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This study aimed to address low technology utilization and poor student discipline in schools by developing interactive multimedia titled ABBD: Aku Bisa Belajar Disiplin. Using the ADDIE model (Analyze, Design, Development, Implementation, Evaluation), this Research and Development (RnD) study was conducted over six months (MarchAugust 2023) at RA Mutiara Iman. Participants included ten students aged 5–6 years, selected randomly, while media and material experts and field practitioners were purposively chosen for feasibility evaluations. Data were collected through observations, interviews, questionnaires, and documentation. Qualitative data were analyzed using the Miles and Huberman model, while quantitative data were assessed using Likert and Guttman scales. The results showed significant improvement in student discipline, with scores increasing from 66% pre-intervention to 85% postintervention. Feasibility evaluations by media experts scored 88.9% (very good), while material experts scored 97.7% (very good). Field practitioners, including principals and teachers, rated the multimedia between 95.3%–100% (very good). Trials with students revealed high acceptance, with one-to-one trials scoring 90% and smallgroup trials scoring 92.5%. The multimedia incorporated audio, video, animations, and interactive buttons, ensuring user-friendly and age-appropriate content. These findings underscore the effectiveness of "ABBD" in improving discipline among early childhood students and highlight the potential for integrating technology into educational practices. The study's limitations include its focus on a small sample size and short-term evaluation, which may restrict the generalizability and understanding of long-term impacts. Future research should explore its long-term impacts and scalability in diverse educational settings to maximize its broader application. [ABSTRACT FROM AUTHOR]

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The guidelines followed by many educational boards recommend behavioristic practices for dealing with student discipline; however, Lawrence Kohlberg's idea of organizing schools as "just communities" suggests a more promising approach. It translates to the school context the core principle of Habermas's discourse ethics: those norms to which all concerned agree are valid. In such democratically organized schools, students engage in less violence and take greater responsibility for safeguarding each other's welfare. Public debates about rules and handling transgressions generate knowledge regarding shared norms, promote role‐taking abilities, and foster ego‐syntonic commitment to democratic values. Such participatory experiences may contribute to constituting ego identity. Whereas identity politics relies on particularistic affiliations and emphasizes demarcations between social groups, ego identity is based on a commitment to universal moral values. This commitment allows individuals to develop and sustain a sense of coherence, continuity, and uniqueness, and it fosters democratic cooperation and social cohesion. In this article, Gertrud Nunner‐Winkler provides empirical support for these claims. [ABSTRACT FROM AUTHOR]

This study reviews findings for the first randomized controlled trial (RCT) on the Interconnected Systems Framework (ISF) for school mental health (SMH) and Positive Behavioral Interventions and Supports (PBIS). Since its development in the late 2000s, the ISF has been supported by federally funded centers for SMH and PBIS, and, guided by a national workgroup, is being implemented in >50 communities in the United States. This experimental evaluation of the ISF involved an RCT implemented in 24 schools in two southeastern states, with the ISF implemented in eight schools, PBIS alone implemented in eight schools, and typically co-located PBIS+SMH implemented in eight schools. Related to very poor implementation, documented by two sources of fidelity data, two ISF schools were dropped from major analyses; hence, the study used a treatment on the treated (ToT; Rubin, 1974) as compared to a more traditional Intent-to-Treat approach (ITT; Lachin, 2000). This is the first paper from this large study, with emphasis here on proximal variables and school discipline. Within schools' multi-tiered systems of support (MTSS), ISF schools delivered more Tier 2 (early intervention) and Tier 3 (treatment) interventions to a greater proportion of students than the other two conditions by the second year of the intervention. There was also a dramatic difference in the provision of interventions by community mental health clinicians in ISF schools (almost half of interventions delivered) as compared to PBIS+SMH schools (around 3% of interventions delivered), underscoring the critical role of the ISF in integrating clinicians into MTSS teams and core school functions in SMH. As compared to the other two conditions, ISF schools also had reduced office discipline referrals (ODRs) and in-school suspensions, as well as reduced ODRs and out-of-school suspensions for African American students. Findings are discussed in relation to future directions of education-mental health system partnerships in improving the delivery and impact of SMH programs and services, demonstrated in the ISF. [ABSTRACT FROM AUTHOR]

School discipline is a significant problem of practice and policy. The differences in disciplinary patterns across schooling levels have received relatively little attention. This study examines the differences in disciplinary infractions and consequences across elementary, middle, and high schools. The results illustrate there are important variations in students' disciplinary experiences across elementary, middle and high schools. In elementary schools, there is low overall prevalence of out of school suspension (OSS) yet disparities in OSS exist, especially for Black students and students with disabilities (SWDs). In middle and high schools, there is high overall prevalence of both in-school suspension (ISS) and OSS. The Black OSS and ISS risk indices as well as Black-White disparities in OSS and ISS are highest in middle schools. Differential processing (receiving harsher consequences for similar infractions) also varies across suspension types and schooling levels. In high schools, female students are more likely to receive an OSS for subjective offenses, whereas male students are more likely to receive an OSS for attendance-related offenses. Similar to elementary schools, there is differential processing of subjective offenses for SWDs in high schools. Scholarly and policy implications are discussed. [ABSTRACT FROM AUTHOR]

School discipline is a salient challenge in K–12 districts nationwide. The majority of prior studies have focused on suspensions with relatively little attention paid to other forms of exclusionary discipline. This mixed-methods study provides a descriptive analysis of overlooked disciplinary consequences, namely, assignment to alternative schools, expulsions, and referrals to hearing. The findings from the quantitative analysis indicate that possession of drugs, student and staff assault, and weapons-related incidents account for the majority of infractions leading to the most severe forms of exclusionary discipline. Black male students account for the largest proportion of students receiving the harshest exclusionary disciplinary consequences. The findings from the qualitative analysis reveal several challenges that policymakers in urban districts navigate regarding alternative schools, including (a) staffing and the development of professional capacity, (b) the length of the school day, (c) transportation, and (d) the choice between in-district versus third-party operation of alternative schools. [ABSTRACT FROM AUTHOR]

This case was written for graduate students, specifically for individuals seeking school principal licensure. The COVID-19 pandemic has forced school organizations, particularly building and district leaders, to modify and alter the traditional educational model. School district leaders hosted virtual town hall meetings to receive community input to determine the safest option to deliver instruction to students. Educational leaders have endured challenges from stakeholder groups that pertain to students returning to campus amid a pandemic. Future school leaders can use this case to examine their knowledge of case law, student discipline, and navigating a complex scenario due to COVID-19. [ABSTRACT FROM AUTHOR]

Application of corporal punishment (CP) in Kenyan schools continues to be controversial in that CP is banned but esteemed by parents, some teachers, and even students. This investigation sought to establish and describe participants' degrees of support for the application of CP in schools in Eldoret Municipality. Randomly selected samples of 86 teachers and 192 students were investigated for their support of CP through survey questionnaires. Data analysis was undertaken using nonparametric and descriptive statistics. Teacher support for CP was found to be undifferentiated by gender, teaching experience, and professional qualification. Teachers with less than 12 years of teaching experience were more pro-CP in attitude compared with their older colleagues. A higher ratio of male-to-female teachers is associated with a greater tendency to apply CP in the schools investigated. Differences in support for CP among students were found by gender, age, and school grade. The findings have implications for school discipline and success of the government ban. [ABSTRACT FROM AUTHOR]

Copyright of Journal of the Association of Arab Universities for Higher Education Research is the property of Journal of the Association of Arab Universities for Higher Education Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Teacher emotional factors influence the classroom environment. The purpose of the study was to examine the association of teacher emotional exhaustion and teacher efficacy with student office discipline referrals (ODRs), in-school suspensions (ISSs), and out-of-school suspensions (OSSs) using multilevel logistic regression models. The sample included 105 teachers and 1,663 students from nine elementary schools in the United States. Higher teacher emotional exhaustion was associated with increased use of ODR and ISS but not OSS. For students with teachers experiencing burnout, the odds of receiving an ISS increased by a factor of 1.74 (d =.31). Greater teacher efficacy was also associated with lower use of OSS but not ODR or ISS. The results suggest that improving teacher efficacy and reducing teacher emotional exhaustion may support the reduced use of exclusionary discipline practices. [ABSTRACT FROM AUTHOR]

Schools across America are losing teachers at an alarming rate. Changing workforce demographics forecasted some level of loss decades ago. More recently, however, it has been noted declines are now reaching a crisis level across parts of the United States for a variety of reasons. Today the prevailing professional literature addressing public education largely identifies financial limitations as the primary force behind these teacher shortages. Research has only recently started to include other alternative factors such as working conditions and personal satisfaction in the conversation surrounding potential reasons for the ongoing loss of teachers. This article introduces findings from a newly completed study in Arizona that confirmed classroom conditions, and most notably student discipline concerns, appear to be important considerations for teachers who are contemplating leaving their current positions. These findings contribute to the scope of the existing literature. They also advance practical implications about implementing initiatives to advance school improvement and in particular to combat teacher attrition. Finally, the article advances possible policy considerations and modifications in professional practice that could be targeted to improve classroom climate and contribute to teacher recruitment and retention successes. [ABSTRACT FROM AUTHOR]

Copyright of E-International Journal of Educational Research is the property of E-International Journal of Educational Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study aims to determine the influence of teacher leadership and extracurricular activities individually and jointly on student discipline. Discipline of students in education in school is important because education itself functions to develop and shape the character of students. This research is an ex post facto research. The research population was students of Pangudi Luhur Junior High School in Klaten Regency that were 1035. In number there were 280 students became samples. The samples were taken by proportional random sampling technique. The data collection instruments are questionnaires. The data analysis using simple regression and multiple regression to test the research hypothesis. The results showed that there was a positive and significant influence on teacher leadership on student discipline; there was a positive and significant influence of extracurricular activities on student discipline and there are influence of teacher leadership and extracurricular activities together on student discipline. [ABSTRACT FROM AUTHOR]

Young adolescents who experience stress may also exhibit negative behaviors at school. Students whose misbehavior causes an interruption to classroom learning may be sent to the office and, as a result, lose instructional time and learning. The goal of this quasi-experimental pilot study was to determine if mindfulness training would decrease the number of office discipline referrals for middle grades students with a high number of office discipline referrals. The treatment required students to use a Muse brain-sensing headband paired with an app to train them to focus on calming and self-regulating behaviors. Data analysis indicated a statistically significant correlation between using the headband for 3 min a week and a lower number of times students were sent to the office for behavior redirection. Research with a larger sample size is recommended. [ABSTRACT FROM AUTHOR]

Drawing on the literature related to classroom management, and culturally relevant critical teacher care, and effective teaching for students of color, this paper uses interview and observation data to explore the perspectives and practices of two exemplary fifth-grade teachers who refuse to rely on punitive discipline with their students of color. Findings revealed that the teachers did not view students’ behavior as challenging – they viewed behavior simply as one of the many areas they believed it was their responsibility to teach. Their instructional practices focused on coaching students to reach their potential and liberating them from barriers that limit their access to successful life paths. The study helps both researchers and practitioners reflect on the concept that discipline assumes and provides portraits of teacher practice central to dismantling the school-to-prison-pipeline. [ABSTRACT FROM PUBLISHER]

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Exclusionary discipline and the implementation of zero-tolerance policies are disproportionately used against African American students and other marginalized groups. This case involves an urban school district with historically high rates of suspension, a low-performing middle school, and a new principal seeking to create a more socially just school. The case draws upon critical race theory and social justice leadership to explore issues related to urban education, discipline policy, racism, deficit thinking, and community engagement. The case raises important questions related to educational policy and principal preparation. [ABSTRACT FROM AUTHOR]

A review of student discipline and suspension data disaggregated by race highlights how school leader biases influence disciplinary decisions. Yet, the majority of principal preparation programs have failed to develop structures and norms that result in critical conversations pertaining to race and racial inequities. This article is written from a stance that school leaders must move away from traditional leadership approaches and toward a social justice leadership orientation that creates critical spaces and discourses, empowers communities, and enables the adoption of social justice practices in all aspects of the school. After reviewing literature on critical race theory and social justice leadership, three leadership action areas are recommended to support principals and assistant principals in closing the racial discipline gap. [ABSTRACT FROM AUTHOR]

Little research exists that examines the exercise of discretion by principals in their disciplinary decision making. This study sought to understand the application of values by principals as they engage in student disciplinary decision making within legally fixed parameters of their administrative discretion. This qualitative methodology used semistructured in-depth interviews of 10 urban elementary school principals in western Canada. Data were analyzed through coding into data segments and then by grouping segments into categories, patterns, and themes. The principals appeared to understand discretion as being part of larger, more complex issues or a gray area; the exercise of good judgment; and necessary in order for them to be fair and reasonable in their disciplinary decision making. Influences upon their decision making included pressure from their superiors, the expectations of parents and staff, and the threat of legal action. The principals understood discretion as allowing them to differentiate in order to be fair and to adapt rules for their personal definitions of equity. Discretion delegated to school leaders should be structured through clear and specific discipline plans and policies and limited by restricting the circumstances and context under which it will be considered. Discretionary decisions also should be subject to review by the appropriate stakeholders. Elementary principals should gain a greater understanding of applicable case law in order that their decision making aligns with current jurisprudence. Future directions for research include examining students' perception of fairness of principals' discretionary decision making in disciplinary matters. [ABSTRACT FROM AUTHOR]

The study seeks to determine the underlying factors contributing to the overrepresentation of minorities in school disciplinary programs. Data from 207 Disciplinary Alternative Education Programs (DAEPs) in Texas are analyzed. The data represent more than 62 % of the student population of Texas school districts. Results support the hypothesis that the 'whiteness' of school district undesirably affects the overrepresentation of Black students (but not Hispanic students) in DAEP. Overrepresentation of Black students in disciplinary programs is significantly higher in urban school districts than in rural districts. The findings, however, add a new layer of complexity to the debate on the overrepresentation of minorities in disciplinary programs. This is because not only White school districts are more likely than other districts to exercise their discretionary authority to punish minorities but they also more frequently subject their minority students to mandatory disciplines that are well defined by the state. Plausible explanations of such overrepresentation is offered for future research. Neither wealth nor the districts' type (urban, suburban, rural and mid-size) have been found to have significant impact on discretionary or mandatory disciplinary actions against minority students. [ABSTRACT FROM AUTHOR]

Group decision-making can result in important benefits for organizational effectiveness. However, collaborative environments do not emerge organically. Effective leadership is critical for group success. Educational leaders must understand group processes and the importance of creating a culture that supports collaboration. Student discipline for off-campus behavior is an example of a complex situation that offers opportunity for group decision-making. Legal questions have yielded new twists in recent years with districts taking a more aggressive stance toward off-campus behavior that has a spillover effect at school. In this case study, team leadership and legal aspects of discipline are examined in the context of Superintendent Carter’s attempt to lead a group through a complex, ambiguous, emotionally charged situation that has potential consequences for a wide variety of stakeholders. [ABSTRACT FROM AUTHOR]

Copyright of Journal for Pedagogical & Educational Matters / Školski Vjesnik is the property of Hrvatski Pedagosko-Knjizevni Zbor, Ogranak Split and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article discusses how teachers can manage to honor the needs of their students while at the same time sticking to uniform school discipline policies such as the zero tolerance policies. These policies initially obliged a 1-year mandatory expulsion for any student caught with a weapon on campus but were afterward changed to cover an array of other offenses.

Teachers’ classroom management practices are rooted in assumptions based on their experiences and perceptions. At times, these assumptions are only partially informed, and serve to limit action and perceived responsibility. In this article, five common “half-truths” that guide classroom management are discussed. For each, the basic premise is identified, along with the important relevant details, which are often overlooked. It is suggested that a more complete picture of each of these assumptions may reveal many management situations to be much more dynamic, with more options for action available. [ABSTRACT FROM PUBLISHER]

The transition from elementary to middle school is difficult for many students. However, the association between such transitions and changes in the types and frequencies of student discipline problems has not been adequately investigated. Using data from two school years, infractions and dispositions for all 5th-grade students (N = 4,196) from one school district are followed from the final year of elementary school through the first year of middle school. Results show a substantial increase in reported student discipline problems and the use of in-school suspension in middle school. This increase is most dramatic for subjectively defined infractions like "class disturbance" and "failure to follow rules" compared to more concrete, objective infractions. Implications for educators and school administrators are discussed. [ABSTRACT FROM AUTHOR]

We examined the impact of disability status on disciplinary sanctioning of a student committing a minor versus severe behavioral infraction. We used the status liability hypothesis as a framework. This hypothesis suggests that individuals with a higher personal status receive sanctioning differentially based on the severity of offense. Specifically, individuals of high status are predicted to be sanctioned less severely than persons with lower status given a minor offense. The hypothesis also predicts that individuals accorded high status will receive more punitive sanctioning when the act of deviance from social norms is perceived as severe. Pre-service teachers were randomly assigned to judge the behavior of a student with or without an intellectual disability committing a behavioral offense. A student with an intellectual disability was seen as influenced by dispositional factors, regardless of the offense, while a student without a disability who committed a minor offense was seen as influenced by situational factors. The behavior of a student with an intellectual disability was judged as less severe, and the student was 50% less likely to incur an in-school suspension. When a student with an intellectual disability was sanctioned, the length of suspension was equal to that of a student without a disability. [ABSTRACT FROM AUTHOR]

This study examined Columbine's impact on case outcomes related to student searches and its implications for civil liberties and school leader discretion. Using data from 236 court cases since the U.S. Supreme Court ruling of New Jersey v. T.L.O. in 1985, critical search dimensions and outcomes (e.g., level of suspicion) were examined using Columbine as a point of comparison. The findings reveal that Columbine has had only a minor influence on court outcomes, which suggests courts are no more tolerant of excessive discretion after a critical episode. Implications for policy and practice are presented. [ABSTRACT FROM AUTHOR]

The school-wide application of positive behavior support (PBS) is a prevention-oriented approach to student discipline that is characterized by its focus on defining and teaching behavioral expectations, rewarding appropriate behaviors, continual evaluation of its effectiveness, and the integration of supports for individuals, groups, the school as a whole, and school/family/community partnerships. Although school-wide PBS has been implemented in hundreds of schools thus far, many professionals in education and psychology remain, for the most part, unfamiliar with this proactive alternative for increasing positive student behavior. This article reviews the foundations and core components of school-wide PBS, provides a case example of the implementation and preliminary evaluation of school-wide PBS in an urban middle school, and summarizes critical issues and future research directions in this area of considerable importance to professionals in educational psychology and related fields. [ABSTRACT FROM AUTHOR]

There have been Outcries in both the academic sector and in the popular press about the high and increasingly rising use of suspensions as a discipline measure. Among the negative consequences noted has been a detrimental impact on the academic achievement of suspended students. This article presents the results of longitudinal retrospective analyses on suspensions, achievement, and long-term enrollment status of students in a large, urban school district. The pre- and postsuspension reading achievements of suspended students were compared to those of a comparison group matched on grade, gender, race, participation in the free/reduced lunch program, and limited English proficiency. Findings indicated that suspended students had substantially lower presuspension achievement than did students in the comparison group, gained considerably less academically throughout 3 years with suspensions, and had high drop-out rates. All patterns were considerably more marked with increases in suspensions and with decreases in achievement. [ABSTRACT FROM AUTHOR]

Public opinion over the past 30 years consistently rates lack of discipline in public schools in the USA to be the biggest problem communities have to contend with (Charles, 1999). Similar concerns are apparent in Australia. The issue of student behaviour was raised at the Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) in 2002. The Council recognized that behavioural problems were both ongoing and growing and were of major concern nationally. Consequently, the Student Behaviour Management Project was established. This article briefly describes the aim, research process and outcome of this project. It reports on the core principles and key characteristics of best practice that were identified and the predominant models and approaches of student behaviour management that appear to inform best practice across Australia. Of what relevance is this project to school psychology? The effective management of student behaviour is arguably the business of school psychology practice in many countries around the world. This article is intended to contribute to international perspectives and debate on contemporary theories, principles and best practice associated with the effective management of student behaviour. [ABSTRACT FROM AUTHOR]

Internationally, student aggression against teachers is a prevalent problem in schools. Student threat assessment is an emerging violence prevention practice, but its use for threats against teachers has not been investigated. This study examined use of threat assessment for a statewide sample of student threats against teachers (n = 226) compared to threats against other students (n = 1,228). Results indicated that threats against teachers were less prevalent (15.5%) than threats against peers (84.5%). Of threats against teachers, 30% were classified as serious by the school's threat assessment team and 5.8% were attempted. Implications for school policy and practice and teacher safety are discussed. • Teacher threats were much less prevalent (15.5%) than peer threats. • Approximately 30% of the threats against teachers were determined to be serious. • Across all 226 threats directed against teachers, only 13 (5.8%) were attempted by the student. • None of the attempted threats against teachers involved homicide and none resulted in injury. • Discipline responses differed for threats against teachers and threats against peers. [ABSTRACT FROM AUTHOR]