Patricia A. Jennings, Tara L. Hofkens, Summer S. Braun, Pamela Y. Nicholas-Hoff, Helen H. Min and Karime Cameron
The quality of students' relationships with their teachers plays a significant role in their success in school. Social and emotional learning (SEL) curriculums show great promise…
Abstract
The quality of students' relationships with their teachers plays a significant role in their success in school. Social and emotional learning (SEL) curriculums show great promise for supporting student development. However, quality implementation requires that teachers recognize and understand how their behavior and interactions with students impact the development of these skills. The Prosocial Classroom Model proposes that teacher social and emotional competencies (SECs) play a critical role in creating and maintaining a classroom where everyone feels safe, connected, and engaged in learning. In this chapter, we extend the understanding of SEC to include leadership styles as defined by evolutionary motivational systems theory. We argue that a critical dimension of effective SEL instruction and teacher SEC is effective leadership that skillfully applies an understanding of the social and emotional dimensions of classroom interactions that promote motivation, engagement, and learning. Implications for educational theory, policy and practice, and research are discussed.
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Philip Colin Bolger, Jonathan Kremser and Haley Walker
The growing concern about school violence and security has led to a dramatic increase in the number of police officers working in schools. This increase has been accompanied by a…
Abstract
Purpose
The growing concern about school violence and security has led to a dramatic increase in the number of police officers working in schools. This increase has been accompanied by a focus on the training of school-based law enforcement, the discretion that they exercise when interacting with youth, and the concern that these factors may lead to more youths facing arrest and formal processing by the juvenile and criminal justice system. What is not well understood is whether or not having formal school resource officer (SRO) training or higher education impacts the officer’s decision making when responding to an incident involving a student. The paper aims to discuss these issues.
Design/methodology/approach
This paper uses survey data from school police officers within the USA (n=179) to examine the officer’s preferred post-incident method of disciplining the youth, from the most punitive and formal approach of suspension or referral to juvenile authorities, to the less punitive and informal approach such as diversion or warn and release.
Findings
Overall, the study found that officers who have received formal SRO training were more likely to prefer a formal resolution to the incidents, and more highly educated officers tended to favor less punitive and informal responses.
Originality/value
These findings question the current state of the effectiveness of SRO training at using diversionary tactics for conflict resolution in a school setting.
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This whistleblowing case study engages students in discussions about when and how to disclose differences of opinion on a revenue recognition matter with higher-ups in an…
Abstract
This whistleblowing case study engages students in discussions about when and how to disclose differences of opinion on a revenue recognition matter with higher-ups in an organization. Factors to consider include the morality of whistleblowing, confidentiality obligations, the rules of conduct in the American Institute of Certified Public Accountants (AICPA) Code, Sarbanes–Oxley Act (SOX), Dodd–Frank, and the US Supreme Court ruling in Digital Realty, Inc. v. Somers that addresses when to report matters to the Securities and Exchange Commission (SEC). Case questions are designed to promote students’ critical thinking skills, ethical reasoning skills, and decision-making. A flowchart of AICPA ethics rule 2.130.020 (Subordination of Judgment) provides the framework for making decisions when differences exist in financial reporting. The case provides learning objectives, implementation guidance, and teaching notes. The case was used in an accounting ethics course taught at the undergraduate senior level but can also be used in auditing, fraud examination, and advanced financial reporting courses.
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Richard C. Hunter and Frank Brown
As the primary target of the school reform movement, urban education remains the most difficult to assess and repair. Indeed, the crisis evident in urban school systems mirrors…
Abstract
As the primary target of the school reform movement, urban education remains the most difficult to assess and repair. Indeed, the crisis evident in urban school systems mirrors many of the problems found in big cities themselves — poor economic conditions for schools and families, personnel shortages and high turnover rates, improper facilities and materials, and political struggles over issues of structure and control. This book analyzes the problems effecting urban schools and their students and some of the efforts that have been developed to make these schools more accountable and effective.
In spite of the intent and promise of Brown v. Board of Education, most poor and minority children continue to receive an unequal education from the nation's public schools…
Abstract
In spite of the intent and promise of Brown v. Board of Education, most poor and minority children continue to receive an unequal education from the nation's public schools. Furthermore, the political pressure to reform schools has helped to erode Brown by turning judicial attention away from desegregation issues giving new and greater support to the idea of community schools. This chapter discusses changes in school desegregation policy that brought about by recent rulings made by the U.S. Supreme Court that are fostering a return to neighborhood schools.
America began the process of funding public education beyond the military colleges and American Indian School in 1965 with the Elementary and Secondary Education Act (ESEA). ESEA…
Abstract
America began the process of funding public education beyond the military colleges and American Indian School in 1965 with the Elementary and Secondary Education Act (ESEA). ESEA has evolved over the past 40 years to be called No Child Left Behind (NCLB). NCLB has had three major evaluations in which I participated in the last two evaluations by the U.S. Department of Education and each evaluation found that NCLB did not make a difference in the education lives of the students who received services from the program; but it did not harm. This chapter explored all the school choice options available to k-12 students in public and private schools; and reviewed the evaluation of these school choice options. Research reveals that for disadvantaged students, traditional public schools outperform private schools and charter schools. Voucher programs are also reviewed. This chapter concludes that educational equity is not adequately addressed by NCLB, school choice programs, charter schools or the traditional public schools.
Frank Brown and Richard C. Hunter
This chapter reviews the rationale for the text and reflects on the contents of the text. This text was motivated by the issues based upon implementation of the 2001 No Child Left…
Abstract
This chapter reviews the rationale for the text and reflects on the contents of the text. This text was motivated by the issues based upon implementation of the 2001 No Child Left Behind (NCLB) federal education statute. The NCLB Act and other related program designed to help education urban and minority enrolled in Title I programs of NCLB with white children. NCLB applies only to local Title I schools; however, the Act allows individual states to determine the number of Title I schools and the number of subgroups to be assessed using standardized tests. The Text is divided into two sections: Educational Equity and Process and Research. The first section on educational equity discusses the policy implication of NCLB and its history and the second section examines avenues on how to effectively implement programs under Title I and other requirements under NCLB. The authors explore the federal government's efforts to close the achievement gap between different sub-population of students under NCLB. Today, global economic rules and the country's population have changed. Economic globalization demands a better-educated workforce and the new economic players are already making American pay for an increasingly less competitive work force. NCLB has been with us for 40 years with the aim of closing the achievement gap between minority students and white students; and the achievement gap continues 50 years later. These 20 chapters by national and international scholars and educators provide educators, policy makers and government officers with current information and research needed to make improved decisions on closing the achievement gap; and hopeful improve the life of our citizens.
Formal public education of African Americans became a reality after the Civil War in the 1870s. Although some integrated schools did exist, many schools were racially segregated…
Abstract
Formal public education of African Americans became a reality after the Civil War in the 1870s. Although some integrated schools did exist, many schools were racially segregated and remained that way until after the Brown decision in 1954. The white backlash to equal, integrated schooling for African Americans yielded a brief period of modest equality in the 1970s followed by greater inequality during the past two decades. This article addresses some of the schemes used to educate African Americans focusing on the future of education in neighborhood schools.