Discipline In Public Schools Research Articles

SCHOOLS’ WITHDRAWAL OF PRIVILEGES AND DEVELOPMENT OF VALUES AMONG LEARNERS

Purpose: The study examined the influence of withdrawal of student privileges on students discipline in public schools, Matungu Sub-County, Kenya.
 Methodology: The study adopted a cross-sectional study design to conduct the survey as it was suitable for comparing the following aspects: Demotion of prefects, denial of school trips and denial in co-curricular activities in relation to the development of values among learners. Data was collected using interviews, questionnaires and document analysis. Data were analysed both qualitatively and quantitatively. Qualitative data was analysed thematically while quantitative data was analysed using linear regression. Reliability was attained through test re test method using Cronbach’s alpha with coefficients between 0 and 1 thus rating the internal consistency of the development of values amongst learners.
 Findings: The findings of the study indicated that withdrawal of privileges as a disciplinary strategy was effective in developing values ​​among public school students in Matungu Sub-County. The results of the regression analysis revealed that the variables of students who were denied from participating in school trips, demotion of prefects and denial from participating in co-curricular activities were predicted to reduce students discipline mean score by 7.146,15.347 and 5.0123 points respectively. Furthermore, demotion of prefects seemed to contribute more in development of values among learners compared to denial to participate in co-curricular activities and denial from participating in school trips.
 Unique contribution to theory, practice and policy: The researchers focused on withdrawal of students privileges as one of the effective disciplinary actions implemented by many Kenyan schools but with little documentation available for evidence on its contribution to development of values among learners.

EDUCAÇÃO FINANCEIRA NAS ESCOLAS PÚBLICAS:

A educação financeira está em constante avanço, concernente à facilidade de compra, empréstimo e realização de transações financeiras sem o devido conhecimento, assim a sociedade se torna mais endividada. Apesar disso, poucos são os estudos que procuram avaliar o impacto da educação financeira como disciplina nas escolas públicas. Portanto, o objetivo geral deste artigo é analisar o possível impacto da educação financeiras nas escolas públicas. Para atingir o objetivo desejado, utilizou-se das abordagens qualitativa e exploratória, assim como da revisão bibliográfica e entrevistas semiestruturada com 6 gestores de escolas públicas. Para analisar os dados coletados, utilizou-se da análise de conteúdo e do software Atlas TI. Os resultados demonstram no geral que a aplicação da educação financeira tem impacto positivo na sociedade, detectando a viabilidade de formar pessoas aprofundadas no tema. Além disso, é possível apontar de que a aplicação da educação financeira causará impacto positivo nos estudantes e em suas famílias. Ao final, o estudo aqui desenvolvido colaborou com academia ao aprofundar a temática de educação financeira nas escolas públicas com a utilização de dados primários, coletados via gestores escolares experientes.

O ensino religioso nas leis de diretrizes e bases da educação nacional e os embates entre religiosos e laicos no Brasil

Taking as object the religious education in public schools, the article seeks to make notes in the laws of guidelines and bases of national education, from Law No. 4024 to Law No. 9394, respectively of 1961 and 1996, taking into account that the last was amended in 1997 by Law No. 9475, as well as the clashes between religious and lay people that made up the scenario of drafting these laws. It is observed that the changes in religious education operated in accordance with the laws, but also in the forms of application of discipline in public schools, reflect the changes in catholic theology and thought during the twentieth century, since the Church Catholic was the great force of support of this discipline. It is observed that religious education in public schools results from an eagerness to legislate on matters of faith, of intimate forum, which results in external pressure to the school environment that tends to compromise the true purposes of school education: to guarantee individuals access to knowledge elaborated in a democratic environment and committed to respect for differences and freedoms of choice.

The role of N. Ilminsky and S. Rachinsky in the formation of the personality of S. Smolensky

The role of N. Ilminsky and S. Rachinsky in the formation of the personality of S. Smolensky

Virtue Jurisprudence and the Case of Zero-Tolerance Discipline in U.S. Public Education Policy

This article empirically investigates how the humanistic critique at the core of virtue jurisprudence can illuminate the laws of captivity at the level of judicial decision making. One point of reference is the set of cases that makes up the constitutional challenges to and the resolutions of zero-tolerance public school discipline. These court decisions establish the conditions under which this strategy represents a legitimate and protected exercise of U.S. education policy and practice. We begin by explaining what virtue jurisprudence is, and we specify how its Aristotelian-sourced humanism has been the basis of ongoing sociolegal inquiry. We then delineate the coordinates of our methodology. These coordinates consist of two levels of textual data collection, as obtained from a LexisNexis criterion-based sample design. Next, we summarily present the results. These findings reveal both the judicial temperaments and the normative forces that inform and influence the nature of sociolegal decision making on the matter of zero-tolerance public school discipline. We discuss and analyze the results within the critical humanism of virtue jurisprudence. This critique suggests how the courts’ endorsement of zero-tolerance public policy and practice might be reconceived if an ethic of citizenship grounded the courts’ reasoning and decision making.

Preface to special edition on learner discipline problems in schools

Learner misconduct in public schools continues to be a source of problems for teachers, principals and parents. It is of grave concern to educationalists nationally and internationally. Its persistence, despite all efforts to curb it, presents a serious challenge to the existence of a future society built upon sound moral, cultural and Christian values. This special edition of Koers - Bulletin for Christian Scholarship on learner misconduct in public schools centres on current local and international debates on learner misconduct. It provides a forum for educationalists, locally and internationally, to engage with this issue from a multidisciplinary perspective, not just in a general way but in a deeper and more profound manner. In essence, the articles in this issue concern themselves not only with the state of learner discipline in public schools but also with the Christian perspective as a lens through which to view this problem. Whilst the articles aim to provide readers with a broad array of perspectives on learner misconduct, the principle of positive discipline is foregrounded in the arguments.

Legal accountability for public school discipline — fact or fiction?

Legal accountability for public school discipline — fact or fiction?

Legal accountability for public school discipline: fact or fiction?

Educators, learners and parents/caregivers should be held accountable for instilling learner discipline through clear guidelines and limitations to achieve security at public schools. Two previously identified education challenges are sustaining welldisciplined education systems and ensuring that educators are attentive to legal parameters in making decisions and dealing with discipline. This article adds a third challenge: convincing educators, learners and parents/caregivers of their accountability concerning creating/maintaining safe learning environments. Five subordinate legislation documents relevant to legal accountability are scrutinized, as well as relevant case law. The article follows a documentary comparative perspective using a secondary analysis method: appraising legal guidelines and asking questions to draw conclusions and make pragmatic action-oriented suggestions.

Students’ perceptions of the effectiveness of the methods used to enhance discipline in public secondary schools in Nyahururu division, Laikipia west district, Kenya

Many methods are used to enhance discipline in secondary schools. Among them are corporal punishment, guidance and counselling, psychological punishment and suspension from school. The use of corporal punishment was banned by the government and teachers were expected to use alternative methods. The opinion of the students on this matter was not sought. The main purpose of this study was to investigate students’ perception of the effectiveness of the methods used to enhance discipline in public schools in Nyahururu division of Laikipia West District. The descriptive survey method was used. From a population of 2497 students, a sample of 333 was selected using the proportionate, stratified and simple random sampling methods. Data was collected using a self-administered student questionnaire developed by the researchers. Descriptive statistics were used to analyse the data. The results showed that students perceived guidance and counselling as more effective in enhancing discipline than other methods. The study also revealed that factors such as age, grade and type of school affected students’ perception of the effectiveness of the various methods. From the study it was recommended that a good student-teacher relationship be cultivated in schools and guidance and counselling be enhanced.Key words: Perception, discipline, secondary school, grade

A Framework of Principles and Best Practice for Managing Student Behaviour in the Australian Education Context

Public opinion over the past 30 years consistently rates lack of discipline in public schools in the USA to be the biggest problem communities have to contend with (Charles, 1999). Similar concerns are apparent in Australia. The issue of student behaviour was raised at the Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) in 2002. The Council recognized that behavioural problems were both ongoing and growing and were of major concern nationally. Consequently, the Student Behaviour Management Project was established. This article briefly describes the aim, research process and outcome of this project. It reports on the core principles and key characteristics of best practice that were identified and the predominant models and approaches of student behaviour management that appear to inform best practice across Australia. Of what relevance is this project to school psychology? The effective management of student behaviour is arguably the business of school psychology practice in many countries around the world. This article is intended to contribute to international perspectives and debate on contemporary theories, principles and best practice associated with the effective management of student behaviour.

One Strike and You're Out? Constitutional Constraints on Zero Tolerance in Public Education

Following a spate of school shootings in the '90's and academic concerns about increasing juvenile violence, school districts throughout the country have adopted what is commonly known as a zero-tolerance policy. Reversing long-standing campaigns aimed at keeping children at risk in school, the new policy seeks to identify troublesome students and get them out of school. Zero tolerance imposes expulsion or suspension for a wide range of misconduct that previously would have been dealt with through lesser sanctions such as detention, or remedial efforts such as counseling. The most recent available national totals show that in 1998 more than 3.1 million children were suspended from school. The article assesses both the consequences of zero tolerance discipline in public schools and its constitutionality. After examining the as-yet-unresolved status of educational rights in the federal constitution, we explore a number of reasons why from the public school system may be constitutionally impermissible. We conclude that expulsions to nowhere are particularly vulnerable to legal challenges based on federal and state constitutional rights to equal protection, as well as enumerated rights to education that exist in state constitutions. This article is the second in a project we have undertaken examining the use of educational deprivation as a form of punishment. The first article, How to Create an Underclass, or How the War on Drugs Became a War on Education, 6 UNIV. OF IOWA JOURNAL OF GENDER, RACE AND JUSTICE 61 (2002), inventories the increasing use of educational deprivation sanctions at all levels of education, with particular emphasis on the consequences and legality of the federal law that denies college loans to drug offenders.

Does the school nurse have a role to play in school discipline?

Student discipline has become a subject of increasing concern at local, state, and national levels. This article is a discussion of current federal, state, and local school district legal requirements for student discipline in public schools with examples that illustrate several issues that could or should involve a school nurse. A brief history of the legal developments in school discipline includes key U.S. Supreme Court decisions and Acts of Congress. School district options in policy development and disciplinary procedures are discussed. Some of the discipline incidents include issues of nurse-patient confidentiality.

From the Clouds to the Trenches: Re‐experiencing Public School Discipline

From the Clouds to the Trenches: Re‐experiencing Public School Discipline

Supreme Court Attitudes About School Discipline Compared to Attitudes of Urban Teachers

During the 1980s, the Burger and Rehnquist Supreme Courts have imposed a considerable degree of conservative leavening to the liberal decisions of the Warren and early Burger Courts affecting Constitutional civil rights applied to discipline in public schools. The practical effect of these decisions has been subjected to debate' as has the extent to which administrators and teachers are aware of their existence.2 Nevertheless, these decisions are very powerful determinants of local, state, and national policy affecting public school discipline measures. The question considered here is the extent to which U.S. Supreme Court liberal and conservative decisions regarding student discipline policy correspond to the perceived needs and attitudes of those teachers presumed to be most in need of strong support for student order and control; that is, teachers in urban inner-city schools with high rates of student misbehavior.

Disciplining Handicapped Students: Legal Issues in Light of Honig v. Doe

Court decisions interpreting the effect of the education for All Handicapped children Act on traditional forms of public school discipline have raised many question. This article reviews these decisions and confirms that most forms of minor disciplinary remedies remain available to educators so long as they are also used with nonhandicapped students. However, many legal problems arise with expulsion and long-term, or indefinite, suspensions of handicapped students, especially in the light of the recent Supreme court ruling regarding the expulsion of handicapped students.

Policies/Practices in Public School Discipline

A survey that adds new dimension to understanding current discipline policies/practices in the public schools