Research+Articles

Hi folks! Here are the references I will be examining further for inclusion in the project. I will be annotating the Glanzer, Nichols, and Muscott papers. They offer insight into strategies for reducing suspension rates and alternative strategies, as well as a look at predictive risk factors. Arter, P. (2007). //The positive alternative learning supports program: Collaborating to improve// //student success. Teaching exceptional children //, 40(2), 38-46. Retrieved March 15, 2009, from ProQuest Education Journals database. (Document ID: 1381402461).
 * __Articles from Andrew__**

Dupper, D., Theriot, M., & Craun, S. (2009). //Reducing Out-of-School Suspensions: Practice// //Guidelines for School Social Workers. Children & Schools //, 31(1), 6-14. Retrieved March 15, 2009, from ProQuest Education Journals database. (Document ID: 1650077521).  Glanzer, P. (2005). //The limited character education of zero tolerance policies: An Alternative// //Moral Vision for Discipline. Journal of Research in Character Education //, 3(2), 97-107. Retrieved March 15, 2009, from ProQuest Education Journals database. (Document ID: 1269827241).  Johnson, G. (1997). //Perceptions of the effectiveness of interventions for at-risk students: a survey of inner// //city school administrators. Canadian Journal of Education, //Vol 22, No. 4, pp. 445-450. Retrieved March 9, 2009 from [] Muscott, H., Mann, E., & LeBrun, M. (2008). //Positive Behavioral Interventions and Supports// //in New Hampshire: Effects of Large-Scale Implementation of Schoolwide Positive Behavior Support on Student Discipline and Academic Achievement. Journal of Positive Behavior Interventions //, 10(3), 190-205. Retrieved March 14, 2009, from Education Module database. (Document ID: 1514370241). <span style="font-family: 'Times New Roman','serif';">Nichols, J. (2004). //An exploration of discipline and suspension data.// //The Journal of Negro Education.// Vol. 73, No. 4, pp. 408-4223. Retrieved March 9, 2009 from [] <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman';">Sautner, B. (2001). //Rethinking the effectiveness of suspensions. Reclaiming Children and// //<span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman';">Youth //<span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman';">, 9(4), 210-214. Retrieved March 14, 2009, from Health Module database. (Document ID: 69279559). <span style="font-family: 'Times New Roman','serif';"> Vulliany, G. and Webb, R. (2000). //Stemming the tide of rising school exclusions: problems and// //<span style="font-family: 'Times New Roman','serif';">possibilities. British journal of educational studies,vol. 48, no. 2 pp119-133. Retrieved March 9, 2009 from [] //<span style="font-family: 'Times New Roman','serif';"> Possible research questions: 1. What are the most effective alternatives to in-school/ out-of-school suspension in.... (high/middle/elem. school)? - I think this one could be narrowed- what does effective mean? should we focus on either in-school or out-of-school? -results will vary with age level? 2. What in-school factors affect the success of these alternatives? i.e. attendance, grade averages... 3. What out-of-school factors affect the success of these alternatives? i.e. SES, parent involvement...
 * __Articles from Cody__**

Following the most current search of literature I came up with a few more ideas/questions that I found interesting and might help to narrow the question:

-Effective in-school strategies for reducing “negative” (need better defining word than negative) behaviors -Risk factors predictive of problem behavior -Preventive measures for reducing suspension rates (see p 17 Flanagin [cited by Kristina]) -What is the role of teachers in reducing suspension rates (see Fields; Breaking the Cycle of Office Referrals) I found the last idea of particular interest...

--Adams, A. T. (1992). Public high schools: The use of rehabilitative and punitive forms of discipline: A final report. Washington D.C.: Office of educational research and improvement. (ERIC Document Reproduction Service No. ED354633) --Shore, Rebecca. (1997). Creating a positive school climate. Plan for Social Exellence, Inc. Mt. Kisco, NY: (ERIC Document Reproduction Service No. ED457544) --Smith, J. D.; Pare, D.; Gravelle, F. Alternatives to School Suspension: An Intervention for At-Risk Students. (2002) Ontaria, Canada: University of Ottawa (ERIC Document Reproduction Service No. ED468017)
 * Annotated References**

--Ewashen, G., Harris, S., & Porter, D. (1988). School suspension alternatives. Education Canada, 28, 4-9. Retrieved March 13, 2009, from Education Abstracts database. --Fields, B. (2004, June). Breaking the cycle of office referrals and suspensions: defensive management. Educational Psychology in Practice, 20(2), 103-115. Retrieved March 14, 2009, from Academic Search Premier database. --Maxwell, Lesli A. (2007) Baltimore District Tackles High Suspension Rates Education Week, v26 n34 p1, 14-15. Retrieved March 12, 2009, from Academic Search Premier database. --Morgan-D'Atrio, C., Northup, J., & LaFleur, L. (1996, February). Toward prescriptive alternatives to suspensions: a preliminary evaluation. Behavioral Disorders, 21, 190-200. Retrieved March 14, 2009, from Education Abstracts database. --Munoz, Marco. (2002) Alternative schools: providing a safety net in our high schools to cope with the at-risk student challenge. Louisvile, KY: Van Hoose Education Center. (ERIC Document Reproduction Service No. ED463365) --Skiba, R., & Sprague, J. (2008, September). Safety Without Suspensions. Educational Leadership, 66(1), 38-43. Retrieved March 12, 2009, from Academic Search Premier database. --Trotter, Jennie C.; Jones, LaTuan T. (1998). Create Peace Now. The Peace Project: An In-School Suspension Program for Middle and High School Students with Violent Behaviors. Wholistic Stress Control Institute, Inc. ERIC Document Reproduction Service No. ED423355) <span style="color: rgb(255,0,0);"> <span style="color: rgb(255,0,0); font-family: Tahoma,Geneva,sans-serif;"> **__Articles from Kristina__**
 * Non Annotated References**

AN: ED499538 AN: EJ545945 <span style="font-size: 11pt; line-height: 115%; font-family: 'Calibri','sans-serif';">[]
 * []
 * Integrating Home, School, and Community Resources: Evaluation of a District-Wide Prevention Program (Sandra Chafouleas, 2004)
 * Evaluation of the School-wide Positive Behavioral Support Program in Eight North Carolina Schools (Yvonne Wasilewski, looking for the date)
 * Whole-School Positive Behavior Support: effects on student discipline problems and academic performance (2005) Luiselli, Putnam, Handler, Feinberg
 * Are Zero-tolerance policies effective in schools? (2008) American Psychological Association task force
 * Validity of Office Discipline Referral Measures ... (2004) Irvin, Tobin, Sprague, et al
 * Flanagain, William C. A Survey--The Negative Aspects of in and out of School Suspensions and Alternatives That Promote Academic Achievement [Reports - Research. Tests/Questionnaires] Online Submission.
 * Thorson, Sue. The Missing  Link : Students  Discuss  School  Discipline . [Journal Articles. Reports - Research] Focus on Exceptional Children. v29 n3 p1-12 Nov 1996
 * [|“I Didn't Do Nothin'”: The Discursive Construction of School Suspension.] Preview By: **//<span style="font-family: 'Calibri','sans-serif';">Vavrus //**, Frances; **//<span style="font-family: 'Calibri','sans-serif';">Cole //** , KimMarie//. Urban Review//, Jun2002, Vol. 34 Issue 2, p87, 25p; (//AN 11308932//)  []

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 * __Articles from Leah__**

Atkins, Marc S., Mckay, Mary M., Frazier, Stacy L., Jakobsons, Lara J. Arvanitis, Patrice, Cunningham, Tim, Brown, Catherine, & Lambrecht, Linda (2002). Suspensions and detentions in an urban, low-income school: punishment or reward? //Journal of Abnormal Child Psychology//. Vol. 30. Retrieved on March 12, 2009 from: [|www.questia.com] This study took place in a large Midwestern city and the sample included children from grades 3-8 in a pre-k-8th grade building. The study primary goal was to identify which students’ behavior is controlled by school discipline and which students did not respond to typical school discipline procedures. A second goal was to study teacher/peer rated factors for determining targets for future intervention strategies. Disciplinary records were obtained for the school year and consent was granted for 238 students. Three categories of discipline were defined: detention, suspensions and minor infractions. The sample obtained was reflective of the ethnic composition of the school. Measures and procedures used were teacher and peer ratings, discipline records, Social Skills Rating System (SSRS, Gresham &Elliot, 1990), SSRS hyperactivity subscale, Antisocial behavior scale (ABS), and peer nominations. The results of the study showed that there was a clear difference in response to detentions and suspensions between 3 groups of students (fall, fall and spring, never). The fall students showed fewer infractions after their initial suspension or detention while the fall/spring group had an increase in infractions which suggests that the punishment served as a possible “vacation” for the teacher and student. The data in this study suggests that students with an increase of negative behavior do not respond positively to suspensions and detentions, thus, making the discipline procedures ineffective. The authors admit several limitations to this study: data collection was at one school only, student and peer ratings are objective and thus subject to expose additional behavior patterns, and SSRS may not have been enough to measure the ADHD and impulsivity of the participants. I would agree with the assessment of limitations but also feel that this is a good study which may initiate the investigation of alternative methods of school discipline.

Christle, Christine, Nelson, C. Michael., & Jolivette, Kristine (2004). School Characteristics Related to the Use of Suspension. Education & Treatment of Children, Vol. 27. Retrieved on March 12, 2009 from: [|www.questia.com] This study focused on school characteristics and the relationship to suspension rates. The authors believe that because school characteristics are under the control of school policy makers, altering these school characteristics can influence student behavior and improve student results. The sample included 161 middle schools in Kentucky over a two year period and twenty schools with the highest and twenty schools with the lowest suspension rates were compared using multivariate analysis of variance (MANOVA). The method included a 3 stage process. The first stage offered information about school composition and outcome variables significant to suspension rates. The second stage offered a comparison on middle schools with high suspension rates to those with low suspension rates. In the third stage, 3 instruments (an administrator survey, a staff interview guide, and a direct observation protocol) were used to present a differential comparison between 4 high suspension rate-schools and 4 low suspension-rate schools. The study revealed the following: low socioeconomic status was positively related to suspension rates, that the more rules there are in a school the higher the suspension rates, a correlation between retention and suspension, and financial burdens associated with suspensions are not cost-effective. The limitations of the study were that secondary information was used and thus can not be reliable and verified, academic achievement was only tested using one grade level, and limited observation time. This study would have been made stronger if the academic achievement tests were conducted for all middle school grades and if more time could be allotted for observation.

Mendez, L. M., & Knoff, H. M. (2003). Who Gets Suspended from School and Why: A Demographic Analysis of Schools and Disciplinary Infractions in a Large School District. //Education & Treatment of Children, 26//(1), 30+. Retrieved March 13, 2009, from Questia database: http://www.questia.com/PM.qst?a=o&d=5001922113 The purpose of this study was to explore school suspension rates by race, gender, infraction and school level. The sample consisted of an entire school district (146,000 students) in West Central Florida. The school district consisted of 97 elementary schools, 30 middle schools, 15 high schools, and several alternative education programs. The sample was reflective of the county demographics for ethnicity and economic status. Data was collected from a district information system over the course of one school year in 142 general education schools. The results indicated that males were more likely to have sustained more suspensions than females, Black students were more likely to have sustained more suspensions than Hispanic or White students, and that suspension rated significantly increase from elementary school to middle school and tapered off in high school. Black middle school males sustained the most suspensions, overall, while White and Hispanic elementary school females sustained the fewest. The results show that Black students and males are at a great risk of being suspended. A major limitation listed by the author was that the study was conducted in one district only; however, the sample was reflective of many urban areas. I believe that this study was well-conducted and highlighted an area where more research is necessary. References Costenbader, V. K., & Markson, S. (1998). School suspension: A study with secondary school students. Journal of School Psychology, 36, 59-82. Retrieved on March 12, 2009 from: www.questia.com

Dupper, D. R. (1998). An alternative to suspension for middle school youths with behavior problems: Finding from a "school survival" group. Research on Social Work Practice. 8, 354-366. Retrieved on March 12, 2009 from: www.questia.com

McFadden, A. C., Marsh, G. E., Price, B. J., & Hwang, Y. (1992). A study of race and gender bias in the punishment of school children. Education and Treatment of Children, 15, 140-146. Retrieved on March 12, 2009 from: www.questia.com

Morrison, G. M., & D'Incau, B. (1997). The web of zero-tolerance: Characteristics of students who are recommended for expulsion from school. Education and Treatment of Children, 20(3), 316-335. Retrieved on March 12, 2009 from: www.questia.com

Skiba, R. J., Peterson, R. L., & Williams, T. (1997). Office referrals and suspension Disciplinary intervention in middle schools. Education and Treatment of Children, 20, 295-315. Retrieved on March 12, 2009 from: www.questia.com

Wu, S. C., Pink, W T., Cram, R. L., & Moles, 0. (1982). Student suspension: critical reappraisal. The Urban Review, 14, 245-303. Retrieved on March 12, 2009 from: www.questia.com