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This edited volume fills a critical void by providing the most current and authoritative information on what is known about disciplinary disparities. School exclusion—out-of-school suspension and expulsion in particular—remains a substantial component of discipline in our nation’s schools, and those consequences continue to fall disproportionally on certain groups of learners. The negative consequences of frequent and inequitable use of school exclusion are substantial, including higher rates of academic failure, dropout, and contact with the juvenile justice system. As educators, policymakers, community leaders, and other youth-serving organizations begin the difficult work of creating more equitable school disciplinary systems, the need for effective disparity-reducing alternatives could not be more important. Drawing on the multi-year ground-breaking work of the Discipline Disparities Collaborative, the chapters in this book provide cutting edge knowledge supporting a new national imperative to eliminate race, gender, disability, and sexual orientation-based disciplinary disparities.
What is Academic Discipline An academic discipline, also known as an academic subject, is a specialized subset of information that is studied at the postsecondary level (college and university). The academic journals in which research is published, as well as the learned societies and academic departments or faculties within colleges and universities to which their practitioners belong, are responsible for defining and recognizing the various fields of study that make up academia. Conventionally, academic fields are separated into the humanities, which include areas of study such as language, art, and cultural studies; the scientific fields, which include areas of study such as physics, chemistry, and biology; and the social sciences, which are occasionally considered to be a third group. How you will benefit (I) Insights, and validations about the following topics: Chapter 1: Academic discipline Chapter 2: Interdisciplinarity Chapter 3: Citation index Chapter 4: Bibliometrics Chapter 5: Scientometrics Chapter 6: Citation analysis Chapter 7: Academic writing Chapter 8: Informetrics Chapter 9: Transdisciplinarity Chapter 10: Citation impact Chapter 11: H-index Chapter 12: Integrative learning Chapter 13: Interdiscipline Chapter 14: Social Sciences Citation Index Chapter 15: Childhood studies Chapter 16: Library and information science Chapter 17: Branches of science Chapter 18: Science of team science Chapter 19: Julie Thompson Klein Chapter 20: Rankings of academic publishers Chapter 21: Leiden Manifesto (II) Answering the public top questions about academic discipline. (III) Real world examples for the usage of academic discipline in many fields. (IV) Rich glossary featuring over 1200 terms to unlock a comprehensive understanding of academic discipline Who this book is for Professionals, undergraduate and graduate students, enthusiasts, hobbyists, and those who want to go beyond basic knowledge or information for any kind of academic discipline.
Building on comprehensive research conducted in US schools, this accessible volume offers an effective model of school leadership to develop and implement school-wide, trauma-responsive approaches to student discipline. Recognizing that challenging student behaviours are often rooted in early experiences of trauma, the volume builds on a model from the Substance Abuse and Mental Health Services Administration (SAMHSA) to walk readers through the processes of realizing, recognizing, responding to, and resisting the impacts of trauma in school contexts. Research and interviews model an educational reform process and explain how a range of differentiated interventions including Positive Behaviour Interventions and Supports (PBIS), social-emotional learning (SEL), restorative justice, and family engagement can be used to boost student resilience and pro-social behaviour. Practical steps are supported by current theory, resources, and stories of implementation from superintendents, principals, and teachers. This text will benefit school leaders, teachers, and counsellors with an interest in restorative student discipline, emotional and behavioural difficulties in young people, and PreK-12 education more broadly. Those interested in school psychology, trauma studies, and trauma counselling with children and adolescents will also benefit from the volume.
A fresh, new translation of Augustine’s fourth work as a Christian convert The first four works written by St. Augustine of Hippo after his conversion to Christianity are dialogues that have influenced prominent thinkers from Boethius to Bernard Lonergan. Usually called the Cassiciacum dialogues, these four works are of a high literary and intellectual quality, combining Ciceronian and neo-Platonic philosophy, Roman comedy and Vergilian poetry, and early Christian theology. They are also, arguably, Augustine’s most charming works, exhibiting his whimsical levity and ironic wryness. Soliloquies is the fourth work in this tetralogy. Augustine coined the term “soliloquy” to describe this new form of dialogue. Soliloquies, a conversation between Augustine and his reason, fuses the dialogue genre and Roman theater, opening with a search for intellectual and moral self-knowledge before converging on the nature of truth and the question of the soul’s immortality. Foley’s volume also includes On the Immortality of the Soul, which consists of notes for the unfinished portion of the work.
This Brief reviews the past, present, and future use of school corporal punishment in the United States, a practice that remains legal in 19 states as it is constitutionally permitted according to the U.S. Supreme Court. As a result of school corporal punishment, nearly 200,000 children are paddled in schools each year. Most Americans are unaware of this fact or the physical injuries sustained by countless school children who are hit with objects by school personnel in the name of discipline. Therefore, Corporal Punishment in U.S. Public Schools begins by summarizing the legal basis for school corporal punishment and trends in Americans’ attitudes about it. It then presents trends in the use of school corporal punishment in the United States over time to establish its past and current prevalence. It then discusses what is known about the effects of school corporal punishment on children, though with so little research on this topic, much of the relevant literature is focused on parents’ use of corporal punishment with their children. It also provides results from a policy analysis that examines the effect of state-level school corporal punishment bans on trends in juvenile crime. It concludes by discussing potential legal, policy, and advocacy avenues for abolition of school corporal punishment at the state and federal levels as well as summarizing how school corporal punishment is being used and what its potential implications are for thousands of individual students and for the society at large. As school corporal punishment becomes more and more regulated at the state level, Corporal Punishment in U.S. Public Schools serves an essential guide for policymakers and advocates across the country as well as for researchers, scientist-practitioners, and graduate students.
The author analyses and describes the manner in which the Newgarden Meeting evolved from circa 1650 to 1730, exploring a wide range of topics including the growth in membership, Meeting discipline, governance, socio-economic status, tithe assessment, record keeping, religious life, education and migration. A number of new approaches to the analysis of Quaker records are used to assess participation of members in Meeting governance and readers are introduced to a "Reconstitution Model" that incorporates and integrates all manner of Quaker records enabling researchers to estimate Meeting membership at any point in time as well as to explore many other aspects of Quaker life with reasonable confidence. The author demonstrates that the Meeting was essentially governed by the wealthiest Members and he offers a number of select biographies of the wealthy and Members of lesser socio-economic status for comparison.