The best approach to safely is to fix schools and support children and staff

Osher, David; Sandler, Susan

doi:10.1002/yd.23320019208

Cited by 13 publications

(5 citation statements)

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“…Students who form a close, supportive relationship with their teacher tend to pursue academic goals and exhibit mastery orientations toward learning, and are high in academic interest and emotional engagement (Hamre & Pianta, 2005;Pianta, Cox, & Snow, 2007;Silva et al, 2011). Informed by the premise that relationships can function as a resilience mechanism, Osher, Sandler, and Nelson's (2002) school-based prevention program for at-risk students places much importance on the student-teacher relationship as a means to affect motivation.…”

Section: The Origins Of Academic Motivationmentioning

confidence: 99%

Conscientiousness: Origins in childhood?

Eisenberg

Duckworth

Spinrad

et al. 2014

Developmental Psychology

232

203

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In this review, we evaluate developmental and personality research with the aim of determining if the personality trait of conscientiousness can be identified in children and adolescents. After concluding that conscientiousness does emerge in childhood, we discuss the developmental origins of conscientiousness with a specific focus on self-regulation, academic motivation, and internalized compliance/internalization of standards. Based on the accumulated body of evidence, we conclude that self-regulation fosters conscientiousness later in life, both directly and via academic motivation and internalized compliance with norms. We argue that elements of conscientiousness are evident by early childhood, self-regulation skills are likely a core developmental component of conscientiousness, and despite the contribution of heredity to the aforementioned aspects of functioning, environmental factors likely contribute to conscientiousness.

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Section: The Origins Of Academic Motivationmentioning

confidence: 99%

Conscientiousness: Origins in childhood?

Eisenberg

Duckworth

Spinrad

et al. 2014

Developmental Psychology

232

203

View full text Add to dashboard Cite

show abstract

“…Similarly, teachers' sense of responsibility for student outcomes, their belief that they are able to realize these aspirations and the relational trust they have with students, their family and the community are all linked to positive and negative student outcomes (e.g., whether students attend school, maintain effort on difficult learning tasks and improve academically). Research suggests that staff in schools that work well with students who are at risk of poor outcomes share a sense of mutual trust and collective efficacy that can help them implement student‐centered approaches that reduce disciplinary problems (Bryk & Schneider, ; Osher, Sandler, & Nelson, ).…”

Section: P‐12 Educators' Role In the Pipelinementioning

confidence: 99%

Enhancing Educators' Capacity to Stop the School‐to‐Prison Pipeline

Coggshall¹,

Osher²,

Colombi³

2013

Family Court Review

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In this article, we, a group of experts from three federally funded educational technical assistance centers housed at the American Institutes for Research, describe four ways teachers and school leaders can affect children's trajectory into and through the pipeline to prison. We then detail the competencies necessary to promote the kinds of positive interactions with children, youth, and their families that will help block the pipeline. We also describe promising approaches to enhancing those competencies and capacities among educators throughout their career continuum. Examples of successful research‐based initiatives for each approach are included. Keypoints Teachers and school administrators can affect children's trajectory into and through the pipeline to prison in at least four ways: (1) through their relationships, (2) through their attitudes and social emotional competence, (3) by contributing to the conditions for learning, and (4) through their responses to student behavior. Educator competencies to block the pipeline to prison include the ability to establish supportive and productive relationships with students and their families and the ability to model social emotional competence and integrate social emotion learning strategies/activities/programs into the academic curriculum throughout the school year, among others. Enhancing educator competencies to block the pipeline requires a holistic approach, from improving preparation to ongoing professional learning.

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“…Many of the most effective programs in the nation for dealing with student disruption are characterized by high levels of student support and community (see, e.g., Osher, Sandler, & Nelson, 2001). Solutions to the zero tolerance dilemma may seek to shift the focus from swift and certain punishment to using research-supported strategies to improve the sense of school community and belongingness.…”

Section: B11 Implement Preventive Measures That Can Improve School Cl...mentioning

confidence: 99%

Are zero tolerance policies effective in the schools?: An evidentiary review and recommendations.

2008

American Psychologist

652

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Although there can be no dispute that schools must do all that can be done to ensure the safety of learning environments, controversy has arisen about the use of zero tolerance policies and procedures to achieve those aims. In response to that controversy, and to assess the extent to which current practice benefits students and schools, the American Psychological Association convened a task force to evaluate the evidence and to make appropriate recommendations regarding zero tolerance policies and practices. An extensive review of the literature found that, despite a 20-year history of implementation, there are surprisingly few data that could directly test the assumptions of a zero tolerance approach to school discipline, and the data that are available tend to contradict those assumptions. Moreover, zero tolerance policies may negatively affect the relationship of education with juvenile justice and appear to conflict to some degree with current best knowledge concerning adolescent development. To address the needs of schools for discipline that can maintain school safety while maximizing student opportunity to learn, the report offers recommendations for both reforming zero tolerance where its implementation is necessary and for alternative practice to replace zero tolerance where a more appropriate approach is indicated.

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The best approach to safely is to fix schools and support children and staff

Abstract: It is possible to create schools that are humane, caring places where discipline issues are minimized.

Cited by 13 publications

References 0 publications

Conscientiousness: Origins in childhood?

Conscientiousness: Origins in childhood?

Enhancing Educators' Capacity to Stop the School‐to‐Prison Pipeline

Are zero tolerance policies effective in the schools?: An evidentiary review and recommendations.

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