Yet Compatible; Comprehensive Classroom and Schoolwide Discipline at the Universal Level; Component 1: Developing Self-Discipline; Component 2: Preventing Behavior Problems; Component 3: Correcting Behavior Problems; Caution: Developing Self- Discipline Is Not the Same as Preventing and Correcting Behavior Problems; Integrating Strategies and Techniques of SEL and SWPBS for Comprehensive Classroom and Schoolwide Discipline; Overview of This Volume; Summary 2. Managing Student Behavior with the Positive Behavioral Techniques of Schoolwide Positive Behavior SupportsKey Features of the SWPBS Approach; Three- Tiered Model of Prevention, Interventions, and Supports; Direct Instruction; Evidence- or Research-Based Behavioral Practices; Supportive Systems; Ongoing Collection and Use of Data for Decision Making; Key Features as Measured by the Schoolwide Evaluation Tool; Strengths and Limitations of SWPBS; Strengths; Limitations; SWPBS: Adopt? Reject? or Integrate?; Summary 3. Self-Discipline and the Social and Emotional Learning Approach to School DisciplineWhat Is Self-Discipline?; Self-Discipline versus Compliance; The SEL Approach; Supporting Theory and Research; Targeted Social and Emotional Competencies; Close and Supportive Relationships, Especially between Teachers and Students; Programs Included under the SEL Approach; Character Education; Positive Psychology; Research Supporting the Importance of Self-Discipline and SEL; Social and Emotional Processes, Deficiencies, and Competencies Linked to Self-Discipline and Behavior Problems Relation of Self-Discipline and SEL to Other Important OutcomesResearch Supporting the Importance of Caring and Supportive Relationships; Research Demonstrating the Effectiveness of SEL Programs; Studies of Techniques Used in SEL; Summary; 4. Strategies for Developing Self- Discipline (and a Positive School Climate); What Should Be Developed?; Four Steps to Developing Self-Discipline; Step 1: Develop Student Sensitivity to Social and Moral Problems; Step 2: Determine What One Ought to Do; Step 3: Decide among Alternatives; Step 4: Do What One Decides to Do Strategies for Developing Self-Discipline |
Record Nr. | UNINA-9910792326403321 |
Bear George G
![]() |
||
New York, : Guilford Press, c2010 | ||
![]() | ||
Lo trovi qui: Univ. Federico II | ||
|
School discipline and self-discipline [[electronic resource] ] : a practical guide to promoting prosocial student behavior / / George G. Bear |
Autore | Bear George G |
Pubbl/distr/stampa | New York, : Guilford Press, c2010 |
Descrizione fisica | 1 online resource (277 p.) |
Disciplina | 371.5 |
Collana | Guilford practical intervention in the schools series |
Soggetto topico |
Classroom management
Problem children - Behavior modification School discipline |
ISBN |
1-282-55785-8
9786612557859 1-60623-684-9 1-60623-685-7 |
Formato | Materiale a stampa ![]() |
Livello bibliografico | Monografia |
Lingua di pubblicazione | eng |
Nota di contenuto |
Cover; Copyright Page; In Memoriam; About the Author; Acknowledgments; Contents; 1. Classroom Management and School Discipline: Punishment and Its Positive Alternatives; Two Common Aims of Discipline: Managing Students and Developing Self-Discipline; The Need for a Balanced and Comprehensive Approach; Why Punishment Is Often Used to Manage Student Behavior; Behavior Management with Punishment: The Zero Tolerance Approach; Zero Tolerance Approach versus Reasonable Zero Tolerance Policies; Limitations to Punishment; Positive Alternatives to Zero Tolerance and Punishment
Schoolwide Positive Behavior SupportsSocial and Emotional Learning; Different, Yet Compatible; Comprehensive Classroom and Schoolwide Discipline at the Universal Level; Component 1: Developing Self-Discipline; Component 2: Preventing Behavior Problems; Component 3: Correcting Behavior Problems; Caution: Developing Self- Discipline Is Not the Same as Preventing and Correcting Behavior Problems; Integrating Strategies and Techniques of SEL and SWPBS for Comprehensive Classroom and Schoolwide Discipline; Overview of This Volume; Summary 2. Managing Student Behavior with the Positive Behavioral Techniques of Schoolwide Positive Behavior SupportsKey Features of the SWPBS Approach; Three- Tiered Model of Prevention, Interventions, and Supports; Direct Instruction; Evidence- or Research-Based Behavioral Practices; Supportive Systems; Ongoing Collection and Use of Data for Decision Making; Key Features as Measured by the Schoolwide Evaluation Tool; Strengths and Limitations of SWPBS; Strengths; Limitations; SWPBS: Adopt? Reject? or Integrate?; Summary 3. Self-Discipline and the Social and Emotional Learning Approach to School DisciplineWhat Is Self-Discipline?; Self-Discipline versus Compliance; The SEL Approach; Supporting Theory and Research; Targeted Social and Emotional Competencies; Close and Supportive Relationships, Especially between Teachers and Students; Programs Included under the SEL Approach; Character Education; Positive Psychology; Research Supporting the Importance of Self-Discipline and SEL; Social and Emotional Processes, Deficiencies, and Competencies Linked to Self-Discipline and Behavior Problems Relation of Self-Discipline and SEL to Other Important OutcomesResearch Supporting the Importance of Caring and Supportive Relationships; Research Demonstrating the Effectiveness of SEL Programs; Studies of Techniques Used in SEL; Summary; 4. Strategies for Developing Self- Discipline (and a Positive School Climate); What Should Be Developed?; Four Steps to Developing Self-Discipline; Step 1: Develop Student Sensitivity to Social and Moral Problems; Step 2: Determine What One Ought to Do; Step 3: Decide among Alternatives; Step 4: Do What One Decides to Do Strategies for Developing Self-Discipline |
Record Nr. | UNINA-9910824293803321 |
Bear George G
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New York, : Guilford Press, c2010 | ||
![]() | ||
Lo trovi qui: Univ. Federico II | ||
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The school leader's guide to restorative school discipline / / Luanna H. Meyer, Ian M. Evans |
Autore | Meyer Luanna H. |
Pubbl/distr/stampa | Thousand Oaks, California : , : Corwin, , 2016 |
Descrizione fisica | 1 online resource (184 p.) |
Disciplina | 371.5 |
Soggetto topico |
School discipline - United States
Behavior modification - United States School administrators - United States School management and organization - United States |
Soggetto genere / forma | Electronic books. |
ISBN |
1-4522-8377-X
1-5063-3560-8 1-4522-7739-7 |
Formato | Materiale a stampa ![]() |
Livello bibliografico | Monografia |
Lingua di pubblicazione | eng |
Nota di contenuto |
""THE SCHOOL LEADER�S GUIDE TO RESTORATIVE SCHOOL DISCIPLINE-FRONT COVER""; ""THE SCHOOL LEADER�S GUIDE TO RESTORATIVE SCHOOL DISCIPLINE""; ""CONTENTS""; ""LIST OF TABLES AND FIGURES""; ""ACKNOWLEDGMENTS""; ""ABOUT THE AUTHORS""; ""INTRODUCTION TO THE GUIDE""; ""SECTION I: SETTING THE CONTEXT""; ""CHAPTER 1: RESTORATIVE SCHOOL DISCIPLINE""; ""CHAPTER 2: SCHOOLWIDE BEHAVIOR EXPECTATIONS""; ""SECTION II: PUTTING THE MODEL IN PLACE""; ""CHAPTER 3: PROCESSES FOR PRIMARY PREVENTION AND INTERVENTION""; ""CHAPTER 4: A FRAMEWORK FOR CHILD-FOCUSED INTERVENTIONS""
""CHAPTER 5: DECISIONS ABOUT HOW THE SCHOOL RESPONDS TO BEHAVIOR""""CHAPTER 6: RESTORATIVE CONFERENCING AND IN-SCHOOL SUSPENSION""; ""SECTION III: EVALUATING OUTCOMES AND SUSTAINABILITY""; ""CHAPTER 7: EVALUATING STUDENT OUTCOMES""; ""CHAPTER 8: PROFESSIONAL LEARNING FOR SUSTAINABILITY""; ""REFERENCES""; ""INDEX"" |
Record Nr. | UNINA-9910480575503321 |
Meyer Luanna H.
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Thousand Oaks, California : , : Corwin, , 2016 | ||
![]() | ||
Lo trovi qui: Univ. Federico II | ||
|
The school leader's guide to restorative school discipline / / Luanna H. Meyer, Ian M. Evans |
Autore | Meyer Luanna H. |
Pubbl/distr/stampa | Thousand Oaks, California : , : Corwin, , 2016 |
Descrizione fisica | 1 online resource : illustrations |
Disciplina | 371.5 |
Soggetto topico |
School discipline - United States
Behavior modification - United States School management and organization - United States School administrators - United States |
ISBN |
1-4522-8377-X
1-5063-3560-8 1-4522-7739-7 |
Formato | Materiale a stampa ![]() |
Livello bibliografico | Monografia |
Lingua di pubblicazione | eng |
Nota di contenuto |
""THE SCHOOL LEADER�S GUIDE TO RESTORATIVE SCHOOL DISCIPLINE-FRONT COVER""; ""THE SCHOOL LEADER�S GUIDE TO RESTORATIVE SCHOOL DISCIPLINE""; ""CONTENTS""; ""LIST OF TABLES AND FIGURES""; ""ACKNOWLEDGMENTS""; ""ABOUT THE AUTHORS""; ""INTRODUCTION TO THE GUIDE""; ""SECTION I: SETTING THE CONTEXT""; ""CHAPTER 1: RESTORATIVE SCHOOL DISCIPLINE""; ""CHAPTER 2: SCHOOLWIDE BEHAVIOR EXPECTATIONS""; ""SECTION II: PUTTING THE MODEL IN PLACE""; ""CHAPTER 3: PROCESSES FOR PRIMARY PREVENTION AND INTERVENTION""; ""CHAPTER 4: A FRAMEWORK FOR CHILD-FOCUSED INTERVENTIONS""
""CHAPTER 5: DECISIONS ABOUT HOW THE SCHOOL RESPONDS TO BEHAVIOR""""CHAPTER 6: RESTORATIVE CONFERENCING AND IN-SCHOOL SUSPENSION""; ""SECTION III: EVALUATING OUTCOMES AND SUSTAINABILITY""; ""CHAPTER 7: EVALUATING STUDENT OUTCOMES""; ""CHAPTER 8: PROFESSIONAL LEARNING FOR SUSTAINABILITY""; ""REFERENCES""; ""INDEX"" |
Record Nr. | UNINA-9910797308103321 |
Meyer Luanna H.
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Thousand Oaks, California : , : Corwin, , 2016 | ||
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Lo trovi qui: Univ. Federico II | ||
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The school leader's guide to restorative school discipline / / Luanna H. Meyer, Ian M. Evans |
Autore | Meyer Luanna H. |
Pubbl/distr/stampa | Thousand Oaks, California : , : Corwin, , 2016 |
Descrizione fisica | 1 online resource : illustrations |
Disciplina | 371.5 |
Soggetto topico |
School discipline - United States
Behavior modification - United States School management and organization - United States School administrators - United States |
ISBN |
1-4522-8377-X
1-5063-3560-8 1-4522-7739-7 |
Formato | Materiale a stampa ![]() |
Livello bibliografico | Monografia |
Lingua di pubblicazione | eng |
Nota di contenuto |
""THE SCHOOL LEADER�S GUIDE TO RESTORATIVE SCHOOL DISCIPLINE-FRONT COVER""; ""THE SCHOOL LEADER�S GUIDE TO RESTORATIVE SCHOOL DISCIPLINE""; ""CONTENTS""; ""LIST OF TABLES AND FIGURES""; ""ACKNOWLEDGMENTS""; ""ABOUT THE AUTHORS""; ""INTRODUCTION TO THE GUIDE""; ""SECTION I: SETTING THE CONTEXT""; ""CHAPTER 1: RESTORATIVE SCHOOL DISCIPLINE""; ""CHAPTER 2: SCHOOLWIDE BEHAVIOR EXPECTATIONS""; ""SECTION II: PUTTING THE MODEL IN PLACE""; ""CHAPTER 3: PROCESSES FOR PRIMARY PREVENTION AND INTERVENTION""; ""CHAPTER 4: A FRAMEWORK FOR CHILD-FOCUSED INTERVENTIONS""
""CHAPTER 5: DECISIONS ABOUT HOW THE SCHOOL RESPONDS TO BEHAVIOR""""CHAPTER 6: RESTORATIVE CONFERENCING AND IN-SCHOOL SUSPENSION""; ""SECTION III: EVALUATING OUTCOMES AND SUSTAINABILITY""; ""CHAPTER 7: EVALUATING STUDENT OUTCOMES""; ""CHAPTER 8: PROFESSIONAL LEARNING FOR SUSTAINABILITY""; ""REFERENCES""; ""INDEX"" |
Record Nr. | UNINA-9910814995503321 |
Meyer Luanna H.
![]() |
||
Thousand Oaks, California : , : Corwin, , 2016 | ||
![]() | ||
Lo trovi qui: Univ. Federico II | ||
|