TransferBOOST (Bachelor's Opportunity Options that are Straightforward and Transparent) is a multi-year state-level initiative developed to provide students with affordable, quality, well-supported two- to four-year pathways. For every 100 students who enroll in community colleges, 31 students transfer to a four-year institution. Of those, only 15…

In recent decades, research and practice have shown that investing in a positive school-wide social culture is a key component of effective education. Evidence demonstrates that educators and students succeed when students are present, engaged, socially secure, and academically successful. Developed by 2M Research in conjunction with an expert…

Whole-school or whole-class programs designed to promote positive behavior can enhance the likelihood that effective teaching and learning occur for all students. This practice guide is intended to help elementary education educators, as well as school and district administrators and parents, implement and support effective prevention-focused…

This guide is designed to supply educators with a means to identify whether racial/ethnic disproportionality in discipline practice exists in their schools or districts. It also aims to help educators use data to reduce racial/ethnic disproportionality in suspensions and expulsions. The guide is organized into two sections. The first section…

Experts Bernhardt and Hébert's latest book demonstrates strategies to ensure your entire staff works together to design, implement, monitor, and evaluate a schoolwide prevention system with integrity and fidelity. Each step in this important resource is designed to help administrators, teachers, and other educators improve the learning of every…

The mission of this new fourth edition is to provide the reader with a solid foundation in the historical and philosophical perspectives of college student affairs development; assist the reader in understanding the major concepts and purpose of student affairs' practice, methods, and program models; enable the reader to conceptualize the theme,…

The purpose of this brief is to provide information to state, district, and school personnel seeking support to determine whether their students are on a path to postsecondary success. The College and Career Readiness and Success Center (CCRS Center) has received technical assistance requests from a number of states regarding factors that predict…

This guide is intended to help elementary school educators as well as school and district administrators develop and implement effective prevention and intervention strategies that promote positive student behavior. The guide includes five recommendations and indicates the quality of the evidence that supports them: (1) Identify the specifics of…

The author responds to criticisms (EA 519 522-525) of his "great tradition" article (EA 519 521). Points out that only one philosopher in the past 24 centuries was sympathetic to giving choices to children and adolescents. (MD)

Like the bestselling first edition, this introductory textbook succinctly presents concepts and theories of educational leadership and organizational behavior and immediately applies them to problems of practice. It includes practical case studies, real-world scenarios and analyses, reflection questions, and straightforward explanations of…

At the F. D. Roosevelt School in Lawndale, California, publicly acknowledging good student behavior in weekly awards assemblies sets the tone for other assemblies. The effects of expecting good behavior and rewarding it go beyond the auditorium to influence attitudes in the halls and classrooms. (MLF)

Criticizes the "great tradition" article (EA 519 521, this issue), asserting that traditional methods of moral instruction failed because they indoctrinated conduct and did not teach individuals moral understanding. Suggests that indoctrination is incompatible with education. (MD)

Criticizes the "great tradition" article (EA 519 521, this issue), pointing out that the cause-and-effect relationship between values clarification and the increase in juvenile problems is tenuous.(MD)

A three-year study of data on student discipline in one school supports a theory of a relationship between behavior and environmental factors.(MD)

Describes a study of in-school suspension programs which found that the majority are conducted in restrictive, coercive environments and do not incorporate therapeutic components to improve student behavior. (MD)