School Discipline and Security

Kupchik, Aaron; Ellis, Nicholas

doi:10.1177/0044118x07301956

Cited by 105 publications

(100 citation statements)

References 25 publications

(36 reference statements)

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“…Yet, what is surprising is the belief bond (a measure of students' perception in the fairness of the school rules, classroom policies and consequences for breaking rules) is a mediator, or intervening variable, in the relationship between the affiliation bond and student classroom misconduct. The current results extend the prior research citing the role of fair and consistent discipline policies in reducing student misbehaviour (Kupchik and Ellis 2008;Luiselli et al 2005) and demonstrate that students' perception of the "discipline system" as fair has a measurable effect on lowering levels of school misconduct.…”

Section: Discussionsupporting

confidence: 79%

The importance of rule fairness: the influence of school bonds on at-risk students in an alternative school

Free

2013

Educational Studies

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Using Hirschi's social bonds theory as a foundation, this study examines the effects of at-risk students' school bonds on their classroom behaviour. In this article, school bonds are defined as the students' attachment to teachers/staff, students' affiliation to the school, students' belief in the fairness of the school rules and students' involvement in school-related activities. The data are from a sample of 77 at-risk students attending an alternative middle school in a small city in the northeastern region of the USA. The findings based on results of a schoolwide survey and students' school records, parallel prior research demonstrate a statistically significant inverse relationship between school bonds (namely the affiliation and the belief bonds) and classroom misconduct. The results of this study reveal the driving force behind reducing classroom misconduct is students' perception of fairness of school rules (as defined by the belief bond).

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Section: Discussionsupporting

confidence: 79%

The importance of rule fairness: the influence of school bonds on at-risk students in an alternative school

Free

2013

Educational Studies

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“…Second, it is important to ensure that rules and enforcement are perceived as appropriate and fair by all students. For example, Kupchik and Ellis (2008) found that Black students, compared with White students, are less likely to perceive school rules as fair and school rules and enforcement as appropriate. Third, scholars caution against creating a jaillike, heavily structured environment.…”

Section: Implications For School Policy and Practicementioning

confidence: 99%

Students’ Perceptions of Unsafe Schools: An Ecological Systems Analysis

Hong

Eamon

2011

J Child Fam Stud

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In the aftermath of several school shooting incidents in recent years, students' perceptions of unsafe schools has been a major concern for parents, teachers, school officials, school practitioners, and policy-makers. Using Bronfenbrenner's ecological systems framework, we examined the micro-, meso-, and exosystem level factors associated with perceptions of unsafe school environments in a nationally representative sample of 10-to 15-year-old youth in the United States. We found that for the sociodemographic characteristics, students who were older, male, and poor had increased risks of perceiving higher levels of unsafe school environments. Within the microsystem of the family, our results indicate that parent-youth discussions of school activities/events decreased the risk of students perceiving unsafe schools. All of the school environment variables-ease of making friends, teachers' involvement, observed weapon carrying, and school rule enforcement-were related in the expected direction to students' perceiving their schools as unsafe. At the mesosystem level, findings from our study demonstrate that variables measuring parental school involvement were unrelated to perceptions of school safety. Finally, at the exosystem level, we found that students' perceptions of residing in a safer neighborhood and residence in a noncentral city metropolitan area, compared with a central city, decreased the odds of perceiving school environments as unsafe. School policy and practice implications are discussed.

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“…Pupils must not feel wronged because of their being members of a different group (Kupchik & Ellis, 2008). They should be treated equally into the school.…”

Section: Multiculturalism and School Leadershipmentioning

confidence: 99%

School Leadership and Diversity: Perceptions of Educational Administrators in Greece

Zachos

Matziouri²,

Kavala³

2015

IJE

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The study described here constitutes the second part of a larger project, which concerns the way school administrators dealt with issues associated with ethnocultural diversity and social justice in Greek schools. The paper begins with an extended bibliographic review on school leadership and multiculturalism issues. The second part presents the methodology, a case study strategy based on 50 semi-structured interviews, through which the authors attempted to investigate the administrators' perceptions, attitudes, and management strategies concerning the issues of pupils' ethnic variation in a Regional Unity of Northern Greece. The research focused on how administrators prepare themselves, teachers and schools to address the diverse needs of pupils; how they negotiate with pupils' parents and guardians; how school administrators contribute to the integration of "different" pupils and their families in the local communities.

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School Discipline and Security

Cited by 105 publications

References 25 publications

The importance of rule fairness: the influence of school bonds on at-risk students in an alternative school

The importance of rule fairness: the influence of school bonds on at-risk students in an alternative school

Students’ Perceptions of Unsafe Schools: An Ecological Systems Analysis

School Leadership and Diversity: Perceptions of Educational Administrators in Greece

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