Eight Tips on Implementing a Progressive Discipline Policy

2018 ◽  
Vol 41 (9) ◽  
pp. 7-8
Keyword(s):  
Discipline Policy ◽  
Progressive Discipline

scholarly journals Disciplinary Approaches for Cannabis Use Policy Violations in Canadian Secondary Schools

2021 ◽  
Vol 18 (5) ◽  
pp. 2472
Author(s):  
Megan J. Magier ◽  
Scott T. Leatherdale ◽  
Terrance J. Wade ◽  
Karen A. Patte
Keyword(s):  
Mental Health ◽  
Physical Activity ◽  
Alcohol Use ◽  
Secondary Schools ◽  
Sedentary Behaviour ◽  
Survey Data ◽  
Educational Programs ◽  
Cannabis Use ◽  
School Year ◽  
Progressive Discipline

The objective of this study was to examine the disciplinary approaches being used in secondary schools for student violations of school cannabis policies. Survey data from 134 Canadian secondary schools participating in the Cannabis use, Obesity, Mental health, Physical activity, Alcohol use, Smoking, and Sedentary behaviour (COMPASS) study were used from the school year immediately following cannabis legalization in Canada (2018/19). Despite all schools reporting always/sometimes using a progressive discipline approach, punitive consequences (suspension, alert police) remain prevalent as first-offence options, with fewer schools indicating supportive responses (counselling, cessation/educational programs). Schools were classified into disciplinary approach styles, with most schools using Authoritarian and Authoritative approaches, followed by Neglectful and Permissive/Supportive styles. Further support for schools boards in implementing progressive discipline and supportive approaches may be of benefit.

scholarly journals IMPLEMENTASI KEBIJAKAN DISIPLIN PNS DALAM MENINGKATKAN KINERJA PEGAWAI DI KANTOR CAMAT UTAN, KABUPATEN SUMBAWA, PROVINSI NUSA TENGGARA BARAT

2018 ◽  
Vol 6 (2) ◽  
pp. 149-170
Author(s):  
Arihun Rahmatin
Keyword(s):  
Data Collection ◽  
Research Method ◽  
Qualitative Method ◽  
Employee Performance ◽  
Qualitative Approach ◽  
Civil Servants ◽  
District Office ◽  
Discipline Policy ◽  
Disciplinary Policy

ABSTRACT The purpose of this study was to analyze the Discipline of Civil Servants policy in improving performance at the Utan Sub-District Office, Sumbawa Regency, West Nusa Tenggara Province. The research method used is a qualitative method, with a qualitative approach. Data obtained through data collection techniques: interviews and documentation. The results of this study indicate that the implementation of the disciplinary policy of Civil Servants in the Utan Sub-District Office, Sumbawa Regency basically has not run effectively. This is due to a lack of awareness to be able to work with discipline. Keywords: implementation, civil discipline policy, employee performance

Transforming early childhood discipline policy through collaborative research and evaluation.

2021 ◽  
Author(s):  
H. Callie Silver ◽  
Katherine M. Zinsser ◽  
Courtney A. Zulauf-McCurdy ◽  
Allison Lowe-Fotos ◽  
Lori Orr ◽  
...  
Keyword(s):  
Early Childhood ◽  
Collaborative Research ◽  
Discipline Policy

scholarly journals Schools, Cultural Mobility, and Social Reproduction: The Case of Progressive Discipline

2015 ◽  
Vol 40 (1) ◽  
pp. 51-74
Author(s):  
Emily Milne ◽  
Janice Aurini
Keyword(s):  
Parent Involvement ◽  
Social Reproduction ◽  
Economic Status ◽  
Social Needs ◽  
School Staff ◽  
Capital Theory ◽  
Staff Members ◽  
Cultural Capital Theory ◽  
Cultural Mobility ◽  
Progressive Discipline

Abstract: Drawing on a case study of Progressive Discipline (PD), this paper asks: How does greater discretion, flexibility and parent involvement affect the application of school policy? What are the consequences of these conditions? PD is part of a suite of changes that caters to students’ individualized academic and social needs while formalizing increased parent involvement. Drawing on forty-four interviews with school staff members, we find that PD has the potential to enhance students’ social and behaviour literacy. And yet, educators are unable to fully tame higher-SES (Socio-Economic Status) parents. According to our interviewees, higher-SES parents are more likely to participate in disciplinary proceedings, confront and threaten school staff and negotiate more favourable disciplinary outcomes for their children. Our paper contributes to cultural capital theory by examining how higher-SES families exploit “discretionary spaces” (i.e., opportunities that allow parents to improve their child’s social, academic or disciplinary outcomes) in schooling organizations. Résumé : En s’appuyant sur une étude de cas de mesures disciplinaires progressives (MDP), cet article pose la question : Comment une plus grande discrétion, souplesse et participation des parents influent sur la mise en pratique de la politique scolaire ? Quelles sont les conséquences de ces mesures ? Les MDP font partie d’une série de changements qui répondent aux besoins scolaires et sociaux individualisés des élèves, tout en formalisant la participation accrue des parents. À partir de quarante-quatre entretiens avec des membres du personnel œuvrant dans des écoles, nous constatons que les MDP ont le potentiel d’améliorer les habiletés sociales et comportementales des élèves. Pourtant, les éducateurs sont incapables de composer de façon satisfaisante avec les parents jouissant d’un statut socio-économique plus élevé. Selon les membres du personnel interviewés, il est plus probable que les parents de statut socio-économique plus élevé participent plus activement au suivi disciplinaire, confrontent et menacent le personnel de l’école et négocient des solutions disciplinaires plus favorables pour leurs enfants. Notre article contribue à la théorie du capital culturel en observant comment les familles de statut socio-économique plus élevé exploitent des « espaces discrétionnaires » (c’est à dire, les possibilités qui permettent aux parents d’améliorer les résultats sociaux, académiques ou disciplinaires de leur enfant) dans les organisations scolaires.

scholarly journals Influence over school discipline policy: Variation across levels of governance, school contexts, and time

2017 ◽  
Vol 25 ◽  
pp. 119
Author(s):  
F. Chris Curran
Keyword(s):  
Charter Schools ◽  
School Discipline ◽  
School Contexts ◽  
Discipline Policy ◽  
Ordered Logistic Regression ◽  
Governance School ◽  
Using Data ◽  
Policy Variation ◽  
Changes Over Time ◽  
Over Time

Little research explores the relative influence of various stakeholders on school discipline policy. Using data from the SASS and ordered logistic regression, this study explores such influence while assessing variation across schools types and changes over time. Principals consistently rate themselves and teachers as the most influential stakeholders over setting school discipline policy. The proportion of racial minorities in a school predicts greater influence from higher levels of governance while charter schools report less. Increases in influence of principals and teachers over time are documented. The results may inform both policymakers and practitioners as they work to improve equitable disciplinary outcomes for students.

scholarly journals Decision Domains and Teacher Participation: A Qualitative Investigation of Decision-Making in Egyptian Schools

2017 ◽  
Author(s):  
Waheed Hammad
Keyword(s):  
Decision Making ◽  
Secondary Schools ◽  
Teacher Participation ◽  
Student Discipline ◽  
Research Approach ◽  
Structured Interviews ◽  
Policy Makers ◽  
Discipline Policy ◽  
Qualitative Descriptive ◽  
Central Administrators

The purpose of this paper is to explore the gap between actual and desired decision domains as a potential factor affecting teacher participation in decision-making in Egyptian schools. In order to explore this gap, the study sets out to answer three questions: (1) what would a typology of school decisions look like in Egypt’s secondary schools? (2) How do Egyptian teachers perceive actual decisions made in their schools? (3) What decision domains are most desired by Egyptian teachers? The study employed a qualitative, descriptive research approach based on individual, semi-structured interviews with a sample of 85 school teachers and senior and middle management members in nine general secondary schools in Damietta County, Egypt. School documents were also collected and analyzed. These included minutes of meetings of school boards and Boards of Trustees (BOTs). A typology of school decisions was developed which revealed the absence of significant decisions related to curriculum. Teachers’ responses showed that they regarded school decisions as insignificant and irrelevant to their concerns, and that significant decisions are retained by central administrators. Desired decision areas were identified which included curriculum and student discipline policy. As this study is consistent with the current interest in decentralization and increased participation in Egypt’s schools, it is hoped that the findings will be useful to educational policy makers as well as practitioners as they implement decentralization initiatives in Egypt. The findings may also have relevance and applicability to comparable secondary schools in other parts of the world.

scholarly journals The progressive gendering of the European Union’s economic governance architecture

2021 ◽  
Vol 17 (3) ◽  
Author(s):  
Laura Gomez Urquijo
Keyword(s):  
Gender Equality ◽  
Research Question ◽  
Market Model ◽  
Gender Inequalities ◽  
Economic Governance ◽  
Fiscal Discipline ◽  
National Policies ◽  
Discipline Policy ◽  
National Monitoring ◽  
Governance Tools

This study shows the correlation between the European integration process and the progress of gender equality objectives. In particular, it focuses on the effectiveness of economic governance tools to enhance coordination between national policies towards gender equality. The research question pertains to whether the new architecture of economic governance aims to consolidate the market model or correct gender imbalances. This aspect leads us to explore the diverse tools of national monitoring displayed in the recently reinforced governance, particularly the fiscal discipline policy as a conditioning framework, the European Semester as the current significant instrument for coordinating national policies, and the European Pillar of Social Rights (EPSR) and its Social Scoreboard annex. The analysis confirms that the potential of governance instruments to enhance gender equality is underused. Meanwhile, these tools set out a policy focused on consolidating the market model of competitiveness and fiscal discipline, rather than tackling gender inequalities

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