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Timothy J. Landrum, Lauren W. Collins and Bryan G. Cook
In this chapter, we consider the complexity of issues associated with violence in schools and provide an overview of this 33rd volume of Advances in Learning and Behavioral…
Abstract
In this chapter, we consider the complexity of issues associated with violence in schools and provide an overview of this 33rd volume of Advances in Learning and Behavioral Disabilities. We begin with a brief consideration of the nature and definitions of violence as it manifests in schools and then consider three broad areas addressed by the chapters in this volume. First, we consider bullying and the bullying dynamic, including cyberbullying, and the intersection of bullying and students with disabilities. Next, we address the extraordinarily difficult topic of school shootings, including whether and how we can predict, prevent, and respond to school shootings. Finally, we consider more broadly advances in building a more positive school climate and sense of community and creating safer schools generally. In all of these, we acknowledge the challenges of understanding the complexity and multiple causes of school violence, and the apparent rise in many forms of violence in schools, but conclude with thoughts on the positive avenues identified by authors in this volume for ways we might better support children and youth in both preventing violence and responding to it in appropriate, supportive ways.
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Parent involvement is a major component of several school reform initiatives, including the Elementary and Secondary Education Act of 1965 commonly referred to as Title I. Parent…
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Parent involvement is a major component of several school reform initiatives, including the Elementary and Secondary Education Act of 1965 commonly referred to as Title I. Parent involvement is also an important provision in the latest reauthorization of the Leave No Child Behind Act (NCLB) of 2001, PL 107-110. Important research on parent involvement is presented in this chapter. Also, a brief discussion of the role parent involvement has played in several important school reform initiatives, such as decentralization, community control, and compensatory education are discussed. Finally, specific recommendations are given for school leaders, superintendents, and principals, on how to use parent involvement to help schools and students make Adequate Yearly Progress (AYP), a requirement of NCLB.
Howard Thomas, Michelle Lee, Lynne Thomas and Alexander Wilson
Lynda Kasky-Hernández and Gary L. Cates
The roles and functions of a school psychologist are multifaceted. School psychologists are traditionally trained in areas of assessment, intervention, consultation, and program…
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The roles and functions of a school psychologist are multifaceted. School psychologists are traditionally trained in areas of assessment, intervention, consultation, and program evaluation, though they often participate in prevention and crisis intervention efforts and program evaluation (Harvey & Struzziero, 2008). School psychologists work at district, building, and individual student levels to provide comprehensive and effective services to children and families. Despite a wide range of responsibilities, the school psychologist works in conjunction with other school professionals (e.g., general and special education teachers, speech-language pathologists, audiologists, social workers, principals) and parents to foster individual student success. This chapter presents the general roles and responsibilities of the school psychologist, as well as the school psychologist’s role within an interdisciplinary team when making appropriate educational decisions.
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Saran Donahoo and Michael Stokes
Issued in 2005, the Levine report challenges the current way that colleges and universities prepare pre-service administrators to lead elementary and secondary schools. The…
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Issued in 2005, the Levine report challenges the current way that colleges and universities prepare pre-service administrators to lead elementary and secondary schools. The reforms recommended by the report include shifting attention away from educational research in favor of a more practical focus. Although we support the idea of making school leadership programs more practice-oriented, we disagree with the suggestion that students receive little or no research training. This chapter discusses how learning and conducting educational research can benefit those preparing to lead schools in the educational environment of the 21st century.
In this chapter, I propose a model for how school-level leaders manage their emotions. This model consists of six components. School-level leaders typically have little direct…
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In this chapter, I propose a model for how school-level leaders manage their emotions. This model consists of six components. School-level leaders typically have little direct influence over the first component of the model, which are the socio-contextual factors in the schools, school communities and jurisdictions in which they work. A school-level leader's identity, sense of self and their personal characteristics comprise the second component of the model. The third component of the model is a multi-directional arrow demonstrating connections and interactions between the socio-contextual factors and a school-level leader's sense of self. Factors that heighten school-level leaders' emotional experiences in schools are considered as part of the fourth component of this model for school-level leaders' emotional regulation. The fifth component are the emotional regulation strategies school-level leaders use to manage emotions that emerge as part of their workday, while influence of supports and professional learning are considered as part of the sixth component, Finally, the model also accounts for the chain reactions and feedback loops that can occur when an individual utilizes an emotional regulation strategy that is unsuccessful. Those processes produce new emotions that must be regulated using similar, or different, emotional regulation strategy(ies).
Felecia M. Briscoe, Nathern S. Okilwa and Muhammad Khalifa
This chapter sums up the previous chapters beginning with personal life stories of how school-to-prison pipeline (STPP) disastrously affects the lives of students, most especially…
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This chapter sums up the previous chapters beginning with personal life stories of how school-to-prison pipeline (STPP) disastrously affects the lives of students, most especially African American youth, Chicano youth, working-class students, and those with disabilities. From there we moved to the institutional level where the authors described factors in schools that contribute to the STPP. Also at the institutional level, contributing authors critically examined current approaches in schools, which were designed to help dismantle the STPP. Finally, from policy prospective the contributing authors explained how some existing policies could be used differently to disrupt the STPP. After each summary, we present bullet points suggesting what we (school stakeholders – leaders, faculty, etc., and policy makers) can do right now to disrupt the STPP.
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