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Author : Lawrence F. Rossow,Kathrine J. Gutierrez
Publisher : Unknown
Page : 42 pages
File Size : 41,6 Mb
Release : 2012
Category : Student expulsion
ISBN : 1565341465
Author : Lawrence F. Rossow,Jerry Parkinson
Publisher : Unknown
Page : 76 pages
File Size : 48,5 Mb
Release : 1999
Category : Education
ISBN : STANFORD:36105021645572
In 1975, the Supreme Court decision in "Goss versus Lopez" established the foundation of procedural law in student suspensions. This text focuses on procedural aspects of the expulsion and suspension of students. It is devoted to the elementary and secondary public-school settings involving regular-education students. It describes how the constitutional basis for due process for students can be traced to the 14th Amendment, which states that a person cannot be deprived of life, liberty, or property without due process. The "Goss" decision established that a student's education is a property interest. The text looks at requirements for giving notice of long-term suspensions and expulsions, the timeliness of hearings, the persons who should receive notice, and location of the student pending the hearing. It outlines what should happen in the formal hearing, issues surrounding self-incrimination and the right to remain silent, the Miranda warning for students, double jeopardy, the public hearing, and the right to counsel. The book also provides information on access to evidence, sufficiency of evidence, voluntary confessions, imposing penalties, witnesses, and recording the hearing. Short-term suspensions are treated separately, and special concerns such as inschool suspensions, school-bus suspensions, timeliness of suspensions, and suspensions from extracurricular activities are addressed. (RJM)
Author : Lawrence F. Rossow
Publisher : Unknown
Page : 76 pages
File Size : 48,6 Mb
Release : 1989
Category : Education
ISBN : STANFORD:36105062974998
Author : Sheila Heaviside
Publisher : U.S. Government Printing Office
Page : 158 pages
File Size : 52,8 Mb
Release : 1998
Category : Education
ISBN : STANFORD:36105061793639
Under a Congressional mandate, the National Center for Education Statistics (NCES) is required to collect data on the frequency, seriousness, and incidence of violence in elementary and secondary schools. The NCES responded to this requirement by commissioning a survey, the Principal/School Disciplinarian Survey on School Violence, the results of which are detailed in this report. The school violence survey was conducted with a nationally representative sample of 1,234 regular public elementary, middle, and secondary schools in the 50 states and the District of Columbia in the spring and summer of 1997. The survey requested information on: (1) the incidence of crime and violence in the public schools; (2) principals' (or school disciplinarians') perceptions about discipline issues; (3) types of disciplinary actions schools took; and (4) security and violence prevention measures in the schools. More than half of U.S. public schools reported experiencing at least one crime incident in the school year 1996-97, and 1 in 10 schools reported at least one serious violent crime during the school year. Crime and violence were more of a problem in middle and high schools than in elementary schools. Middle and high schools were more likely to report that they had experienced one or more incidents of any crime and one or more incidents of serious violent crime than elementary schools. Most public schools reported having zero tolerance policies towards serious student offenses, and most schools reported that they used low levels of security measures to prevent violence. Most schools reported having formal school violence prevention programs. An appendix contains the survey questionnaire. (Contains 12 figures, 32 tables.) (SLD)
Author : Robert E. Phay
Publisher : Unknown
Page : 56 pages
File Size : 44,8 Mb
Release : 1971
Category : Educational law and legislation
ISBN : STANFORD:36105031793453
Author : Derek W Black
Publisher : NYU Press
Page : 248 pages
File Size : 51,8 Mb
Release : 2017-04-04
Category : Law
ISBN : 9781479886081
Answers the calls of grassroots communities pressing for integration and increased education funding with a complete rethinking of school discipline In the era of zero tolerance, we are flooded with stories about schools issuing draconian punishments for relatively innocent behavior. One student was suspended for chewing a Pop-Tart into the shape of a gun. Another was expelled for cursing on social media from home. Suspension and expulsion rates have doubled over the past three decades as zero tolerance policies have become the normal response to a host of minor infractions that extend well beyond just drugs and weapons. Students from all demographic groups have suffered, but minority and special needs students have suffered the most. On average, middle and high schools suspend one out of four African American students at least once a year. The effects of these policies are devastating. Just one suspension in the ninth grade doubles the likelihood that a student will drop out. Fifty percent of students who drop out are subsequently unemployed. Eighty percent of prisoners are high school drop outs. The risks associated with suspension and expulsion are so high that, as a practical matter, they amount to educational death penalties, not behavioral correction tools. Most important, punitive discipline policies undermine the quality of education that innocent bystanders receive as well—the exact opposite of what schools intend. Derek Black, a former attorney with the Lawyers’ Committee for Civil Rights Under Law, weaves stories about individual students, lessons from social science, and the outcomes of courts cases to unearth a shockingly irrational system of punishment. While schools and legislatures have proven unable and unwilling to amend their failing policies, Ending Zero Tolerance argues for constitutional protections to check abuses in school discipline and lays out theories by which courts should re-engage to enforce students’ rights and support broader reforms.
Author : Robert E. Phay
Publisher : Unknown
Page : 86 pages
File Size : 47,5 Mb
Release : 1975
Category : Student expulsion
ISBN : STANFORD:36105031696516
Commissioned by ERIC Clearinghouse on Educational Management, University of Oregon, Eugene, Oregon.
Author : Robert E. Phay
Publisher : Unknown
Page : 72 pages
File Size : 46,6 Mb
Release : 1977
Category : Student expulsion
ISBN : STANFORD:36105031848125
"Commissioned by ERIC Clearinghouse on Educational Management ..."--T.p.
Author : Peter W. D. Wright,Pamela Darr Wright
Publisher : Unknown
Page : 416 pages
File Size : 55,5 Mb
Release : 2002
Category : Education
ISBN : UOM:39015057621602
Aimed at parents of and advocates for special needs children, explains how to develop a relationship with a school, monitor a child's progress, understand relevant legislation, and document correspondence and conversations.
Author : International Journal of Educational Reform
Publisher : Rowman & Littlefield
Page : 110 pages
File Size : 40,9 Mb
Release : 2009-03-16
Category : Reference
ISBN : 9781475816532
The mission of the International Journal of Educational Reform (IJER) is to keep readers up-to-date with worldwide developments in education reform by providing scholarly information and practical analysis from recognized international authorities. As the only peer-reviewed scholarly publication that combines authors’ voices without regard for the political affiliations perspectives, or research methodologies, IJER provides readers with a balanced view of all sides of the political and educational mainstream. To this end, IJER includes, but is not limited to, inquiry based and opinion pieces on developments in such areas as policy, administration, curriculum, instruction, law, and research. IJER should thus be of interest to professional educators with decision-making roles and policymakers at all levels turn since it provides a broad-based conversation between and among policymakers, practitioners, and academicians about reform goals, objectives, and methods for success throughout the world. Readers can call on IJER to learn from an international group of reform implementers by discovering what they can do that has actually worked. IJER can also help readers to understand the pitfalls of current reforms in order to avoid making similar mistakes. Finally, it is the mission of IJER to help readers to learn about key issues in school reform from movers and shakers who help to study and shape the power base directing educational reform in the U.S. and the world.
Author : Daniel J. Losen
Publisher : Teachers College Press
Page : 286 pages
File Size : 40,5 Mb
Release : 2015
Category : Education
ISBN : 9780807773499
Educators remove over 3.45 million students from school annually for disciplinary reasons, despite strong evidence that school suspension policies are harmful to students. The research presented in this volume demonstrates that disciplinary policies and practices that schools control directly exacerbate today's profound inequities in educational opportunity and outcomes. Part I explores how suspensions flow along the lines of race, gender, and disability status. Part II examines potential remedies that show great promise, including a district-wide approach in Cleveland, Ohio, aimed at social and emotional learning strategies. Closing the School Discipline Gap is a call for action that focuses on an area in which public schools can and should make powerful improvements, in a relatively short period of time. Contributors include Robert Balfanz, Jamilia Blake, Dewey Cornell, Jeremy D. Finn, Thalia González, Anne Gregory, Daniel J. Losen, David M. Osher, Russell J. Skiba, Ivory A. Toldson “Closing the School Discipline Gap can make an enormous difference in reducing disciplinary exclusions across the country. This book not only exposes unsound practices and their disparate impact on the historically disadvantaged, but provides educators, policymakers, and community advocates with an array of remedies that are proven effective or hold great promise. Educators, communities, and students alike can benefit from the promising interventions and well-grounded recommendations.” —Linda Darling-Hammond, Charles E. Ducommun Professor of Education, Stanford University “For over four decades school discipline policies and practices in too many places have pushed children out of school, especially children of color. Closing the School Discipline Gap shows that adults have the power—and responsibility—to change school climates to better meet the needs of children. This volume is a call to action for policymakers, educators, parents, and students.” —Marian Wright Edelman, president, Children’s Defense Fund
Author : Anonim
Publisher : DIANE Publishing
Page : 96 pages
File Size : 55,7 Mb
Release : 1993-12
Category : Psychology
ISBN : 078810084X
An action plan for parents, teachers, school administrators, and students that can help fight drug use. Includes extensive "resources" section.
Author : Washington Research Project. Children's Defense Fund
Publisher : Children's Defense Fund
Page : 282 pages
File Size : 44,5 Mb
Release : 1975
Category : Education
ISBN : UOM:39015016205752
Author : Anonim
Publisher : Unknown
Page : 376 pages
File Size : 44,8 Mb
Release : 1998
Category : Education
ISBN : MINN:30000006323368
Author : Susan Jacob,Dawn M. Decker,Elizabeth Timmerman Lugg,Elena Lilles Diamond
Publisher : John Wiley & Sons
Page : 452 pages
File Size : 46,9 Mb
Release : 2022-03-22
Category : Psychology
ISBN : 9781119816355
A comprehensive and robust discussion of practical issues and applications of legal-ethical rules for psychologists practicing in school settings In the newly revised Eighth Edition of Ethics and Law for School Psychologists, a team of expert practitioners and researchers delivers a one-stop sourcebook on ethics and law specifically designed for psychologists working in educational settings. It offers up-to-date information on the ethical principles and standards- and the law- relevant to providers of school psychological services. The book presents an integrated discussion of ethics and law and an ethical-egal decision-making model that supports socially just practice. Throughout, psychologists are encouraged to strive for excellence in their work with students, families, and teachers rather than meetin minimal obligations outlined in codes of ethics and law. Readers will also find: A thorough introduction to the practice of psychology in a school setting, including quality control, ethics training, legal decision making, and unethical conduct. An exploration of the interaction between law and school psychology, including discussions of legal training for school psychologists and lawsuits agains schools and school psychologists. Treatments of ethical and legal issues in the education of students with disabilities under the Indviduals with Disabilities Education Act An indispensable resource for practicing school psychologists, psychiatrists, counselors, social workers, and other mental heatlh professionals, Ethics and Law for School Psychologists is also an essential sourcebook for graduate students of psychology and social work students.