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Barth, R. S. (1990). Improving schools from within. San Francisco: Jossey-Bass.

Barth, R. S. (2004). Learning by heart. San Francisco: Jossey-Bass.

Barth, R. S. (2006). Improving relationships within the schoolhouse. Educational Leadership, 63(6), 8-13.

Batsche, G. M.,&Knoff, H. M. (1994). Bullies and their victims: Understanding a pervasive problem in the schools. School Psychology Review, 23(2), 165-174.

Bennett, W. J., Finn, Jr., C. E.,&Cribb, Jr., J. T. (1999). The educated child: a parent’s guide from preschool through eighth grade. New York: The Free Press.

Berliner, D. (1990). What’s all the fuss about instructional time? In M. Ben-Peretz&R. Bromme (Eds.) The nature of time in schools: Theoretical concepts, practitioner perceptions. New York: Teachers College Press. Retrieved June 20, 2005 from (External Link)

Cartledge, G., Tillman, L. C.,&Johnson, C. T. (2001). Professional ethics within the context of student discipline and diversity. Teacher Education and Special Education, 24(1), 25-37.

Espelage, D. (2003). Bullying in American Schools. Lawrence Erlbaum Associates

Faircloth, C. V. (2005). Positive discipline with students who need it most: Lessons learned in an alternative approach. The Clearing House, 79(1), 25-30.

Heath, D. H. (1999). Morale, culture, and character: assessing schools of hope. Bryn Mawr, PA: Conrow.

Kant, E. (translated by J. M. D. Meiklejohn ) (2004). Critique of Pure Reason (Great Books in Philosophy). Amherst, NY: Prometheus Books.

Kanter, R. M. (1996). "World Class Leaders: The Power of Partnering." In The Leader of the Future, edited by F. Hesselbein, M. Goldsmith and R. Beckhard, 89-98. San Francisco: Jossey-Bass.

Kea, C. D. (2005). Managing student behavior in urban classrooms: The role of teacher ABC assessments. The Clearing House, 79(1), 16-20.

Kohn, A. (1996). Beyond discipline: from compliance to community. Alexandria, VA: Association for Supervision and Curriculum Development.

Kohn, A. (2004). Safety from the inside out: rethinking traditional approaches. Educational Horizons 83, 33-41.

Maeroff, G. I. (1998). Altered destinies: making life better for schoolchildren in need. New York: St. Martin's Press.

Marr, N.&Field, T. (2001). Bullycide: Death at playtime. Oxfordshire, UK: Success Unlimited.

Olweus, D. (1993). Bullying at school: What we know and what we can do. Cambridge, MA: Blackwell.

Rose, L. C.,&Gallup, A. M. (2005). 37th annual Phi Delta Kappa/Gallup poll of the public's attitudes toward the public schools. Retrieved June 14, 2006, from http://www.pdkintl.org/kappan/k0509pol.htm

Schlechty, P. (2002). Working on the work: an action plan for teachers, principals, and superintendents. San Francisco: Jossey-Bass.

Sergiovanni, T. J. (2005). The Principalship: A Reflective Practice Perspective 5th ed. Boston: Allyn and Bacon

Skiba, R. J.,&Peterson, R. L. (2000). School discipline at a crossroads: from zero tolerance to early response. Exceptional Children 66, 335-46.

Sze, S. (2005). Cognitive, affective, and relational dimensions of middle school students: Implications for improving discipline and instruction. The Clearing House, 79(1), 40-44.

Questions & Answers

show that the set of all natural number form semi group under the composition of addition
Nikhil Reply
what is the meaning
Dominic
explain and give four Example hyperbolic function
Lukman Reply
_3_2_1
felecia
⅗ ⅔½
felecia
_½+⅔-¾
felecia
The denominator of a certain fraction is 9 more than the numerator. If 6 is added to both terms of the fraction, the value of the fraction becomes 2/3. Find the original fraction. 2. The sum of the least and greatest of 3 consecutive integers is 60. What are the valu
SABAL Reply
1. x + 6 2 -------------- = _ x + 9 + 6 3 x + 6 3 ----------- x -- (cross multiply) x + 15 2 3(x + 6) = 2(x + 15) 3x + 18 = 2x + 30 (-2x from both) x + 18 = 30 (-18 from both) x = 12 Test: 12 + 6 18 2 -------------- = --- = --- 12 + 9 + 6 27 3
Pawel
2. (x) + (x + 2) = 60 2x + 2 = 60 2x = 58 x = 29 29, 30, & 31
Pawel
ok
Ifeanyi
on number 2 question How did you got 2x +2
Ifeanyi
combine like terms. x + x + 2 is same as 2x + 2
Pawel
x*x=2
felecia
2+2x=
felecia
×/×+9+6/1
Debbie
Q2 x+(x+2)+(x+4)=60 3x+6=60 3x+6-6=60-6 3x=54 3x/3=54/3 x=18 :. The numbers are 18,20 and 22
Naagmenkoma
Mark and Don are planning to sell each of their marble collections at a garage sale. If Don has 1 more than 3 times the number of marbles Mark has, how many does each boy have to sell if the total number of marbles is 113?
mariel Reply
Mark = x,. Don = 3x + 1 x + 3x + 1 = 113 4x = 112, x = 28 Mark = 28, Don = 85, 28 + 85 = 113
Pawel
how do I set up the problem?
Harshika Reply
what is a solution set?
Harshika
find the subring of gaussian integers?
Rofiqul
hello, I am happy to help!
Shirley Reply
please can go further on polynomials quadratic
Abdullahi
hi mam
Mark
I need quadratic equation link to Alpa Beta
Abdullahi Reply
find the value of 2x=32
Felix Reply
divide by 2 on each side of the equal sign to solve for x
corri
X=16
Michael
Want to review on complex number 1.What are complex number 2.How to solve complex number problems.
Beyan
yes i wantt to review
Mark
16
Makan
x=16
Makan
use the y -intercept and slope to sketch the graph of the equation y=6x
Only Reply
how do we prove the quadratic formular
Seidu Reply
please help me prove quadratic formula
Darius
hello, if you have a question about Algebra 2. I may be able to help. I am an Algebra 2 Teacher
Shirley Reply
thank you help me with how to prove the quadratic equation
Seidu
may God blessed u for that. Please I want u to help me in sets.
Opoku
what is math number
Tric Reply
4
Trista
x-2y+3z=-3 2x-y+z=7 -x+3y-z=6
Sidiki Reply
can you teacch how to solve that🙏
Mark
Solve for the first variable in one of the equations, then substitute the result into the other equation. Point For: (6111,4111,−411)(6111,4111,-411) Equation Form: x=6111,y=4111,z=−411x=6111,y=4111,z=-411
Brenna
(61/11,41/11,−4/11)
Brenna
x=61/11 y=41/11 z=−4/11 x=61/11 y=41/11 z=-4/11
Brenna
Need help solving this problem (2/7)^-2
Simone Reply
x+2y-z=7
Sidiki
what is the coefficient of -4×
Mehri Reply
-1
Shedrak
Nêu ứng dụng, tác hại của lực điện động
NTQ Reply
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Source:  OpenStax, A learning approach to school discipline: problem solving instead of punishing. OpenStax CNX. Sep 07, 2007 Download for free at http://cnx.org/content/col10443/1.5
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