Drawing from a wealth of research and experience, this book shows educators how to use the transformative power of professional learning in community to raise the professional stature of educators. The authors, experts in their field, provide clear steps and real-school examples with a focus on collaborative adult learning for student gains,…

Since 1988, this landmark publication has given thousands of teachers timeless advice on not only how to prevent and solve discipline problems but also how to teach discipline as an affirming approach that promotes respect for self and others. Now this expanded 20th Anniversary Edition extends the authors' wisdom to new principles for coping with…

The American Association of University Professors' (AAUP) new policy authorizing sanctions against colleges when investigation discloses serious departures from accepted governance norms is examined. Issues discussed include the existence and general relevance of governance norms, evidence of violation of those standards, and the AAUP's right to…

Educational standards and accountability are at the center of an ongoing national debate on school reform that began almost 20 years ago. This debate has raised fundamental questions about school effectiveness and the strategies educators should use to boost student learning. This book provides a closer look at these questions and seeks to answer…

According to the 2000 census, high school dropouts had a 52% employment rate, compared to 71% for high school graduates and 83% for college graduates. According to NCSE, the national dropout rate is 30% of which 80% had been chronically absent from school ("School attendance tracking: Challenges and effective practices"), which puts the…

Program Improvement (PI) and School Assistance and Intervention Teams (SAIT) programs place rigorous, narrowly defined requirements upon monitored schools and districts, with corrective actions typically written as both school-level and district-level interventions. The requirements, known as the Essential Program Components, aim to enable schools…

No Child Left Behind as well as many state policies maintain that the threat of sanctions are a method that will insure quality teaching and improved student achievement. Proponents of these policies often point to states such as Florida and Texas and their improved achievement scores under such policies. For the most part, these claims are not…

The purpose of this study was to explore the impact of high-stakes tests on teachers' instructional practices. Data were obtained from a survey instrument given to a stratified random sample of Mississippi social studies teachers who teach the same content that is tested on their state's high school graduation examination. An analysis found…

This handbook offers strategies for ending sexual abuse and sexual harassment of students by other students or staff members. Chapter 1 discusses how to define sexual harassment and abuse, provides a review of literature, and reviews pertinent laws and litigation. The second chapter presents step-by-step procedures for handling a complaint of…

Promoting nonviolent school discipline, this handbook describes a wide variety of punitive and preventive approaches practiced in American schools. After introductory passages discussing resistance to change and the declining but persistent use of corporal punishment, part one discusses the following topics under the heading…

This packet of materials, which draws on findings from research conducted by the Scottish Council for Research in Education, is designed to help Scottish teachers improve discipline in the primary school and classroom. The packet contains three booklets: (1) "Action on Discipline throughout the School," which concentrates on promoting…

This packet of materials is designed to help Scottish teachers improve discipline in the secondary school and classroom. Based on research conducted by the Scottish Council for Research in Education (SCRE), it serves as a starting point to review discipline policy and practice. The packet contains three booklets: (1) "Action on Discipline…

Reports on a study about the general rule structures in 24 British primary schools and the systems of sanctions and rewards used to maintain them. Finds that all primary school teachers were considered responsible for rules being kept and that primary schools use fewer sanctions when rules are broken. (CFR)

Theoretically and practically, this book helps teachers develop a repertoire of practical consequences to use when students forget or do not know how to perform the behaviors agreed upon in their social contracts. A range of strategies are suggested for creating additional consequences and encouraging treating students in fair, dignified, and…