Zero Tolerance Policy in Schools: Rationale, Consequences, and Alternatives

Casella, Ronnie

doi:10.1111/1467-9620.00271

Cited by 147 publications

(112 citation statements)

References 35 publications

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“…(Astor, Behre, Fravil &Wallace, 1997;Casella, 2003;Skiba, 2014;Wallace, Goodkind, Wallace & Bachman, 2008). State schools especially in city centers enroll too many students.…”

Section: Discussionmentioning

confidence: 99%

Children and Discipline: Investigating Secondary School Students’ Perception of Discipline through Metaphors

Sadık¹

2017

EUROPEAN J ED RES

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This is a descriptive study investigating the perception of children about discipline through metaphors developed by them. A total of 445 students participated in the research and the data was collected with the "Discipline Metaphors Survey (DMS)" developed by the researchers. At the end of the study, 143 metaphors, 94 positive and 49 negative, about discipline were gathered. The participating children mostly perceived discipline as a phenomenon guiding their behavior, maintaining the order, and as being necessary for the social life. Learning and development, self-control, protection mechanism, planned and ordered study, as well as collaboration are further positive perceptions of discipline. Negative metaphors, on the other hand, were usually power and control oriented and the discipline committee was described as the ultimate authority entity. Based on the students' views, discipline was provided through classroom rules and for misbehavior the teachers tended to use warnings, shouting/scolding and punishment. School rules, dress code as well as prohibited product checks at the entrance of the school, the Discipline Committee and discipline rules were reported as the most common practices of discipline in school. Most of the students who thought that punishment is necessary for discipline stated that the punishment should not involve physical violence and that it should be reasonable. Further expectations of the students found in the study included warning without shouting, doing enjoyable activities to address individual differences, informing everybody about the rules. Children's perception about discipline was usually affected by their teachers followed by their family and the school administration respectively.

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“…(Astor, Behre, Fravil &Wallace, 1997;Casella, 2003;Skiba, 2014;Wallace, Goodkind, Wallace & Bachman, 2008). State schools especially in city centers enroll too many students.…”

Section: Discussionmentioning

confidence: 99%

Children and Discipline: Investigating Secondary School Students’ Perception of Discipline through Metaphors

Sadık¹

2017

EUROPEAN J ED RES

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“…Okullarda şiddet olaylarının ve olumsuz davranışların baskı ve disiplin yöntemini içeren "sıfır tolerans politikaları" ile çözülemeyeceğini; kısa vadede böyle bir çözüm sağlanabilse bile bu çözümlerin uzun vadede etkili ve kalıcı olamayacağını söylemek mümkündür (Bickmore, 2001;Casella, 2003). Tüm bu yaşanan sorunlar bağlamında, okullarda sunulan rehberlik ve psikolojik danışma hizmetlerinin yeniden gözden geçirilmesi; krize müdahale ya da çare bulucu yaklaşımlar yerine önleyici ve gelişimsel rehberlik çalışmaları yürütme ve alternatif yaklaşımlar izleme eğilimlerinin arttırılması gerekmektedir.…”

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Effects of Peace Education Program on the Violence Tendencies and Social Problem Solving Skills of Students

Kabasakal

Sağkal

Türnüklü

2016

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Bu araştırmanın amacı, Barış Eğitimi Programı'nın dokuzuncu sınıf öğrencilerinin şiddet eğilimleri ve sosyal sorun çözme becerileri üzerindeki etkilerinin incelenmesidir. Araştırma, öntest-sontest-izleme kontrol gruplu yarı deneysel desen kullanılarak gerçekleştirilmiştir. Çalışma grubunu, deney grubunda 46 (kız n=24, %52; erkek n=22, %48), kontrol grubunda 48 (kız n=24, %50; erkek n=24, %50) ve plasebo grubunda 48 (kız n=24, %50; erkek n=24, %50) olmak üzere toplam 142 öğrenci (kız n=72, %51; erkek n=70, %49) oluşturmuştur. Araştırma 2013-2014 eğitim-öğretim yılında ülkemizin batı bölgesinde yer alan bir kentin merkezinde bulunan, çoğunlukla orta sosyo-ekonomik düzey ailelerin çocuklarının eğitim gördüğü ve kişilerarası anlaşmazlık olaylarının sık yaşandığı Anadolu liselerinde yürütülmüştür. Katılımcıların yaşları 14 ile 16 ( X = 14.70, ss= .53) arasında değişmiştir. Şiddet Eğilimi Ölçeği ve Gözden Geçirilmiş Sosyal Sorun Çözme Envanteri veri toplama araçları olarak kullanılmıştır. Araştırma bulguları, deney grubunda yer alan öğrencilerin, kontrol ve plasebo gruplarında yer alan öğrencilere göre, şiddet eğilimlerinin anlamlı düzeyde azaldığını; sosyal sorun çözme becerilerinin ise anlamlı düzeyde arttığını göstermiştir.

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“…Preparation for bias was positively associated with GPA for boys only. African American boys and girls are both subject to the influences of race and racism; however, experiences with race and racism are gender-specific (Borrell et al 2006;Casella 2003;Fisher and Shaw 1999;Sampson and Laub 1993). Ethnic minority boys are more likely than their female counterparts to be perceived as a threat (Casella 2003;Sampson and Laub 1993).…”

Section: Discussionmentioning

confidence: 99%

Parental Racial Socialization and the Academic Achievement of African American Children: A Cultural-Ecological Approach

2010

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Using a cultural-ecological approach, this study examined: (a) associations between parental racial socialization and child academic achievement and (b) variations in these associations across child gender and family socio-economic status. Participants were 134 fifth grade African American children and their mothers. Multiple linear regression analyses were used to examine associations between two components of parental racial socialization (preparation for bias, pride development) and academic achievement (GPA) and the moderating effects of gender and SES on these associations. Preparation for bias and pride development did not significantly predict academic achievement. However, gender moderated the association between preparation for bias and academic achievement. Greater frequency of preparation for bias messages delivered to boys increased GPAs. However, as the frequency of preparation for bias messages delivered to girls increased, GPA decreased. SES did not significantly moderate the associations between either dimension of racial socialization and academic achievement.

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Zero Tolerance Policy in Schools: Rationale, Consequences, and Alternatives

Cited by 147 publications

References 35 publications

Children and Discipline: Investigating Secondary School Students’ Perception of Discipline through Metaphors

Children and Discipline: Investigating Secondary School Students’ Perception of Discipline through Metaphors

Effects of Peace Education Program on the Violence Tendencies and Social Problem Solving Skills of Students

Parental Racial Socialization and the Academic Achievement of African American Children: A Cultural-Ecological Approach

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