The high schools in Framingham, Massachusetts, use the Framingham Interagency Rehabilitation Model as an alternative to taking students accused of first-time offenses against major school discipline regulations to court. The process involves a quasijudicial hearing, court followup of student progress, and cooperation among several school and…

Discusses current trends in court assessments of school rules that specify discipline for possession or use of proscribed substances or articles. (MCG)

The Chicago (Illinois) public school system has developed a discipline program that stresses fair and consistent discipline. School personnel, parents, students, and the community are all involved in school activities. Several of the programs and activities are discussed. (DF)

Discusses how PL94-142 may cause discipline dilemmas in schools, especially regarding suspension and expulsion, noting difficulties of determining separate discipline policies for handicapped and nonhandicapped students. Notes that the literature, the law, and the courts all point to the need for options for dealing with disciplining special…

Suggests a comprehensive problem-solving model that addresses discipline from a preventative perspective. Model provides guidelines for problem identification, methods of problem analysis, intervention techniques, and evaluation of discipline intervention. (JW)

Discusses the legal issues involved in controlling student behavior. Indicates that school officials must establish compelling reasons for controls and establish fair procedures for implementing their actions. (JOW)

Detention rooms are more effective when students are accountable for their behavior, rules and consequences are clear and publicized, and teachers are involved in the disciplinary process. (DCS)

At Greenesfield Remedial Centre, Gateshead, students participated in projects designed to help them understand themselves while developing their talents and learning to cope with life's everyday problems. (Author/RK)

Results of this survey indicate that the Goss v. Lopez decision, concerning notice and hearing requirements in school suspension incidents, does not represent an overwhelming administrative burden in Illinois, since many principals have long provided the safeguards that the decision mandates. (MB)

Addresses itself to the problem of managing disruptive student behavior in the public classroom. Three major models for handling behavior are identified: the disciplinarian approach, the behavior modification approach and the therapist approach. (Editor/RK)

The rights and privileges granted by the Constitution were affirmed for special-needs students through passage of the Individuals with Disabilities Education Act (IDEA). However, difficulties can arise when the duty of the school administrator to maintain order, discipline, and a safe environment clashes with special education students' rights to…

This book describes how schools can promote positive and orderly climates that ensure learning. The text is divided into two parts. Part 1 looks at general concerns and provides a survey of discipline problems that public schools face and how the public views these problems. It discusses regularities, responsibility, and reinforcement--the three…

This document presents the transcript of an August 2000 Congressional hearing in Tennessee on school discipline and the Individuals with Disabilities Education Act (IDEA). An introductory statement by the Chairman of the House Committee on Education and the Workforce urges full funding of IDEA and introduces continuing problems with the…

This report discusses the outcome of a study that investigated the policies of three states that require educational services for all students who are suspended or expelled. The state education departments in California, Hawaii, and Nebraska were asked whether they had special legislation which requires that any student who is suspended or…

Article considered methods for developing effective discipline and presented strategies designed for implementing discipline policy by teachers. (RK)