Literaturnachweis - Detailanzeige
| Autor/in | Englehart, Joshua M. |
|---|---|
| Titel | Considerations for 21st-Century Disciplinary Policy and Practice |
| Quelle | In: Journal of School Leadership, 24 (2014) 4, S.666-690 (25 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1052-6846 |
| Schlagwörter | Discipline Policy; Educational Practices; Student Behavior; Behavior Problems; Bullying; Sexual Harassment; Zero Tolerance Policy; Racial Differences; Racial Discrimination; Functional Behavioral Assessment; School Policy; Definitions; Background; Cultural Differences; Referral; Suspension; Prevention; Intervention; Social Influences; Emotional Response; Etiology; Educational Administration; Change Strategies; Discipline Problems; Elementary Secondary Education; Literature Reviews Disziplinarmaßnahme; Bildungspraxis; Student behaviour; Schülerverhalten; Mobbing; Sexuelle Belästigung; Rassenunterschied; Racial bias; Rassismus; Schulpolitik; Begriffsbestimmung; Hintergrundinformation; Kultureller Unterschied; Ausschluss; Schulausschluss; Prävention; Vorbeugung; Sozialer Einfluss; Emotionales Verhalten; Ätiologie; Bildungsverwaltung; Schuladministration; Schulverwaltung; Lösungsstrategie |
| Abstract | While the conceiving of 21st-century schools has rightly included much discussion on curriculum and instruction, changing demands and conditions also present necessary changes in the way that student behavior is managed. A review of the literature on student discipline over the past decade reveals three particular issues that warrant attention in the context of adapting to changes among and around the students we serve: bullying and harassment, the discipline gap (the disparity in disciplinary consequences between White and non-White students), and zero-tolerance policy (the use of strict predetermined consequences in response to offenses regardless of the circumstances surrounding the event). For each issue, central concerns are discussed along with implications for policy and practice. To conclude, two common themes that run through these issues are described--namely, the importance of context and the need for student-centered approaches. (As Provided). |
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| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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