Manage faculty expectations for expelling disruptive students

2019 ◽  
Vol 22 (1) ◽  
pp. 6-6
Author(s):  
Claudine McCarthy
Keyword(s):  
Disruptive Students ◽  
Faculty Expectations

Issues in the Suspension and Exclusion of Disruptive Students

1988 ◽  
Vol 12 (2) ◽  
pp. 19-24 ◽  
Author(s):  
Alan Bain
Keyword(s):  
Education Policy ◽  
Service Delivery ◽  
Secondary Students ◽  
International Agreements ◽  
Disruptive Behaviour ◽  
Disruptive Students ◽  
Special Education Policy ◽  
Emotionally Handicapped ◽  
Educational Rights ◽  
Appropriate Education

This paper will address issues associated with the use of suspension and exclusion as an intervention for dealing with disruptive behaviour in schools, with a particular focus on secondary students in Western Australia. There is increasing support for the view that many of the students suspended or excluded from school for disruptive behaviour may be socially/emotionally handicapped and as such are being denied access to an appropriate education on the basis of their handicapping condition. The legal and service delivery implications of this position are discussed within the context of current Australian special education policy and international agreements pertaining to the educational rights of children.

Evaluation of Clinical Competence: The Gap Between Expectation and Performance

PEDIATRICS ◽  
1996 ◽  
Vol 97 (2) ◽  
pp. 179-184
Author(s):  
Bahman Joorabchi ◽  
Jeffrey M. Devries
Keyword(s):  
Descriptive Analysis ◽  
Data Gathering ◽  
Community Based ◽  
Resident Performance ◽  
Faculty Expectations ◽  
Clinical Evaluations ◽  
Pediatric Residency ◽  
Objective Structured Clinical Examinations ◽  
And Performance ◽  
High Degree

Objective. To evaluate a 3-year experience with the Objective Structured Clinical Examinations (OSCEs) and to compare faculty expectations with resident performance. Design. Descriptive analysis of measures of resident performance. Setting. Community-based pediatric residency program in Michigan. Participants. One hundred twenty-six pediatric residents at all levels of training. Methods. The three examinations consisted of 36 to 42 5-minute stations, testing skills in physical examination, history, counseling, telephone management, and test interpretation. A committee of faculty and chief residents predetermined minimum pass levels for each resident level. Results were compared with other indices of resident performance. Results. There was evidence for content, construct, and concurrent validity, as well as a high degree of reliability. However, 40% to 96% of residents scored below the minimum pass levels for their levels. In each examination, third-year residents had the highest failure rates, yet they scored well on the American Board of Pediatrics in-training examination and on their monthly clinical evaluations. Furthermore, for residents at all levels, the scores reflecting application of data were significantly lower than those assessing data gathering. Conclusions. The gaps between expectations and performance, and between data gathering and application, have important implications for institutional educational philosophy, suggesting a shift toward more clinically oriented and learner-directed strategies in the design of instructional and evaluation methods.

scholarly journals Student-Teacher Responsibilities in English Studies: An Empirical Analysis of Arab Student and English Faculty Perceptions

2019 ◽  
Author(s):  
Kashif Raza
Keyword(s):  
Student Teacher ◽  
Mixed Methods Research ◽  
Faculty Perceptions ◽  
English Studies ◽  
Student Expectations ◽  
Faculty Expectations ◽  
Student Teacher Relationship ◽  
Teacher Student ◽  
English Faculty ◽  
Gulf Arab

Given the vast research on the existence of distinctive student-teacher expectations about their roles in the classroom and their significance in shaping prospective actions, there is a scarcity of studies that examine Arab student expectations and contrast them with their teachers’ expectancies. Realizing this research gap, this study aims to analyze Gulf Arab, Non-Gulf Arab and English Faculty expectations about their roles in English studies. The objectives of the study were to answer four research questions: Do student-faculty expectations about their classroom roles correspond on nine given items; where do the differentiations lie; what are the classroom implications of these dissimilarities; and how teachers and students can share and meet each other’s expectations. Using a mixed methods research design, quantitative data were collected from students and faculty through an online bilingual survey followed by individual interviews for further exploration. The data analysis revealed that mismatches exist in teacher-student expectations and these dissimilar beliefs can influence student-teacher relationship. Five out of nine given items were found statistically significant between English faculty and Gulf and Non-Gulf Arab students where students had higher expectations about their responsibilities; however, Gulf Arab and Non-Gulf Arab student expectations differed only on three items. In addition to other practical suggestions for sharing and aligning divergent expectations, the study proposes employing a teacher-student learning contract to augment student and faculty cognizance of their academic and social obligations as well as assist the school administration in catering for their perspectives.

Disconnected and Disruptive Students

1989 ◽  
Vol 21 (2) ◽  
pp. 1-5 ◽  
Author(s):  
David Strahan
Keyword(s):  
Disruptive Students

Integration or Segregation of Behaviourally Disruptive Students

1980 ◽  
Vol 4 (1) ◽  
pp. 33-34
Author(s):  
Roslyn H. Townsend
Keyword(s):  
Special Education ◽  
Young People ◽  
Normal School ◽  
Disruptive Students

AbstractThe extent to which young people with emotional and behavioural disturbances can remain integrated within the normal school is contentious. The article proposes that every effort should be made to maintain integration and that an Alternative Unit is one means of helping to bring this about. The Alternative Unit would not only work with students in the mainstream but could also function as an intermediary between mainstream and special education.

An Analysis of the High Attrition Rates among First Year College Science, Math, and Engineering Majors

2003 ◽  
Vol 5 (1) ◽  
pp. 37-52 ◽  
Author(s):  
Peter A. Daempfle
Keyword(s):  
Cognitive Factors ◽  
First Year ◽  
Engineering Majors ◽  
Attrition Rates ◽  
College Majors ◽  
High Loss ◽  
First Year College ◽  
Faculty Expectations ◽  
College Science ◽  
Significant Support

Increases in attrition rates among science, mathematics, and engineering (SME) majors have produced a variety of deleterious effects for the society. This article attempts to clarify and interpret the interaction of those characteristics of the structure and culture of undergraduate SME programs that perpetuate high loss rates among their first year college majors. The interaction of instructional factors, differing high school and college faculty expectations for entering SME undergraduates, and epistemological considerations was found to contribute to a higher dissatisfaction among SME majors as compared with non-SME majors and the resulting attrition. Significant support was not seen for the contribution of commonly cited explanations of SME attrition such as cognitive factors and large class sizes.

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