Examining classroom influences on student perceptions of school climate: The role of classroom management and exclusionary discipline strategies

There is growing emphasis on the use of positive behavior supports rather than exclusionary discipline strategies to promote a positive classroom environment. Yet, there has been limited research examining the association between these two different approaches to classroom management and students' perceptions of school climate. Data from 1902 students within 93 classrooms that were nested within 37 elementary schools were examined using multilevel structural equation modeling procedures to investigate the association between two different classroom management strategies (i.e., exclusionary discipline strategies and the use of positive behavior supports) and student ratings of school climate (i.e., fairness, order and discipline, student–teacher relationship, and academic motivation). The analyses indicated that greater use of exclusionary discipline strategies was associated with lower order and discipline scores, whereas greater use of classroom-based positive behavior supports was associated with higher scores on order and discipline, fairness, and student–teacher relationship. These findings suggest that pre-service training and professional development activities should promote teachers' use of positive behavior support strategies and encourage reduced reliance on exclusionary discipline strategies in order to enhance the school climate and conditions for learning.     

Precision Commands and the ”Sure I Will” Program:

No abstract available for this article.     

Substance Abuse Among Adolescents

Substance abuse represents a major concern to our society. Although no one sector of our populace is immune to the effects of substance use, perhaps nowhere is the risk greater than for adolescents. The various physiological changes, psychosocial stressors and emotional factors confronting adolescents seem to make them particularly susceptible to adverse effects of alcohol and drugs. The purpose of this article, therefore, is to describe the phenomena of substance abuse among adolescents and to discuss its implications for special service providers in schools. In particular, emphasis will be placed on examining substance abuse in k-risk populations including handicapped adolescents. Implications are considered for school-based prevention and treatment approaches.     

Utilizing Staff Incentives to Increase School-Wide Praise

The authors evaluated whether an incentive raffle increased teachers' use of written praise and appropriate student behavior. Participants included 93 staff members and 755 students at an elementary school in Central Illinois. School staff received didactic instruction for the importance of using praise, and praise notes were measured on a weekly basis by praise type, staff member type, and student type. Results indicated that the faculty incentive produced medium effects for praise for students, but did not impact the number of office discipline referrals. Staff members reported praise notes to be an acceptable school-wide system for managing student behavior, but had mixed feelings regarding faculty receiving incentives for writing praise notes. Implications as well as future research are discussed.     

The Motivations for and Outcomes of Employee Referrals

Research on employee referrals demonstrates positive outcomes for the recruited individual and the organization. However, little research addressed employees who make employment referrals, also known as employee recommenders. To address this gap in knowledge, we developed a conceptual model and present the theoretical basis for addressing the motivation of, and organizational outcomes associated with, employees who make employment recommendations. The model is based on the theories of word-of-mouth communication, cognitive dissonance, self-perception, and attitude change through self-persuasion. Partial support for the model was found in an experimental design simulating an employee referral situation. Results showed an increase in normative commitment of recommenders.     

School-Wide Behavioral Support: Starting the Year Off Right

Two years of office referral data are presented in evaluation of a school-wide behavioral support program designed to define, teach, and reward appropriate student behavior in a rural middle school (grades 6, 7, and 8). During 1994-95, the school had 530 students and recorded 2,628 office referrals. The 1995-96 school year began with a full day in which students were taught five school expectations. Throughout the year, students also received rewards for appropriate behavior and office referrals for infractions. Results during 1995-96 document a 42% reduction in office referrals from the previous year. While the evaluation results do not document functional relationship, they suggest an efficient process for evaluating school-wide behavioral support, teaching appropriate behaviors, and changing the overall climate of the school. Implications for future research, and the use of schools as a unit of analysis, are discussed.     

The importance of primary care for theoretical medicine: A commentary

Froom and Froom all attention to referral bias as a frequent cause for misinterpreting the medical literature. This is particularly a source of false certainty, and therefore false science, in U.S. practice, where referral centers are often seen as the only legitimate source of medical knowledge and where primary care is discounted as a source of scientific observations. Appreciation of the primary care setting is therefore a critical element in theoretical understanding of medical epistemology.     

The Disproportionality Dilemma: Patterns of Teacher Referrals to School Counselors for Disruptive Behavior

Disproportionality plagues schools nationwide in special education placement, dropout, discipline referral, suspension, and expulsion rates. This study examined predictors of teacher referrals to school counselors for disruptive behavior in a sample of students selected from the Educational Longitudinal Study 2002 (National Center for Education Statistics, n.d.). Findings demonstrated that students’ race predicted English teacher referrals; students’ gender, previous disciplinary infractions, and teachers’ postsecondary expectations for students predicted English and math teacher referrals. Implications for practice, policy, and research are discussed.     

Comparison of BaFPE-TOA Scores for Inpatients and Outpatients

This study was designed to determine if differences existed between inpatient and outpatient scores on the Bay Area Functional Performance Evaluation-Task Oriented Assessment (BaFPE-TOA). The resaerch entailed administering the BaFPE-TOA to 31 psychiatric outpatients comparing their scores to BaFPE-TOA data previously collected on 29 inpatients matched on age and years of education. Significant differences were found on 9 of the 12 parameters and one of the five tasks of the TOA, although no significant difference was found between the two samples on the total TOA score.