Findings from a study that examined the ways in which secondary-school administrators deal with student misconduct are presented in this paper. A secondary focus is the effect of school size and community type on administrators' perceptions and actions. A survey mailed to 100 middle and 100 secondary-school administrators from 302 Indiana school…

This book is designed to provide the basis for a teaching/learning process by which building administrators provide school-age youth with the appropriate social skills necessary for student success. Administrative intervention, an effective method for dealing with discipline problems, is comprised of a sequential set of instructional components…

Suspension rates in Ontario schools are high compared to British figures, low compared to American ones. The first of two sections presents an overview of the current status of school suspensions, including legal considerations, statistics regarding the number of students affected by suspension, characteristics of students who are suspended and…

Court decisions that changed suspension procedures to be followed by principals have caused uncertainty about the extent of the principal's authority to discipline students. Suspension is, therefore, being increasingly viewed as a last resort. This newsletter groups alternatives to suspension into three main categories: student detention,…

This case study of a project designed to change a junior high school's approach to discipline focuses on the change facilitators' interventions in implementing the innovation. Data assessing how teachers change are presented and discussed in relation to the intervention data. (JMF)

Because you're unlikely to find the one approach that works for every ill-disciplined student and misbehaving class, this book gives you a comprehensive reference of strategies for preventing and solving discipline problems. The authors--two former teachers and principals--cover virtually every aspect of effective discipline systems, including:…

An effective discipline plan must emphasize respect and responsibility while addressing behavior problems. Assertive Discipline essentially tells students, "Behave or else!" (TE)

This booklet provides an analysis of discipline referral data from several schools and illustrates how these data call for specific interventions. It examines ways to link office discipline-referral data to schoolwide discipline, provides referral data-analysis methods, and describes how discipline data can show intervention need and success. The…

Ways in which schools can handle student discipline problems are described in this Digest, which asserts that effective strategies aim to encourage responsible behavior and provide all students with a satisfying school experience. The document outlines the school characteristics associated with discipline problems, examines ways to decrease…

Pupil control is regarded as an integrative theme to explain the collection of extensive observations made in schools. This report attempts to define and measure pupil control behavior, a companion concept to pupil control ideology. (Author/WM)

The preparation of this paper and some of the studies that are reported here were supported in part by Research Grant GS 1847, National Science Foundation

Aggregate data for the U.S. and selected cities demonstrate that minority students are suspended in disproportionately large numbers. The data suggest that this may be caused by interpretations of what constitutes acceptable behaviors that differ for various race, sex, and age groups; by inconsistent application of school codes to different race,…

The Illinois School Code requires hearing officers in student expulsion or suspension review cases to provide the school board with a written summary of the evidence heard. While no particular form is required for the summary, this document presents a sample hearing report that can serve as a model for those preparing reports. The…

Research discovered six categories of adult behavior that lead to student discipline problems--inconsistent rule enforcement, noncompliance with discipline policies, insensitivity, lack of data, lack of classroom management skills, and inadequate administration of discipline policies. (Author/IRT)