Both Suspension and Alternatives Work, Depending on One's Aim

Autor/in	Bear, George G.
Titel	Both Suspension and Alternatives Work, Depending on One's Aim
Quelle	In: Journal of School Violence, 11 (2012) 2, S.174-186 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-8220
DOI	10.1080/15388220.2012.652914
Schlagwörter	Stellungnahme; Punishment; Behavior Problems; Suspension; School Culture; Zero Tolerance Policy; Prevention; Self Control; Educational Research + Suchen Sie Ihr Suchwort? Bestrafung; Ausschluss; Schulausschluss; Schulkultur; Schulleben; Prävention; Vorbeugung; Selbstbeherrschung; Bildungsforschung; Pädagogische Forschung
Abstract	In this commentary on the special series, I argue that whereas a zero-tolerance approach to school discipline is "something stupid" (Kauffman & Brigham, 2000) the use of suspension might not be. Despite its limitations, suspension and other forms of punishment serve as effective deterrents of behavior problems for most children, especially when they are combined with positive and proactive alternatives to suspension. Too often, advocates of those alternatives fail to recognize why suspension is valued by educators, while also making the mistake of advocating for alternatives that have their own limitations and share the same aim of suspension--obedience and compliance to adults and rules. Typically, those alternatives are less effective and efficient than suspension in achieving that aim. Thus, educators reject them. Instead of advocating for the elimination of the use of suspension, it might be wiser for researchers to advocate for a combination of evidence-based techniques (both positive and punitive) that not only prevent and reduce behavior problems but also foster self-discipline and a positive school climate. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10