Three key features of the discipline program contribute to its effectiveness: the clear statement of a philosophy of discipline in the student handbook; the presence of visible authority figures in the building; and the consistent application of school rules and suitable punishments. (PGD)

Describes the qualities of a good disciplinary policy. (JM)

In this plan, teachers clearly inform students in writing at the beginning of the year of their expectations regarding student attendance, lateness, and coursework. (JM)

The author cautions against the overuse or misuse of in-school suspension as a disciplinary measure and suggests rules that incorporate principles of equity in order to avoid abuse of in-school suspension policies. (KC)

Surveys the ideas of William Glasser and Herbert Kohl on discipline and then evaluates them by reviewing both their strengths and weaknesses. (Author/MLF)

A program designed for the handling of student disruptions uses the basic concepts of Eric Berne's Transactional Analysis in an in-service program to help teachers understand better what is happening in transactions between two people. William Glasser's Reality Therapy is used as the vehicle for attempting to change student behavior. (Author/MLF)

Identifies four popular models of in-school suspension (ISS) and discusses research on modifying the behaviors of ISS students. Hopes that by identifying and analyzing successful ones educators can develop more insightful and effective programs. Considers how counseling makes a difference. (SG)

This guide provides a conceptual framework and a step-by-step process to help educators implement a comprehensive violence-prevention plan. The plan is presented in four parts: (1) the four problem types; (2) the three supporting actions; (3) the step-by-step process; and (4) references and resources. The four types of problems related to violence…

Results of a study show that male teachers refer male students to the administration for disciplinary action 2.5 times more often than they refer female students, while female teachers refer boys 1.3 times more often. Both male and female staff refer girls in nearly the same number. (Author/MLF)

A draft policy developed by the Minneapolis (Minnesota) public schools concerning the use of aversive or deprivation procedures with students who are handicapped is presented. The policy model covers such elements as response to prior interventions; written treatment plan; informed consent; supervision; maintenance and retention of records;…

Because of continued concern about school violence, this policy brief examines the trends in school violence in the context of social violence, describes efforts to make schools safe, and reports efforts to curb violence in the four-state Appalachian region (Kentucky, Tennessee, Virginia, and West Virginia). Perceptions of the extent of school…

Provides a sequence to follow in the development of a discipline policy at the junior high school level. A successful policy includes consistency, continual recordkeeping, communication with parents, oncampus suspension, and positive reinforcement. (MD)

A program for reducing school vandalism must combine supervision by staff, constructive punishment for those involved in vandalism, and the development of student and staff pride in the school through extensive involvement of students. (MJL)

The author's personal experiences illustrate her comments on five factors that affect whether learning environments are positive or not. These factors involve student relationships with staff members, the clarity of disciplinary processes, justifications for rules, the presence of practices encouraging dishonesty, and respect for confidentiality…

Historically, public school officials have acted without consideration for due process in issuing grades to students, in excluding students from school for academic failure, and in lowering grades as a means of disciplining students. The constitutionality of these actions is challenged and recent court cases are reviewed. (Author/KC)