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The implementation and administration of elementary and secondary school security systemsCreekmore, Edward Lee, 1942- January 1974 (has links)
No description available.
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Corporal Punishment in American Education from a Historical, Legal, and Theoretical PerspectiveCarnes, Susan Carle 05 1900 (has links)
This paper discusses corporal punishment as a disciplinary method in American public schools. The effectiveness of corporal punishment is investigated. Chapter I introduces corporal punishment as a pertinent educational issue. Chapter II discusses the historical development of corporal punishment. Chapter III discusses the legal ramifications of corporal punishment. Chapter IV looks at surveys and studies that have been conducted in regard to the issue. Chapter V discusses a survey of teachers in Lewisville, Texas. Teachers responded to 42 statements pertaining to corporal punishment. Chapter VI concludes that research indicates that corporal punishment will not be effective unless it is administered harshly and consistently. The paper concludes that corporal punishment will not be necessary if higher educational institutions train teachers in alternative methods.
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The disciplining of American school children, 1940-1980 : an historical studyBurton, Mary Alice Blanford January 1987 (has links)
Typescript. / Thesis (Ed. D.)--University of Hawaii at Manoa, 1987. / Bibliography: leaves 233-263. / Photocopy. / x, 263 leaves, bound 29 cm
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A study of the commonalities and differences of the classroom environment in whole language and judicious discipline classroomsLarson, Colleen M. 15 October 1992 (has links)
Graduation date: 1993
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Perspectives of school leaders concerning school safety and the discipline provisions of the 1997 reauthorization of the Individuals with Disabilities Education ActBias, Kimberly V. 01 July 2002 (has links)
No description available.
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Impact of School-Wide Positive Behavior Intervention Supports for African American Males in American Public SchoolsLuttrull, Pamelia D. 12 1900 (has links)
Research has shown that African American males are performing poorly in American public schools and are disciplined at a higher rate than other ethnic and gender groups. Positive Behavior Intervention Supports (PBIS) has a long history of success with individual students and more recently in school-wide settings. School-wide PBIS offers schools the ability to tailor their rules, rewards, and consequences to the specific needs and culture of a school. This descriptive and quantitative study sought to determine if implementation with fidelity of SWPBIS positively correlated to reduced disciplinary measures. The object of this study was to determine in what ways disciplinary rates for African American males differ in American public schools that identify as using SWPBIS with fidelity as compared to American public schools that do not implement SWPBIS with fidelity. Disciplinary rates examined included ISS, OSS single incident, and OSS multiple incidents. Descriptive findings indicated that schools that implement SWPBIS show a lower rate of ISS and OSS incidents for African American males. The quantitative findings did not yield a statistically significance between schools with fidelity of implementation of SWPBIS and schools without fidelity of implementation of SWPBIS.
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The Effects of Positive Behavioral Supports in Schools since the Implementation of the Individuals with Disabilities Education Act of 1997 based on 2001 SLIIDEA DataMiller, Cindy 08 1900 (has links)
Congress in 1997 recognized that there were some issues and concerns that had emerged surrounding the Individuals with Disabilities Education Act (IDEA) and sought to address these issues and concerns by mandating a national evaluation on the implementation and progress toward improving outcomes for students with disabilities. The Study of the State and Local Implementation of the Individuals with Disabilities Education Act was designed to address how the amendments of IDEA were being implemented by states, school districts, and schools. This mixed methods study examined the first year of data collected from the six-year Study of the State and Local Implementation of IDEA (SLIIDEA) and analyzing 20 case studies that used interviews of special education personnel and principals, conducted at the local school level. Data from the national survey were examined in light of findings from the case studies. The case studies brought out the varying opinions on implementation success at the local level. Further case studies for each year of the study would be helpful in determining the level of implementation locally and the significant insights of local school personnel on whether these initiatives have worked.
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