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Date: April 30, 2024 Tue
Time: 3:30 am
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Results for student misconduct
4 results foundAuthor: Elsner, Benjamin Title: Rank, Sex, Drugs, and Crime Summary: In this paper we show that a student's ordinal rank in a high school cohort is an important determinant of engaging in risky behaviors. Using longitudinal data from representative US high schools, and exploiting idiosyncratic variation in the cohort composition within a school, we find a strong negative effect of a student's rank on the likelihood of smoking, drinking, having unprotected sex, and engaging in physical fights. We further provide suggestive evidence that these results are driven by status concerns and differences in career expectations. Details: Bonn: Institute for the Study of Labor (IZA), 2015. 34p. Source: Internet Resource: IZA Discussion Paper No. 9478: Accessed November 28, 2015 at: http://ftp.iza.org/dp9478.pdf Year: 2015 Country: United States URL: http://ftp.iza.org/dp9478.pdf Shelf Number: 137360 Keywords: At-Risk YouthRisky BehaviorsStudent Misconduct |
Author: Oliver, Regina M. Title: Teacher classroom management practices: effects on disruptive or aggressive student behavior Summary: Disruptive behavior in schools has been a source of concern for school systems for several years. Indeed, the single most common request for assistance from teachers is related to behavior and classroom management (Rose & Gallup, 2005). Classrooms with frequent disruptive behaviors have less academic engaged time, and the students in disruptive classrooms tend to have lower grades and do poorer on standardized tests (Shinn, Ramsey, Walker, Stieber, & O‟Neill, 1987). Furthermore, attempts to control disruptive behaviors cost considerable teacher time at the expense of academic instruction. Effective classroom management focuses on preventive rather than reactive procedures and establishes a positive classroom environment in which the teacher focuses on students who behave appropriately (Lewis & Sugai, 1999). Rules and routines are powerful preventative components to classroom organization and management plans because they establish the behavioral context of the classroom by specifying what is expected, what will be reinforced, and what will be retaught if inappropriate behavior occurs (Colvin, Kameenui, & Sugai, 1993). This prevents problem behavior by giving students specific, appropriate behaviors to engage in. Monitoring student behavior allows the teacher to acknowledge students who are engaging in appropriate behavior and prevent misbehavior from escalating (Colvin et al., 1993). Research on classroom management has typically focused on the identification of individual practices that have some level of evidence to support their adoption within classrooms. These practices are then combined under the assumption that, if individual practices are effective, combining these practices into a package will be equally, if not more, effective. Textbooks are written and policies and guidelines are disseminated to school personnel based on these assumptions. Without research that examines classroom management as an efficient package of effective practices, a significant gap in our current knowledge base still exists. Understanding the components that make up the most effective and efficient classroom management system as well as identifying the effects teachers and administrators can expect from implementing effective classroom management strategies represent some of these gaps. A meta-analysis of classroom management which identifies more and less effective approaches to universal, whole-class, classroom management as a set of practices is needed to provide the field with clear research-based standards. This review examines the effects of teachers' universal classroom management practices in reducing disruptive, aggressive, and inappropriate behaviors. The specific research questions addressed are: Do teacher's universal classroom management practices reduce problem behavior in classrooms with students in kindergarten through 12th grade? What components make up the most effective and efficient classroom management programs? Do differences in effectiveness exist between grade levels? Do differences in classroom management components exist between grade levels? Does treatment fidelity affect the outcomes observed? These questions were addressed through a systematic review of the classroom management literature and a meta-analysis of the effects of classroom management on disruptive or aggressive student behavior. Details: Oslo: Campbell Collaboration, 2011. 56p. Source: Internet Resource: Campbell Systematic Review, 2011:4: Accessed At https://www.campbellcollaboration.org/media/k2/attachments/Oliver_Classroom_Management_Review.pdf Year: 2011 Country: International URL: https://www.campbellcollaboration.org/media/k2/attachments/Oliver_Classroom_Management_Review.pdf Shelf Number: 146898 Keywords: Aggression Aggressive Behavior School Discipline Student Misconduct |
Author: Sartain, Lauren Title: Suspending Chicago's Students Differences in Discipline Practices across Schools Summary: School districts across the country, including the Chicago Public Schools (CPS), are implementing policies aimed at reducing suspensions. The district has initiated a number of reforms over the past six years to bring about changes in schools' disciplinary practices with the goal of reducing the use of suspensions, as well as disparities in suspension rates by students' race, gender, and disability status. This report shows that a subset of schools drive high suspension rates, and these schools serve concentrations of extremely disadvantaged students. The first report in this series showed that out-of-school suspension (OSS) and arrest rates have been going down since 2009-10 in Chicago's schools, but that racial and gender disparities remain large. African American students are about three times more likely to be suspended than Latino students, and more than four times more likely to be suspended than white or Asian students. Boys are much more likely to be suspended than girls of the same race/ ethnicity. This report looks more closely at differences in the suspension and arrests rates based on students' background characteristics. It also shows differences in the use of suspensions across schools in Chicago and the degree to which schools' use of suspensions is related to the learning climate of the school and student achievement. Identifying the schools that use exclusionary discipline practices at extremely high rates can help districts target supports and interventions to the schools that need them the most, rather than relying on a district-wide, one-size-fits-all approach. Key Findings Students with the most vulnerable backgrounds are much more likely to be suspended than students without those risk factors. Almost a third of the high school students who were at some point victims of abuse or neglect were suspended in the 2013-14 school year. Over a quarter of the high school students from the poorest neighborhoods and over a quarter of students with the lowest incoming achievement were suspended during the year. The students that come to school the furthest behind also are the most likely to miss instructional time due to a suspension. At the same time, differences in the suspension rates for students with different risk factors, such as poverty and low achievement, do not explain most of the large racial and gender disparities in suspension rates. While African American students are more likely to face these problems, these background factors do not explain most of the differences in suspension rates by race. There are large disparities in suspension rates by race and by gender, even among students who have none of these risk factors. The biggest driver of racial disparities in suspension rates comes from differences in which schools students of different races/ethnicities attend. Racial disparities in suspensions could exist for multiple reasons. There could be differences in suspension rates among students who attend the same school, or students of different races could attend schools with very different suspension rates. We see evidence for both of these in Chicago's schools, although it is school differences in suspension rates that drive most of the racial disparities. Suspension rates are twice as high, on average, at the schools attended by African American students than the schools attended by Latino students, and the average suspension rates at the schools attended by Latino students are more than twice as high as the average suspension rates at the schools that white and Asian students attend. Because residential segregation leads schools in Chicago to be very segregated by race, differences in suspension rates across schools lead to differences in suspension rates by race. Differences in suspension rates among subgroups of students within schools also exist, although they are modest relative to the differences in average suspension rates across schools. The largest difference occurs for African American boys, who are suspended at much higher rates than other students in the same school. At schools that are racially/ethnically diverse, suspension rates of African American boys are 11-12 percentage points higher than their school average. At the same time, Latina, white, and Asian girls are suspended at lower rates than their school classmates, with average suspension rates that are 3-5 percentage points below other students at their schools. Details: Chicago: The University of Chicago Consortium on Chicago School Research (UChicago CCSR), 2015. 74p. Source: Internet Resource: Accessed May 21, 2018 at: https://consortium.uchicago.edu/sites/default/files/publications/Suspending%20Chicagos%20Students.pdf Year: 2015 Country: United States URL: https://consortium.uchicago.edu/sites/default/files/publications/Suspending%20Chicagos%20Students.pdf Shelf Number: 150317 Keywords: Racial DisparitiesSchool DisciplineSchool SuspensionsStudent Misconduct |
Author: Trudeau, James Title: Bullying and Violence on the School Bus: A Mixed-Methods Assessment of Behavioral Management Strategies Summary: Numerous high-profile events involving student victimization on school buses in the past few years have raised critical questions regarding the safety of school-based transportation for children, the efforts taken by school districts to protect students on buses, and the most effective transportation-based behavioral management strategies for reducing misconduct. To address these questions, RTI International, in partnership with the National Association for Pupil Transportation (NAPT) conducted a mixed-methods study with three core project phases. In Phase I, a national web-based survey was administered to district-level transportation officials throughout the United States to assess the perceived prevalence of seven forms of misconduct on school buses; identify the variety and prevalence of behavioral management strategies used to address misconduct; and describe strategies that are believed to be effective for reducing student misbehavior. In Phase II, semi-structured telephone interviews were conducted with thirty-nine transportation officials to understand the challenges of transportation-based behavioral management and to elaborate on strategies used to help create safe and positive school bus environments. Interviews were also used to identify data-driven approaches for tracking student disciplinary referrals, assess the perceived effectiveness of specific approaches, and to conduct evaluability assessments of participating districts to determine whether a future evaluation of behavioral management strategies is feasible. In Phase III, results were analyzed to draw conclusions about the nature of student misconduct on school buses and the approaches being used to address it, in addition to developing key milestones for future research projects pertaining to school bus safety. Research Questions - The study has six key research questions: - RQ1: What is the perceived nature and extent of behavioral problems on school buses and what types of districts have higher levels of perceived misconduct? - RQ2: What are commonly used behavioral management strategies for school buses and does strategy use vary across different types of districts? - RQ3: What strategies do transportation officials perceive to be the most effective for reducing misconduct, and are these perceptions contingent on the makeup of the district (e.g. district size)? - RQ4: How do districts assess the effectiveness of behavioral management strategies they implement? - RQ5: To what extent are necessary protocols being met in transportation departments to allow for a scientific evaluation of one or more behavioral management strategies for school buses? - RQ6: What are key challenges faced by transportation officials in establishing safe and positive school bus environments? Details: Research Triangle Park, NC: RTI International, 2018. 89p. Source: Internet Resource: Accessed February 14, 2019 at: https://www.ncjrs.gov/pdffiles1/nij/grants/252516.pdf Year: 2018 Country: United States URL: https://www.ncjrs.gov/pdffiles1/nij/grants/252516.pdf Shelf Number: 154596 Keywords: Bullying Bus Safety School Bullying School Crime School Violence Student MisconductTransit Crime Transportation Safety |