Dangerous &amp; Disruptive or Simply Cutting Class; When Should Schools Kick Kids to the Curb?: An Empirical Study of School Suspension and Due Process Rights

Stone, Donald H.; Stone, Linda S.

doi:10.2139/ssrn.1874981

Cited by 6 publications

(3 citation statements)

References 7 publications

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“…A key advantage of identifying school withdrawal and school exclusion in cases of absenteeism involves rapid identification of non-child-based reasons for nonattendance and thus alternative assignment of treatment resources (e.g., toward parents or working with school officials) (e.g., Daniels and Cole, 2010). However, school district policies that emphasize suspension and expulsion to address school attendance problems lead paradoxically to more dropout, delinquency, lag in academic achievement, and student involvement with the juvenile justice system (Suh et al, 2007; Stone and Stone, 2011; Monahan et al, 2014). In addition, school exclusion does not appear to differ among various clusters of youth with school absenteeism (Gallé-Tessonneau et al, 2019).…”

Section: Categorical Distinctionsmentioning

confidence: 99%

Reconciling Contemporary Approaches to School Attendance and School Absenteeism: Toward Promotion and Nimble Response, Global Policy Review and Implementation, and Future Adaptability (Part 1)

et al. 2019

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School attendance is an important foundational competency for children and adolescents, and school absenteeism has been linked to myriad short- and long-term negative consequences, even into adulthood. Many efforts have been made to conceptualize and address this population across various categories and dimensions of functioning and across multiple disciplines, resulting in both a rich literature base and a splintered view regarding this population. This article (Part 1 of 2) reviews and critiques key categorical and dimensional approaches to conceptualizing school attendance and school absenteeism, with an eye toward reconciling these approaches (Part 2 of 2) to develop a roadmap for preventative and intervention strategies, early warning systems and nimble response, global policy review, dissemination and implementation, and adaptations to future changes in education and technology. This article sets the stage for a discussion of a multidimensional, multi-tiered system of supports pyramid model as a heuristic framework for conceptualizing the manifold aspects of school attendance and school absenteeism.

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Section: Categorical Distinctionsmentioning

confidence: 99%

Reconciling Contemporary Approaches to School Attendance and School Absenteeism: Toward Promotion and Nimble Response, Global Policy Review and Implementation, and Future Adaptability (Part 1)

et al. 2019

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show abstract

“…A key advantage of identifying school withdrawal and school exclusion in cases of absenteeism involves rapid identification of non-child-based reasons for nonattendance and thus alternative assignment of treatment resources (e.g., toward parents or working with school officials) (e.g., Daniels and Cole, 2010). However, school district policies that emphasize suspension and expulsion to address school attendance problems lead paradoxically to more dropout, delinquency, lag in academic achievement, and student involvement with the juvenile justice system Stone and Stone, 2011;. In addition, school exclusion does not appear to differ among various clusters of youth with school absenteeism .…”

Section: School Withdrawal and School Exclusionmentioning

confidence: 99%

School Attendance and Problematic School Absenteeism in Youth

2020

Frontiers Research Topics

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Frontiers is more than just an open-access publisher of scholarly articles: it is a pioneering approach to the world of academia, radically improving the way scholarly research is managed. The grand vision of Frontiers is a world where all people have an equal opportunity to seek, share and generate knowledge. Frontiers provides immediate and permanent online open access to all its publications, but this alone is not enough to realize our grand goals. Frontiers Journal SeriesThe Frontiers Journal Series is a multi-tier and interdisciplinary set of open-access, online journals, promising a paradigm shift from the current review, selection and dissemination processes in academic publishing. All Frontiers journals are driven by researchers for researchers; therefore, they constitute a service to the scholarly community. At the same time, the Frontiers Journal Series operates on a revolutionary invention, the tiered publishing system, initially addressing specific communities of scholars, and gradually climbing up to broader public understanding, thus serving the interests of the lay society, too. Dedication to QualityEach Frontiers article is a landmark of the highest quality, thanks to genuinely collaborative interactions between authors and review editors, who include some of the world's best academicians. Research must be certified by peers before entering a stream of knowledge that may eventually reach the public -and shape society; therefore, Frontiers only applies the most rigorous and unbiased reviews. Frontiers revolutionizes research publishing by freely delivering the most outstanding research, evaluated with no bias from both the academic and social point of view. By applying the most advanced information technologies, Frontiers is catapulting scholarly publishing into a new generation.

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“…Articles within this area generally discuss approaches to dealing with nondangerous disruptive behaviors (Felder and Brent 2000), responses to dangerous behaviors (Stone and Stone 2011), disruptive behaviors relating to multicultural issues (Brown 2012), removing disruptive students from the class (Lenckus 2007), faculty perceptions of disruptive student behavior (Kelly and Stanley 1999;Quddus et al 2009), and the effects of instructional methods and learning styles on student behavior (Young, Klemz, and Murphy 2003). To the best of our knowledge, no known studies have developed a typology of disruptive behaviors or examined disruptive behaviors and suggested strategies for managing disruptive behaviors from students' perspectives.…”

Section: "Other Students" and The Classroom Experiencementioning

confidence: 99%

A CIT Investigation of Disruptive Student Behaviors: The Students' Perspective

Hoffman

Lee

2014

Marketing Education Review

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K. Douglas hoffman and seung hwan (Mark) LeeThis research focuses on gaining a better understanding of how students negatively impact other students' classroom experience. More specifically, this research develops a typology of disruptive student behavior, including frequency of occurrence and the perceived magnitude of the disruption from a student perspective. Students also provide insights into how well instructors manage "other student" behaviors. In addition, a typology for managing disruptive behaviors is developed. Six types of disruptive behaviors and five approaches for managing disruptive behaviors are presented and discussed.

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Dangerous & Disruptive or Simply Cutting Class; When Should Schools Kick Kids to the Curb?: An Empirical Study of School Suspension and Due Process Rights

Cited by 6 publications

References 7 publications

Reconciling Contemporary Approaches to School Attendance and School Absenteeism: Toward Promotion and Nimble Response, Global Policy Review and Implementation, and Future Adaptability (Part 1)

Reconciling Contemporary Approaches to School Attendance and School Absenteeism: Toward Promotion and Nimble Response, Global Policy Review and Implementation, and Future Adaptability (Part 1)

School Attendance and Problematic School Absenteeism in Youth

A CIT Investigation of Disruptive Student Behaviors: The Students' Perspective

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