A high school principal explains her strategy for turning around a disorderly, gang-ridden middle school. Her discipline plan's success hinged on developing schoolwide expectations for behavior, developing positive consequences, compiling a list of unacceptable behaviors, and empowering teachers to administer consequences, including contacting…

Instead of relegating their assistant principal to discipline and attendance, the Frankfurt (West Germany) American High School restructured the AP role to focus on instructional leadership, employee supervision, collegiality, training, and positive student interactions. Conflict resolution, lunchtime intramurals, town hall meetings, and a…

Principals' efforts to ensure that students develop a positive attitude toward their school may be organized into four areas: developing a school climate conducive to learning; providing for students' individual success; facilitating positive communication; and having a multifaceted approach to discipline. (Author/MLF)

A six-week remedial summer school program for potential dropouts in a Wisconsin high school is described. The key factor was an attendance clause that limited students to three absences lest they be withdrawn from the program. (TE)

One high school's implementation of policies that alleviated the "symptoms" of chronic smoking and some use of drugs and alcohol on school property, chronic truancy from selected classes, and chronic schedule changes is summarized, and efforts toward a lasting resolution of underlying problems in the areas of curriculum and instruction are…

An edited version of federal district court Judge William O. Bertelsman's opinion in "Bahr vs. Jenkins" reveals his thinking on the courts' self-restraint in cases affecting school administrators' authority when disciplining students. The opinion also discusses, in an informal style, the rights and responsibilities of parties in such…

This article describes 12 major components--grouped into philosophical, organizational, and operational categories--that should be included in planning and initiating an effective school discipline system. (Author/JW)

The writer presents a distillation of observations from her 100-page notebook that reflects what's happening in China's schools. (Editor/RK)

Asserting that informing parents about the discipline policies and procedures in their children's schools will reduce misunderstandings and inappropriate expectations and encourage parent participation, this article outlines specific methods principals can use to communicate discipline information to parents. (PGD)

After summarizing the relevant federal laws regarding the educational rights of handicapped students, the author reviews recent cases regarding such students' suspension and expulsion. From court decisions, conclusions are then drawn about the legally allowable disciplining of handicapped students. (JW)

Strategies that decreased school disruption and increased safety in a large urban high school are listed. Identified as major factors in maintaining a positive school climate are good student-teacher relations and a responsive curriculum reflecting student needs and interests and the changing emphases of society. (MJL)

A questionnaire given to parents, teachers, and principals of middle-school students shows general consistency among the three groups in ranking student behavior problems--except on student use of drugs, alcohol, and tobacco, which is ranked high by parents but low by school authorities. (JW)

Before 1980, academic-freedom litigation favored teachers over school boards. As a 1998 case involving termination of a popular creative-writing teacher shows, today's judges rely on decision makers' judgement. Courts view academic freedom as the province of school boards and administrators, who determine how it is exercised. (MLH)

Well-disciplined schools make appropriate school discipline a part of every curriculum, program, and practice. Key organizational variables include staff and community involvement, sensitivity to students' racial and socioeconomic concerns, and effective intervention strategies, such as the anger-management seminars, awareness discussion groups,…

Explains how a survey of staff, students, parents, and community members was used to develop an equitable and effective high school dress and behavior code. Describes the sanctions established for violations and a mandatory after-school instructional program for students suspended from regular classes. (Author/PGD)