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Author: Matthew P. Steinberg
Publisher:
ISBN: 9780984507641
Category : School violence
Languages : en
Pages : 72
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Book Description
In schools across the country, students routinely encounter a range of safety issues--from overt acts of violence and bullying to subtle intimidation and disrespect. Though extreme incidents such as school shootings tend to attract the most attention, day-to-day incidents such as gossip, hallway fights, and yelling matches between teachers and students contribute to students' overall sense of safety and shape the learning climate in the school. Not surprisingly, schools serving students from high-crime, high-poverty areas find it particularly challenging to create safe, supportive learning environments. Chicago Public Schools (cps), the subject of this report, is no exception. In many cps schools, teachers, and students report feeling unsafe in hallways, classrooms, and the area just outside the school building. Yet, in many other Chicago schools--even some schools serving large populations of students from high-poverty, high-crime areas--students and teachers do feel safe. What distinguishes these schools? Two years ago, cps leadership suggested an innovative method of addressing safety concerns in schools--creating and implementing a "culture of calm" initiative predicated on developing positive and engaging relationships between adults and children. Though not an evaluation of culture of calm, this report provides initial evidence about the potential promise of such a strategy. The report examines the internal and external conditions that matter for students' and teachers' feelings of safety. It shows how the external conditions around the school, and in students' backgrounds and home communities, strongly define the level of safety in schools. It then examines the extent to which factors under the control of schools--their social and organizational structure, and particularly the relationships among adults and students--mediate those external influences. Appendices include: (1) Student and Teacher Survey Responses; (2) Survey Measures Used in This Report; (3) Methodological Details on Statistical Models; and (4) Models of Safety by Neighborhood and School Context. (Contains 13 tables, 17 figures and 55 endnotes.).
Author: Matthew P. Steinberg
Publisher:
ISBN: 9780984507641
Category : School violence
Languages : en
Pages : 72
Get Book Here
Book Description
In schools across the country, students routinely encounter a range of safety issues--from overt acts of violence and bullying to subtle intimidation and disrespect. Though extreme incidents such as school shootings tend to attract the most attention, day-to-day incidents such as gossip, hallway fights, and yelling matches between teachers and students contribute to students' overall sense of safety and shape the learning climate in the school. Not surprisingly, schools serving students from high-crime, high-poverty areas find it particularly challenging to create safe, supportive learning environments. Chicago Public Schools (cps), the subject of this report, is no exception. In many cps schools, teachers, and students report feeling unsafe in hallways, classrooms, and the area just outside the school building. Yet, in many other Chicago schools--even some schools serving large populations of students from high-poverty, high-crime areas--students and teachers do feel safe. What distinguishes these schools? Two years ago, cps leadership suggested an innovative method of addressing safety concerns in schools--creating and implementing a "culture of calm" initiative predicated on developing positive and engaging relationships between adults and children. Though not an evaluation of culture of calm, this report provides initial evidence about the potential promise of such a strategy. The report examines the internal and external conditions that matter for students' and teachers' feelings of safety. It shows how the external conditions around the school, and in students' backgrounds and home communities, strongly define the level of safety in schools. It then examines the extent to which factors under the control of schools--their social and organizational structure, and particularly the relationships among adults and students--mediate those external influences. Appendices include: (1) Student and Teacher Survey Responses; (2) Survey Measures Used in This Report; (3) Methodological Details on Statistical Models; and (4) Models of Safety by Neighborhood and School Context. (Contains 13 tables, 17 figures and 55 endnotes.).
Author: Juanjo Mena
Publisher: Springer Nature
ISBN: 303079833X
Category : Education
Languages : en
Pages : 300
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Book Description
This book draws together various theoretical and research-based perspectives to examine the institutionalization of mentoring processes for beginning teachers. Teacher induction, defined as the guidance provided to new teachers, is increasingly gaining traction as a key stage in promoting quality education. Major efforts have been put into reducing transitional challenges from being a student teacher to a practicing teacher; optimizing professional relationships and socialization into school dynamics; and increasing teacher retention. Mentoring has been proven to add benefits in assisting beginning teachers during the early years of their teaching career, because it provides the required knowledge and skills to face uncertain school scenarios and the complexities of practice. However, teacher induction programs are not part of regular instruction in many countries. The lack of teacher training during the induction phase might result in lower levels of commitment, professional isolation, or even attrition. This book calls for more concrete mentoring processes for early career teachers, and questions how this can be put into practice.
Author: Stacy B. Ehrlich
Publisher: Consortium on Chicago School Research
ISBN: 9780989799430
Category : Education, Preschool
Languages : en
Pages : 64
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Book Description
Students who attend preschool regularly are significantly more likely than chronically absent preschoolers, those who missed at least 10 percent of the school year, to be ready for kindergarten and to attend school regularly in later grades. The study, which followed 25,000 three- and four-year-olds served by Chicago Public Schools (CPS) school-based preschool programs, finds chronic absenteeism is rampant among preschoolers in Chicago. In 2011-2012, almost half of three-year-olds and more than one-third of four-year-olds were chronically absent. This report examines the extent of preschool absenteeism and the reasons preschool students are absent. It also examines the relationship between preschool absences and students' scores on measures of kindergarten readiness in math, letter recognition, and social-emotional development, as well as assessments of second-grade reading fluency. Ultimately, students who miss more preschool have lower kindergarten readiness scores, and students who are chronically absent in preschool are more likely to be chronically absent in kindergarten and have lower second grade reading scores. However, students who enter preschool with the weakest skills benefit the most from regular attendance.
Author: W. David Stevens
Publisher: Consortium on Chicago School Research
ISBN: 9780990956310
Category :
Languages : en
Pages : 52
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Book Description
W. DAVID STEVENS is Director for Research Engagement at UChicago CCSR. He received his PhD in sociology from Northwestern University. LAUREN SARTAIN is a research analyst at UChicago CCSR. She has a BA from the University of Texas at Austin and a MPP from the Irving B. Harris School of Public Policy at the University of Chicago, where she is currently a doctoral student. ELAINE ALLENSWORTH is the Executive Director of UChicago CCSR. She conducts research on factors affecting school improvement and students' educational attainment, including high school graduation, college readiness, curriculum and instruction, and school organization and leadership. RACHEL LEVENSTEIN is the Senior Manager for Survey Research at UChicago CCSR, where she oversees the annual census of roughly 225,000 Chicago Public Schools students, teachers, and principals. She directs all aspects of the survey process, including content design and pretesting, data collection, documentation, item analysis, and tests for response bias. She is also involved in reporting and dissemination of the results to the nearly 700 schools in CPS. Her research specialties include nonresponse and measurement error issues in survey data collection. The University of Chicago Consortium on Chicago School Research (UChicago CCSR) builds the capacity for school reform by conducting research that identifies what matters for student success and school improvement. Created in 1990, UChicago CCSR conducts research of high technical quality that can inform and assess policy and practice in the Chicago Public Schools. UChicago CCSR studies also have informed broader national movements in public education. UChicago CCSR encourages the use of research in policy action and improvement of practice but does not argue for particular policies or programs. Rather, UChicago CCSR helps to build capacity for school reform by identifying what matters for student success and school improvement, creating critical indicators to chart progress, and conducting theory-driven evaluation to identify how programs and policies are working.
Author: Lauren Sartain
Publisher: Consortium on Chicago School Research
ISBN: 9780990956358
Category :
Languages : en
Pages : 74
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Book Description
Students' risk of suspension is more strongly determined by which school they attend than by their backgrounds-including their race, gender or income. A subset of Chicago schools-about a quarter of high schools and 10 percent of schools with middle grades-have very high suspension rates, and almost all of these schools predominantly serve African American students. These schools' students come from the poorest neighborhoods with the lowest incoming achievement; many have been victims of abuse or neglect. At high-suspending high schools, about half of students received a suspension in the 2013-14 school year. This report examines reasons for racial and gender disparities in suspension rates and finds that suspensions are concentrated among schools serving the most vulnerable student populations. It also explores the degree to which differences in schools' suspension rates are related to school climate and student achievement.
Author: Eve L. Ewing
Publisher: University of Chicago Press
ISBN: 022652616X
Category : Education
Languages : en
Pages : 237
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Book Description
“Failing schools. Underprivileged schools. Just plain bad schools.” That’s how Eve L. Ewing opens Ghosts in the Schoolyard: describing Chicago Public Schools from the outside. The way politicians and pundits and parents of kids who attend other schools talk about them, with a mix of pity and contempt. But Ewing knows Chicago Public Schools from the inside: as a student, then a teacher, and now a scholar who studies them. And that perspective has shown her that public schools are not buildings full of failures—they’re an integral part of their neighborhoods, at the heart of their communities, storehouses of history and memory that bring people together. Never was that role more apparent than in 2013 when Mayor Rahm Emanuel announced an unprecedented wave of school closings. Pitched simultaneously as a solution to a budget problem, a response to declining enrollments, and a chance to purge bad schools that were dragging down the whole system, the plan was met with a roar of protest from parents, students, and teachers. But if these schools were so bad, why did people care so much about keeping them open, to the point that some would even go on a hunger strike? Ewing’s answer begins with a story of systemic racism, inequality, bad faith, and distrust that stretches deep into Chicago history. Rooting her exploration in the historic African American neighborhood of Bronzeville, Ewing reveals that this issue is about much more than just schools. Black communities see the closing of their schools—schools that are certainly less than perfect but that are theirs—as one more in a long line of racist policies. The fight to keep them open is yet another front in the ongoing struggle of black people in America to build successful lives and achieve true self-determination.
Author: Elaine Allensworth
Publisher: Consortium on Chicago School Research
ISBN: 9780989799454
Category :
Languages : en
Pages : 138
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Book Description
Grades and attendance-not test scores-are the middle grade factors most strongly connected with both high school and college success. In fact, grades and attendance matter more than test scores, race, poverty, or other background characteristics for later academic success. This report follows approximately 20,000 Chicago Public Schools students as they transition from elementary to high school. It is designed to help answer questions about which markers should be used to gauge whether students are ready to succeed in high school and beyond. It also considers the performance levels students need to reach in middle school to have a reasonable chance of succeeding in high school.
Author: John Devine
Publisher: University of Chicago Press
ISBN: 0226143872
Category : Education
Languages : en
Pages : 291
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Book Description
Escalations in student violence continue throughout the nation, but inner-city schools are the hardest hit, with classrooms and corridors infected by the anger, aggression, and criminality endemic to street life. Technological surveillance, security personnel, and paramilitary control tactics to maintain order and safety are the common administrative response. Essential educational programs are routinely slashed from school budgets, even as the number of guards, cameras, and metal detectors continues to multiply. Based on years of frontline experience in New York's inner-city schools, Maximum Security demonstrates that such policing strategies are not only ineffectual, they divorce students and teachers from their ethical and behavioral responsibilities. Exploring the culture of violence from within, John Devine argues that the security system, with its uniformed officers and invasive high-tech surveillance, has assumed presumptive authority over students' bodies and behavior, negating the traditional roles of teachers as guardians and agents of moral instruction. The teacher is reduced to an information bureaucrat, a purveyor of technical knowledge, while the student's physical well-being and ethical actions are left to the suspect scrutiny of electronic devices and security specialists with no pedagogical mission, training, or interest. The result is not a security system at all, but an insidious institutional disengagement from the caring supervision of the student body. With uncompromising honesty, Devine provides a powerful portrayal of an educational system in crisis and bold new insight into the malignant culture of school violence.
Author: Justin Driver
Publisher: Pantheon
ISBN: 1101871660
Category : Law
Languages : en
Pages : 578
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Book Description
A Washington Post Notable Book of the Year A New York Times Book Review Editors’ Choice An award-winning constitutional law scholar at the University of Chicago (who clerked for Judge Merrick B. Garland, Justice Stephen Breyer, and Justice Sandra Day O’Connor) gives us an engaging and alarming book that aims to vindicate the rights of public school students, which have so often been undermined by the Supreme Court in recent decades. Judicial decisions assessing the constitutional rights of students in the nation’s public schools have consistently generated bitter controversy. From racial segregation to unauthorized immigration, from antiwar protests to compulsory flag salutes, from economic inequality to teacher-led prayer—these are but a few of the cultural anxieties dividing American society that the Supreme Court has addressed in elementary and secondary schools. The Schoolhouse Gate gives a fresh, lucid, and provocative account of the historic legal battles waged over education and illuminates contemporary disputes that continue to fracture the nation. Justin Driver maintains that since the 1970s the Supreme Court has regularly abdicated its responsibility for protecting students’ constitutional rights and risked transforming public schools into Constitution-free zones. Students deriving lessons about citizenship from the Court’s decisions in recent decades would conclude that the following actions taken by educators pass constitutional muster: inflicting severe corporal punishment on students without any procedural protections, searching students and their possessions without probable cause in bids to uncover violations of school rules, random drug testing of students who are not suspected of wrongdoing, and suppressing student speech for the viewpoint it espouses. Taking their cue from such decisions, lower courts have upheld a wide array of dubious school actions, including degrading strip searches, repressive dress codes, draconian “zero tolerance” disciplinary policies, and severe restrictions on off-campus speech. Driver surveys this legal landscape with eloquence, highlights the gripping personal narratives behind landmark clashes, and warns that the repeated failure to honor students’ rights threatens our basic constitutional order. This magisterial book will make it impossible to view American schools—or America itself—in the same way again.
Author: Heather L. Schwartz
Publisher: Rand Corporation
ISBN: 0833094742
Category : Education
Languages : en
Pages : 0
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Book Description
The report categorizes school safety technologies, summarizes research on school violence, presents six case studies of innovative technologies, and summarizes experts' views of technologies and safety problems and their rankings of technology needs.
