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The foundation for a safe school rests on the creation of a healthy school climate, a caring community where students feel safe and relationships facilitate prosocial growth as well as academic learning. A balance of structure and support is essential, and requires an organized, schoolwide approach that is practiced by all school personnel. Codes of student conduct that rest on core ethical values rather than just rules and punishment are a start. Recognizing that teachers are moral educators and schools model expectations for citizenship undergirds the prosocial school. From PBIS and…mehr
The foundation for a safe school rests on the creation of a healthy school climate, a caring community where students feel safe and relationships facilitate prosocial growth as well as academic learning. A balance of structure and support is essential, and requires an organized, schoolwide approach that is practiced by all school personnel. Codes of student conduct that rest on core ethical values rather than just rules and punishment are a start. Recognizing that teachers are moral educators and schools model expectations for citizenship undergirds the prosocial school. From PBIS and restorative justice to mindfulness and the importance of play, from academic integrity to peer group support, we examine the science and evidence-informed programs that support a prosocial approach to school discipline. Eight schools from across the country that have struggled and learned to be beacons of prosocial school approaches are highlighted through summaries and links to their stories. Proactive responses to the U.S. Department of Education's Guiding Principles on School Discipline are provided by education law experts from the National School Climate Center and the New Jersey Principal's and Supervisor's Association.
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Autorenporträt
Philip M. Brown, Ph.D. is a Senior Consultant for the National School Climate Center and a Fellow, Center for Applied Psychology at Rutgers University. He founded the New Jersey Alliance for Social, Emotional and Character Development, created the regulatory structure for student support services for the NJ Department of Education, and authored and edited numerous publications and articles, including the two volume, Handbook of Prosocial Education (Rowman & Littlefield, 2012.)
Inhaltsangabe
Foreword Preface Acknowledgments Introduction Chapter 1: School Discipline: A Prosocial Perspective Philip M. Brown Chapter 2: Developing and Revising a Code of Student Conduct to Support Your School Mission and Improve Your School Climate Philip M. Brown Chapter 3: Systemic Approaches The Achieving with Integrity Project: Positive Approaches to Dealing with Academic Dishonesty Jason M. Stephens and David B. Wangaard Restorative Justice and Restorative Practices Philip M. Brown with John Bailie The Virginia Student Threat Assessment Program Philip M. Brown Positive Behavior Interventions and Supports: A Multi-Tiered Behavior Intervention Framework Sharon Lohrmann Chapter 4: Curriculum and Instructional Approaches The Second Step Program Philip M. Brown with Second Step Staff The Learning to Breathe Program Patricia Broderick Chapter 5: Programmatic Approaches The Caring School Community Program Peter Brunn The Playworks Program Jill Vialet The Responsive Classroom® Program Mary Beth Forton The Ripple Effects Program Alice Ray Chapter 6: Targeted Approaches The Peer Group Connection Program Sherry Barr Alternative Education Programs Robert Eichorn Chapter 7: School Profiles: Different Approaches to Establishing Prosocial Discipline Philip M. Brown with Eight School Leaders Chapter 8:The U.S. Department of Education's Guiding Principles on School Discipline Jessica Savage The Impact of the U.S. Department of Education Discipline Guidelines: Understanding, Liability, and Responsible Action David Nash References
Foreword Preface Acknowledgments Introduction Chapter 1: School Discipline: A Prosocial Perspective Philip M. Brown Chapter 2: Developing and Revising a Code of Student Conduct to Support Your School Mission and Improve Your School Climate Philip M. Brown Chapter 3: Systemic Approaches The Achieving with Integrity Project: Positive Approaches to Dealing with Academic Dishonesty Jason M. Stephens and David B. Wangaard Restorative Justice and Restorative Practices Philip M. Brown with John Bailie The Virginia Student Threat Assessment Program Philip M. Brown Positive Behavior Interventions and Supports: A Multi-Tiered Behavior Intervention Framework Sharon Lohrmann Chapter 4: Curriculum and Instructional Approaches The Second Step Program Philip M. Brown with Second Step Staff The Learning to Breathe Program Patricia Broderick Chapter 5: Programmatic Approaches The Caring School Community Program Peter Brunn The Playworks Program Jill Vialet The Responsive Classroom® Program Mary Beth Forton The Ripple Effects Program Alice Ray Chapter 6: Targeted Approaches The Peer Group Connection Program Sherry Barr Alternative Education Programs Robert Eichorn Chapter 7: School Profiles: Different Approaches to Establishing Prosocial Discipline Philip M. Brown with Eight School Leaders Chapter 8:The U.S. Department of Education's Guiding Principles on School Discipline Jessica Savage The Impact of the U.S. Department of Education Discipline Guidelines: Understanding, Liability, and Responsible Action David Nash References
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