| Description |
xi, 92 pages : illustrations ; 24 cm |
| Series |
Oxford workshop series |
|
Oxford workshop series (School Social Work Association of America)
|
| Contents |
Current disciplinary practices : an overview -- How did we get here? : a brief history of discipline in U.S. public schools -- A new paradigm : a relationship-based, preventive model of discipline -- Best practices in reducing or preventing student behavior problems : multitiered programs and strategies -- The hard part : making organizational changes in schools |
| Summary |
Mounting evidence shows that zero-tolerance policies, suspensions, and restrictive security policies fail to improve school safety and student behaviors, and are linked with increased risk of dropping out. Minority students are suspended at disproportionate rates, and over a million cases of corporal punishment are reported each year. Against this dismal backdrop, David Dupper presents a transformative new model of school discipline that is preventive, proactive, and relationship-based. Unlike traditional punitive and exclusionary practices, this book focuses on enhancing students' connection to school through building relationships and bolstering social skills. It guides practitioners and administrators in identifying their school's unique needs and selecting appropriate strategies for use at the universal, targeted, and remedial levels. A five-step strategic planning model helps schools transition toward a holistic, relationship-based approach to discipline |
| Notes |
Formerly CIP. Uk |
| Bibliography |
Includes bibliographical references (pages 73-87) and index |
| Subject |
Problem children -- Education -- United States.
|
|
Problem children -- United States.
|
|
Rewards and punishments in education -- United States.
|
|
School discipline -- United States.
|
| LC no. |
2009034606 |
| ISBN |
0195378075 (paperback: alk. paper) |
|
9780195378078 (paperback: alk. paper) |
|
