Violence in schools: Prevalence,prediction, and prevention

Violence in schools is a pervasive problem and one that requires greater attention from educators, policy makers, and researchers. This review will examine the prevalence and evolution of school violence as well as the risk factors for students, families, and schools. In addition, prevention and intervention strategies will be identified as well as suggestions for future research.     

Raising the graduation bar for the schools: expectations vs outcomes.

Educational reform is an ongoing concern of parents, educators, policy makers, and the public at large. The past 50 years have ushered in a new era of reform, whose major objective was to improve students' performance based on the use of statewide standardized testing and changes in graduation requirements. This study examined one such reform movement, initially developed during the late 1970s, which developed minimum competency testing standards as well as increased course demands to specify graduation requirements for public high school students. The outcomes for this reform model, both in terms of students' achievement and failure, did not meet expectations.     

Emotionally disturbed children in ordinary schools: Concepts, prevalence and management

Not all children in ordinary schools with emotional problems need intensive psychotherapy from specialists. The majority can be helped by class teachers who exercise extended pastoral care. Some others will need the help of a skilled worker trained and experienced in skills of individual counselling. But there area few children - a significant few - who do need specialised help. It may sometimes be possible for them to receive this help in the ordinary school, without removal to a special school or referral to some outside agency such as a Child Guidance Service, if use is made of a special adjustment unit. Some conceptual problems in relation to maladjustment are discussed; reference is made to national surveys indicating the prevalence of the problem in the school-child population; and a model of management for children in ordinary schools is outlined, based on work carried out in Bristol over the past seven years, with particular reference to special adjustment units.     

Change schools through revolution,not evolution

The school's traditional practices are linked to current failures and to the limited prospects of future success. The major problems with current school practices are: adopting instructional programs that have never been fieldtested and revised on the basis of data; using diagnostic practices that blame the child as being the sole cause of poor performance; using testing techniques that do not imply curricular remedies; promoting children beyond their grade-level performance; failing to provide teachers with effective training and monitoring. Recommendations for changing the system to become accountable and databased include: bringing pressure from outside the system; lobbying for alternatives to public schools; promoting intervention by the board; involving parents in union negotiations; establishing committees of expert teachers to review administrative proposals and report to the board. The central feature of the plan is to fire administrators who fail to meet attainable student-achievement goals. This practice would ensure that administrators are reinforced when children succeed, a feature that is not part of current practices.