Discipline Policies Research Articles

Contextual influence on formal and informal teacher leadership

Using the 2013 Teaching and Learning International Survey data, this research employed descriptive analysis and multiple logistic regression with the complex survey data analysis approach (resampling with Balanced Repeated Replicate weights), in order to reveal the variations in overall informal and formal teacher leadership, and for different leadership dimensions, respectively, as well as the contextual influence on teacher leadership. The results suggest that there exist significant variations between general informal and formal teacher leadership, and for each of the leadership dimensions internationally. In sum, Eastern and Nordic Europe have a greater extent of teacher leadership, compared to Asia, Latin America, and Latin Europe. There was less prevalent teacher leadership in hiring, setting teacher salary, and budget allocation in general. Formal teacher leaders often make school decisions for disciplinary policy, teacher evaluation, data analysis, and parental communication, while informal teacher leaders frequently decide on instructional content. Female, experienced, and well-educated teachers often make decisions even without positions; schools with increased minority students tend to have a greater extent of teacher leadership, while schools with disproportional poverty students have decreased teacher leadership. Using large-scale and international data, this study has provided nuanced evidence in teacher leadership with the intersection of leadership functions, positions, and contexts.

Effective School Discipline Practices of Some Primary Schools in Pema Gatshel Dzongkhag

The study was conducted under Pema Gatshel Dzongkhag (district) to investigate the effectiveness of school discipline under Pema Gatshel district in Bhutan. The main objective of this article was to evaluate the perception of the effective school discipline according to the principals, teachers, and parents. This paper was a qualitative study based on in-depth semi-structured interviews which were limited to forty-five key participants from six different schools under the Pema Gatshel district. Data were analyzed employing content analysis. The major findings of this study revealed that for efficient functioning of school discipline policy in schools, various stakeholders like parents, teachers, students and the community should work collaboratively. The study also revealed that schools should include students and parents in the decision-making process particularly while trying to bring changes to school discipline policy.

International Trends Analysis for Subject of Hydrogen Production with Water Electrolysis

Abstracts Since the 21st century, the domestic and foreign energy structure has been deeply adjusted and therefore the study about hydrogen production with water electrolysis becomes a hotspot. This paper makes bibliometric analysis for related indexes in the field of hydrogen production with water electrolysis, for example, output scale of articles, academic influence, discipline layout, and international cooperation, and compares China’s strength with other countries around the world to obtain development trend of the technology in the world, thus formulating related development strategy and discipline policy for the technology and providing useful reference for corporate investment decision-making and researchers in selecting research direction.

Secular teachers in Jewish religious schools: passing, resistance, and freedom of religion

ABSTRACT This study explored the perceptions of 25 secular teachers employed in American, Australian, and Israeli Jewish religious schools regarding disparities between their secular identity and their school’s religious habitus. It also examined the ways these teachers cope with such disparities. Findings suggest that teachers’ challenges were anchored in their freedom of religion and conscience, educational credo, and framed organisational position. However, the teachers acknowledged student benefits such as students’ exposure to diversity and support offered to those experiencing religious and identity conflict. Identified patterns of teachers’ coping strategies included opposition, adaptation, and fence-sitting. We drew upon the literature on passing and everyday forms of resistance in schools having rigid public transcripts to explain these strategies’ moral and emotional costs. The study’s implications apply to other religious schools and educational settings characterised by rigid public transcripts of discipline and accountability policies that may conflict with teachers’ identity and educational credo.

DENETİM KALİTESİNİN BAĞIMSIZLIK İLKESİ VE ETİK İLİŞKİSİ BAĞLAMINDA İNCELENMESİ

Bağımsız denetim faaliyeti yürüten bağımsız denetim kuruluşları, işletmelerin finansal raporlarının muhasebe standartlarına uygun, tarafsız, doğru ve güvenilir bir şekilde hazırlanıp hazırlanmadığı ve işletmenin gerçek durumunu yansıtıp yansıtmadığının belirlenmesi konusunda önemli bir role sahiptir. Denetçinin bu noktada sorumluluğunu yerine getirmesi denetimin kaliteli olmasına katkıda bulunmaktadır. Denetimin kaliteli olması ise, Genel Kabul Görmüş Denetim Standartları’na uyulmasına bağlıdır. Bu noktada denetim faaliyetini yürüten denetçinin, bağımsızlık ilkesine ve etik kurallara uygun olarak hareket etmesi oldukça önemlidir. Bağımsız denetim kuruluşları hazırladıkları şeffaflık raporlarında bağımsızlık ve etik ilkelerine yer vermektedir. Bu çalışmada içerik analizi yöntemi kullanılmış ve Türkiye’de faaliyet gösteren bağımsız denetim kuruluşlarının hazırladıkları şeffaflık raporları, bağımsızlık ve etik ilkeleri açısından incelenmiştir. Çalışma sonucunda bağımsız denetim kuruluşlarının şeffaflık raporlarında, bağımsız denetim kalitesi açısından çok önemli uygulamalar olarak görülebilen bağımsız denetim ekibinin belirli sürelerle rotasyona tabi tutulması, denetim ekibinde yer alanlardan bağımsızlık taahhüdü alınması, yeni müşteri kabulünde bağımsızlık ve etik ilkelere dikkat edilmesi, bağımsızlık ve etik ilkelerin kalite kontrol sisteminde yer alması gibi uygulamaların nispeten fazla olduğu tespit edilmiştir. Ancak etik ve bağımsızlık ilkeleri ile ilgili eğitimler, rüşvetin engellenmesi, siyaset yasağı, disiplin politikaları gibi konularda sayının oldukça az olduğu tespit edilmiştir.

Early Life Predictors of Suspensions from Primary School: Cross-Agency Indicators of Risk for School Exclusion in An NSW Population Cohort

IntroductionExcluding students from school via out-of-school suspensions and expulsions is a controversial practice in Australia and internationally, yet forms a key component of school welfare and discipline policies. There is growing concern that increasing exclusion at earlier grades and an over-representation of particular groups of disadvantaged students may intensify inequalities in educational, justice, health and welfare outcomes for excluded students relative to their non-excluded peers. Previous studies have focused predominantly on secondary school exclusions and on sociodemographic predictors.
 Objectives and ApproachThis study aimed to identify early life predictors of primary school suspensions using multi-agency data from the New South Wales (NSW) Child Development Study. Participants were 34,855 NSW children and their parents with linked records from education, health, child protection, and criminal justice spanning birth to the 6 th - grade (~12 years). Multinormal logistic regression examined the associations of sociodemographic, pre/perinatal, early developmental vulnerability, and parent factors with any later suspension during the 3 rd - to 6 th -grades.
 ResultsIn a multivariable model, many factors had significant independent associations with any suspension. The largest effects (odds ratios ≥4.0) were observed for male gender and child maltreatment reports, with moderate effects (odds ratios 1.5 to <4.0) for Indigenous ethnicity, socio-economic disadvantage, exposure to smoking in utero, any parental criminal offending, aggressive behaviour, school-based responsibility and respect, and sub-threshold notifications to child protection services. Small effects (odds ratios >1.0 to <1.5) were revealed for young maternal age at birth (<26 years), any parental mental illness, language and cognitive skills, any emotional or behavioural problem, hyperactivity-inattention, and any emergency department presentation for physical injury.
 Conclusion / ImplicationsBy facilitating the identification of students at risk of early (primary school) exclusion using multi-sector information available at the time of entry to school, these findings may assist educators to deliver targeted preventative interventions for at-risk students

Analysis of 48 Hours of Television News Coverage Following the Columbine High School Shooting

On April 20, 1999, two Columbine High School students started a shooting rampage, ultimately killing 12 students and one teacher, wounding 21 victims, then completing suicide. Using media frame analysis (MFA), we examined 265 transcribed major network television news stories aired during the 48 hours following the shooting. In these stories, we investigated the frequency of warning signs of youth violence. Though later disputed, stories included warning signs that fortified the myth of the juvenile superpredator. Television news coverage of school shootings often spotlights perpetrators, fuels false narratives, creates an inflated sense of risk and vulnerability, and fails to place such events in the larger context of youth violence. We urge professionals to contextualize news stories within a broader framework of youth violence; to support fact-based communication between the media, school administrators, and law enforcement; to eliminate the spotlight on perpetrators; and to carefully consider reactionary responses that are not evidence-based nor proven effective.

Early Discipline Behavior: Read aloud Story with Big Book Media

Early Discipline Behavior: Read aloud Story with Big Book Media

A Mixed-Studies Review of the School-to-Prison Pipeline and a Call to Action for School Nurses.

Zero-tolerance school disciplinary policies have contributed to the proliferation of exclusionary practices, which increase the risk that minoritized students will be harmed by the school-to-prison pipeline (STPP). The purpose of this review was to explore factors that influence the STPP and highlight the role school nurses can play in protecting students from this public health crisis. We used a systematic mixed-studies review method, and 14 studies were included. Exclusionary discipline disproportionately affects minoritized students, but decreased student-teacher ratios, wellness-focused environments, and lower levels of school punishment can improve student achievement and health. The National Association of School Nurses position statement provides a framework to guide school nurses in the dismantlement of the STPP. School nurses should advocate for their position on the interdisciplinary team, funding for alternative disciplinary programs, abolition of school policing, restorative justice approaches, support for at-risk students, and anti-racism education programs for all school staff.

Measuring the Level of Discipline of Bureaucrats in Palu City

This research was conducted to find out why the implementation of the disciplinary policies of the State Civil Apparatus in Palu City has not been running optimally. The scope of this research is the Palu City government using qualitative methods as a reference to produce descriptive data collected through in-depth interviews, observation and document analysis related to the implementation of employee work discipline. With the determination of informants using a purposive method. Purposive sampling is a non-random sampling strategy where the selection is determined by the researcher by determining certain characteristics that are in line with the research objectives so that research questions can be resolved. The results showed that the implementation of the discipline of the Palu City State Civil Apparatus, which was seen from the dimensions of communication, resources, disposition, and bureaucratic structure, had not gone as expected. Thus it is necessary to evaluate and provide motivation given by the leadership to employees in order to increase the quality of performance. Employee discipline is very influential on services for the community.

Twelve Indicators of Restorative Practices Implementation: A Framework for Educational Leaders

ABSTRACT Across the United States, schools are implementing Restorative Practices (RP) to improve school climate and address disparities in discipline. The scope of such RP initiatives can remain ambiguous to school leaders. Given the need for greater clarity about RP initiatives, the current study sought to identify the varying components of RP implementation for building infrastructure, strengthening staff and student capacity, and enacting multi-tiered supports. The current qualitative study draws on interview data with 18 school-based RP practitioners and principals from a large urban district in the Northeast. We used grounded theory to analyze the semi-structured interviews. Qualitative coding and analysis resulted in the development of 12 indicators of RP implementation. The 12 indicators offer a novel, practice-based guide for system-level consultation with a comprehensive approach to schoolwide buy-in, staff training, discipline policy reform, and equity and social justice.

Towards a ‘Practical Freedom:’ Disparate Impact, Public Education, and the Thirteenth Amendment

Inequities for Black Americans, including educational ones, are often rooted in “neutral” policies — ones facially innocent, but effectively discriminatory. This Article establishes the Thirteenth Amendment as a viable alternative in anti-discrimination law for challenging such policies. Undoing these policies has traditionally been the work of the statutorily-based disparate-impact theory. But for a range of reasons, that theory’s success at bringing about enduring social change is stunted. The Thirteenth Amendment is rich legal ground into which we might instead sow new seed. The Amendment’s social and legislative histories and Supreme Court precedent establish that the Amendment was designed to eradicate social policies that entrench or perpetuate the vestiges of slavery, whether those policies are racially explicit or facially neutral. Accordingly, the Amendment overlaps with the disparate-impact theory’s original goal of remedying the present effects of past discrimination. This Article operationalizes the Amendment in this regard by applying it to a relatively popular context for disparate-impact challenges: school discipline policies. The views of the Amendment’s earliest advocates confirm that one of the most profound enactments of freedom for Black Americans was, among other things, obtaining an education. This Article is the first to explain why any education practice, like harsh school discipline policies, that discriminatorily denies access to public education also violates the Amendment’s conferral of meaningful freedom to Black Americans. This Article emphasizes the special role of Congress acting on its power under the Amendment to define the aspects of such freedom and outlines how Congress might do so. Direct congressional action under the Amendment is vital because it mitigates the difficulties of judicially enforced disparate-impact theory. Such action would also constitute an overdue re-conciliatory step towards directly confronting slavery’s legacy, as the Amendment vests in Congress a responsibility to scrutinize any lingering barriers to Black Americans’ acts of freedom, like obtaining an education. It outlining an education equity framework under the Thirteenth Amendment, the Article nods towards the Amendment’s enforcement possibilities as anchor for anti-discrimination law beyond public education.

Applying Critical Theory to Disrupt Deficit Perspectives in Patient Communication and Health Literacy: “10 Minutes to Better Patient Communication” Podcast Series

There is increased awareness that health-related institutions, organizational and disciplinary policies and practices, and individual professionals have a role in creating or maintaining health inequalities. Critical theories may be especially helpful at this time, as their purpose is to critique and transform inequitable and unjust norms, systems, and practices. This paper shares examples from the podcast series “10 Minutes to Better Patient Communication,” when critical frameworks from language and literacy are used to identify and interrupt deficit perspectives on individuals and groups, showing how deficit perspectives can hide in words, phrases, and discourses used in patient communication and health literacy.

Assessing the Impact and Quality of Research Data Using Altmetrics and Other Indicators

Research data in all its diversity—instrument readouts, observations, images, texts, video and audio files, and so on—is the basis for most advancement in the sciences. Yet the assessment of most research programmes happens at the publication level, and data has yet to be treated like a first-class research object.How can and should the research community use indicators to understand the quality and many potential impacts of research data? In this article, we discuss the research into research data metrics, these metrics’ strengths and limitations with regard to formal evaluation practices, and the possible meanings of such indicators. We acknowledge the dearth of guidance for using altmetrics and other indicators when assessing the impact and quality of research data, and suggest heuristics for policymakers and evaluators interested in doing so, in the absence of formal governmental or disciplinary policies. Policy highlightsResearch data is an important building block of scientific production, but efforts to develop a framework for assessing data’s impacts have had limited success to date.Indicators like citations, altmetrics, usage statistics, and reuse metrics highlight the influence of research data upon other researchers and the public, to varying degrees.In the absence of a shared definition of “quality”, varying metrics may be used to measure a dataset’s accuracy, currency, completeness, and consistency.Policymakers interested in setting standards for assessing research data using indicators should take into account indicator availability and disciplinary variations in the data when creating guidelines for explaining and interpreting research data’s impact.Quality metrics are context dependent: they may vary based upon discipline, data structure, and repository. For this reason, there is no agreed upon set of indicators that can be used to measure quality.Citations are well-suited to showcase research impact and are the most widely understood indicator. However, efforts to standardize and promote data citation practices have seen limited success, leading to varying rates of citation data availability across disciplines.Altmetrics can help illustrate public interest in research, but availability of altmetrics for research data is very limited.Usage statistics are typically understood to showcase interest in research data, but infrastructure to standardize these measures have only recently been introduced, and not all repositories report their usage metrics to centralized data brokers like DataCite.Reuse metrics vary widely in terms of what kinds of reuse they measure (e.g. educational, scholarly, etc). This category of indicator has the fewest heuristics for collection and use associated with it; think about explaining and interpreting reuse with qualitative data, wherever possible.All research data impact indicators should be interpreted in line with the Leiden Manifesto’s principles, including accounting for disciplinary variation and data availability.Assessing research data impact and quality using numeric indicators is not yet widely practiced, though there is generally support for the practice amongst researchers.

Exclusionary School Discipline Policies and Mental Health in a National Sample of Adolescents without Histories of Suspension or Expulsion

We apply the theory of collateral consequences and a social stress process framework to school discipline to examine whether exclusionary school discipline policies are associated with the mental health and wellbeing of adolescents who have never been suspended or expelled and whether this association varies across race/ethnicity. Data are from 8,878 adolescents in the National Longitudinal Study of Adolescent to Adult Health. Hierarchical linear models examined associations between discipline policies and adolescent depressive symptoms and school-connectedness, and modification by race/ethnicity. Schools had high levels of exclusionary discipline for both violent and non-violent infractions. More exclusionary policies were associated with higher levels of depressive symptoms ( b = 1.03, 95% CI: 0.15, 1.91, p < .05). Sense of school-connectedness was not associated with disciplinary policies. Neither association was modified by race/ethnicity.

Are Charter Schools Safer than District-Run Schools? Evidence from Pennsylvania

ABSTRACT Access to public charter schools could theoretically reduce school safety problems by increasing competitive pressures, improving matches between schools and students, enhancing discipline policies, and allowing students to relocate to peer groups and cultures that discourage risky behaviors. Using publicly available data from the Pennsylvania Department of Education, this study examines differences in reports of 58 school safety problems between public charter and district-run public school sectors in the 2018–19 school year. After controlling for several differences in students between sectors, public charter schools generally report fewer school safety problems than district-run public schools in Pennsylvania. These charter school sector advantages are generally more pronounced for cyber charter schools than brick-and-mortar charter schools, and for charter schools located in Philadelphia County than charter schools located in the rest of the state.

Examining Commitment to Prevention, Equity, and Meaningful Engagement: A Review of School District Discipline Policies

Although there is increasing awareness of policy decisions contributing to disproportionality in exclusionary practices, few studies have empirically examined common elements of discipline policies across the nation. We utilized a methodological review and the Checklist for Analyzing Discipline Policies and Procedures for Equity (CADPPE) to examine the extent to which current policies reflect recommendations from research regarding best practices for encouraging appropriate behaviors and preventing undesired behaviors, as well as correlations between those policies and exclusionary disciplinary outcomes for all students of color and students of color with disabilities. Data came from 147 district discipline policies and disciplinary outcomes (i.e., suspension and expulsion) from all 50 U.S. states and the District of Columbia. The analyses indicated the majority of policies do not include most of the research-based recommendations for preventing the overuse of exclusionary practices. Furthermore, there was no correlation found between CADPPE ratings and the risk ratios for exclusionary discipline for students of color and students of color with disabilities. Implications for policy development and implementation and limitations are provided.

Improving Health Equity for Women Involved in the Criminal Legal System.

Improving Health Equity for Women Involved in the Criminal Legal System.

Colorblind Policy in a Carceral Geography: Reclaiming Public Education

During the last decade, the federal government, states, and school districts implemented changes in school discipline policy to shift schools’ reliance from punishment and exclusion toward prevention, intervention, and restoration. In order to assess the impact of the last decade of reforms on attempts to decrease punishment and increase equity in schools, we examine nine large metropolitan districts that both revised their Codes of Conduct to limit their reliance on exclusionary discipline and implemented schoolwide behavioral and/or restorative programs. We find that while reforms are associated with decreases in students’ experience of three of four exclusionary discipline outcomes from 2009 to 2015, these benefits tend to accrue to the least vulnerable students – White students without disabilities. One explanation of this finding is that colorblind, risk-based, carceral assumptions of school and state policies undercut efforts to increase equity in school discipline.

"I'm a Teacher, I'm Gonna Always Protect You": Understanding Black Educators' Protection of Black Children.

Many Black educators in the United States demonstrate a political clarity about white supremacy and the racialized harm it cultivates in and out of schools. We highlight the perspectives of some of these educators and ask, (1) How do they articulate the need to protect Black children? and (2) What mechanisms of protection do they enact in their classrooms and schools? Through further elaborating the politicized caring framework, our analyses show how Black educators disrupt the racialized harm produced within schools to instead (re)position Black students as children worthy of protection via caring relationships, alternative discipline policies, and other interpersonal and institutional mechanisms. This study has implications for teaching, teacher education, and how the "work" of teachers is conceptualized and researched.