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Effective Management Practices for Severely Emotionally Disturbed Youth: A Collaborative Study on Democratic Practices in Inclusive Classrooms. Draft.

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McEwan, Barbara; Nimmo, Ginny – 1995

This study assessed whether a classroom foundation based upon constitutional rights and responsibilities would help elementary and secondary school students with emotional disturbances who are being mainstreamed. The framework of Judicious Discipline, which balances individual rights against social responsibility, was applied in public school…

Descriptors: Administrator Attitudes, Behavior Change, Classroom Techniques, Conflict Resolution