Search results

1 – 10 of over 8000
Book part
Publication date: 8 November 2010

Hollie J. Mackey and Jacqueline A. Stefkovich

There is a lack of empirical evidence to support the claim that zero-tolerance policies decrease violent incidents in schools or improve school safety. The message behind the…

Abstract

There is a lack of empirical evidence to support the claim that zero-tolerance policies decrease violent incidents in schools or improve school safety. The message behind the policies clearly indicates that violence in schools is not tolerable under any circumstances; however, there is no correlation between the message and the outcomes from policy implementation. The literature on school order and safety suggests that zero tolerance is the simplest and least effective approach with a myriad of unintentional consequences that have a negative impact on education, not just for an individual student but for the system as a whole (American Psychological Association, 2006; Casella, 2003). This chapter examines the role of the school leader, the historical background of school safety, the role of the school leader as a learner, the legislative events that led to the development of zero-tolerance policies, and outline the unintended consequences of zero-tolerance policies in relation to leadership and learning. An alternative approach to school discipline is proposed – namely a restorative justice approach, which may work towards alleviating many of these unintended consequences.

Details

Global Perspectives on Educational Leadership Reform: The Development and Preparation of Leaders of Learning and Learners of Leadership
Type: Book
ISBN: 978-0-85724-445-1

Book part
Publication date: 4 December 2023

Lauren W. Collins, Timothy J. Landrum and Chris A. Sweigart

Despite long-standing evidence that the use of exclusionary discipline practices is both ineffective and even potentially harmful, these policies continue to be used in…

Abstract

Despite long-standing evidence that the use of exclusionary discipline practices is both ineffective and even potentially harmful, these policies continue to be used in educational settings across the country. In this chapter, we discuss the problems associated with exclusionary discipline, with an emphasis on zero tolerance approaches. We begin our discussion with a brief history of the origin of zero tolerance policies, a presentation of data that contradict the effectiveness of such policies, and examples of the continued and egregious application of this exclusionary approach. We discuss problems of disproportionality associated with the use of zero tolerance policies, including how this approach exacerbates learning problems for students with and at risk for disabilities, especially if that risk is related to emotional and behavioral disorders (EBD). We conclude by offering alternatives to a zero tolerance approach in the form of positive and preventative approaches for improving student behavior across various levels of intensity within a tiered system of support framework.

Article
Publication date: 1 February 2003

Kevin Gorman and Patrick Pauken

Zero tolerance” has become the international “buzz word” of the secondary building administrator. As school violence has increased so have the legislative and regulatory…

4581

Abstract

Zero tolerance” has become the international “buzz word” of the secondary building administrator. As school violence has increased so have the legislative and regulatory policy‐making mandates calling for increased disciplinary consequences for inappropriate student behavior. Ethical problem‐solving and decision‐making have taken a back seat to reactive discipline by school officials. Media publicity has forced proactive principals to become reactive impulsive decision‐makers. In this article, Starratt's three‐part model for ethical school administration – encompassing the ethics of critique, justice, and care – is applied to a fictional scenario and the ethical dilemma that evolves. Recommendations for practice are offered in a proposed resolution of the dilemma within the context of a central conclusion: if the school administrator of the twenty‐first century is to build and maintain an ethical educational setting where all students can learn, zero tolerance cannot dictate the only outcomes for inappropriate student behavior.

Details

Journal of Educational Administration, vol. 41 no. 1
Type: Research Article
ISSN: 0957-8234

Keywords

Book part
Publication date: 16 July 2014

Keisha Fletcher-Bates

This qualitative study examined urban school personnel’s opinions, perceptions, and strategies in implementing the following: (a) locally mandated Zero Tolerance Discipline…

Abstract

This qualitative study examined urban school personnel’s opinions, perceptions, and strategies in implementing the following: (a) locally mandated Zero Tolerance Discipline Policies, (b) nationally mandated standardized high-stakes testing laws, and (c) how the two combined can be counterproductive to one another. Three themes emerged from the research. The first and predominate theme that emerged and discussed was “perspectives that described the potential impact standardized high-stakes assessments have on African American male students that violate the Zero Tolerance Discipline Policy.” The research and its recommendations are valuable to policymakers, education advocates, stakeholders, superintendents, boards of education, administrators, teachers, and parents.

Details

African American Male Students in PreK-12 Schools: Informing Research, Policy, and Practice
Type: Book
ISBN: 978-1-78350-783-2

Book part
Publication date: 28 May 2012

Sue Winton

The chapter explains how and why the Toronto District School Board (TDSB)'s Safe Schools policy has moved from a zero tolerance approach to progressive discipline and prevention…

Abstract

The chapter explains how and why the Toronto District School Board (TDSB)'s Safe Schools policy has moved from a zero tolerance approach to progressive discipline and prevention and examines the outcomes for racialized students.

The chapter draws on findings from a critical policy analysis of the TDSB's Safe Schools policy cycle and its connections to various provincial policy cycles through a conceptual policy web.

The TDSB's transition from a zero tolerance approach to discipline to a combination of progressive discipline and prevention has arisen from complaints against the board and the government of Ontario filed by Ontario's Human Rights Commission (OHRC), the shooting death of a student in a TDSB high school and changing legislation. Although suspension and expulsions rates have decreased since changes were introduced, the board's discipline policies still appear to have a disproportionately negative impact on racialized students. The board and province's reluctance to collect race-based data in relation to suspensions and expulsions makes it difficult, yet not impossible, to track progress towards equitable policy outcomes.

Adopting a progressive discipline approach to maintaining safe schools can help keep more students in school without compromising school safety. However, Safe Schools policy includes both texts and practices so equitable outcomes are not guaranteed by rewriting formal policy texts.

Details

Living on the Boundaries: Urban Marginality in National and International Contexts
Type: Book
ISBN: 978-1-78052-032-2

Article
Publication date: 1 June 2003

Colin Rogers

Crime reduction partnerships depend a great deal upon the input of the police and the manner in which the police implement their activities impacts upon the success or otherwise…

439

Abstract

Crime reduction partnerships depend a great deal upon the input of the police and the manner in which the police implement their activities impacts upon the success or otherwise of initiatives. This article examines three of the main styles of policing that appear to be prevalent in the delivery of crime reduction programmes, examining their relative strengths and weaknesses.

Details

Safer Communities, vol. 2 no. 3
Type: Research Article
ISSN: 1757-8043

Keywords

Book part
Publication date: 5 February 2010

Glenn W. Muschert and Anthony A. Peguero

Purpose – This chapter explores the problem of school shootings as a source of anxiety and fear in schools. Such fear has generated calls for security in schools and has been a…

Abstract

Purpose – This chapter explores the problem of school shootings as a source of anxiety and fear in schools. Such fear has generated calls for security in schools and has been a catalyst for the development and deployment of antiviolence policies in schools.

Methodology/approach – The chapter begins by examining the development of the Columbine Effect, which is a set of emotions surrounding youth social problems, particularly violence in schools. This Columbine Effect is then explored in relation to its role in the development of policies to mitigate the problem of school violence. These purposes are linked using a multilevel typology of school violence and their sources, created by Henry (2009).

Findings – The chapter explores the levels of violence addressed by six antiviolence policies: crime prevention through environmental design (CPTED), zero tolerance, anti-bullying programming, emergency management planning, peer mediation, and school climate programming. The analysis indicates the level(s) of violence each type of policy is designed to address and identifies research evidence regarding the efficacy of each policy. The analysis also focuses on the unintended consequences of school antiviolence policies, especially those which reduce violence on one or more levels, while exacerbating the problem on other levels.

Research limitations/implications – The analytical approach was selective, rather than exhaustive. Nonetheless, the analysis has suggested a number of ironies concerning the unintended consequences of antiviolence programming in schools. This suggests the need for broader analysis in this area.

Practical implications – The analysis identifies a number of detrimental effects that have resulted from school violence policy initiatives ranging from the socialization of youth toward a society of control and authority. In addition, the chapter helps to clarify the (often negative) effects of hype about violence in schools.

Originality/value of chapter – Although not often connected, this chapter explores the intersection between the discourse of school violence (typically, a social problems framing concern) and the development of school antiviolence policies (typically, an applied social scientific concern).

Details

New Approaches to Social Problems Treatment
Type: Book
ISBN: 978-1-84950-737-0

Article
Publication date: 1 December 2003

Dewey G. Cornell

A series of highly publicized school shootings in the USA generated the misperception of an epidemic of school violence. Fears of school violence stimulated an ill‐advised…

2348

Abstract

A series of highly publicized school shootings in the USA generated the misperception of an epidemic of school violence. Fears of school violence stimulated an ill‐advised expansion of zero tolerance school discipline policies and the widespread dissemination of profiles or warning signs of potentially dangerous students for use by school administrators. This article presents the rationale for student threat assessment as an administrative alternative to zero tolerance or profiling. It describes the development and field‐testing of guidelines for school administrators to follow in investigating and resolving student threats of violence. Student threat assessment permits administrators to make reasonable judgments about the seriousness of a threat, to resolve most threats quickly and efficiently, and to reserve more labor‐intensive procedures for the most serious threats.

Details

Journal of Educational Administration, vol. 41 no. 6
Type: Research Article
ISSN: 0957-8234

Keywords

Article
Publication date: 1 August 1994

Harry Turtle, C.R. Bector and A. Gill

Recent globalization of markets has led to corporate activities that span numerous national boundaries within a single multinational corporation. We address the particular problem…

Abstract

Recent globalization of markets has led to corporate activities that span numerous national boundaries within a single multinational corporation. We address the particular problem of cash flow management in a multinational setting. Uncertainty regarding changes in exchange rates, differences between currency bid and ask prices, possibly unknown changes in both lending and borrowing rates, and uncertain cash flows from subsidiaries make this problem difficult to specify in a traditional crisp environment. In this paper, we show how fuzzy programming techniques can be employed to handle the general problem of multinational cash flow netting. We also provide a specific numerical example comparing the results of the crisp and fuzzy contexts with the aid of sensitivity analysis.

Details

Managerial Finance, vol. 20 no. 8
Type: Research Article
ISSN: 0307-4358

Book part
Publication date: 22 February 2017

Nathern S. Okilwa, Muhammad Khalifa and Felecia M. Briscoe

This introduction chapter provides context to the ubiquitous nature of school discipline disproportionality, which has morphed into what is now commonly known as school-to-prison…

Abstract

This introduction chapter provides context to the ubiquitous nature of school discipline disproportionality, which has morphed into what is now commonly known as school-to-prison pipeline (STPP). A sample of major studies on school discipline research is presented to highlight the breadth and depth of the impact of discipline disparity on racially, culturally, and linguistically diverse students, low-income students, and students with disabilities. We also address how the interaction between implicit or explicit racism and discipline policies and practices exacerbates STPP. We acknowledge the efforts made by school systems to reverse the STPP trend through interventions such as restorative justice and positive behavioral intervention and support (PBIS). We posit that principals and teachers are critical agents in reforming the pervasive STPP trajectory. Finally, this chapter provides a synopsis of the rest of the chapters contained in this book.

Details

The School to Prison Pipeline: The Role of Culture and Discipline in School
Type: Book
ISBN: 978-1-78560-128-6

Keywords

1 – 10 of over 8000