School Discipline: Best Practices for Administrators / Edition 2

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How do your policies measure up to the state codes for disciplinary practice? Rosen offers you the best ideas and most workable discipline practices from more than 1,000 school leaders. Learn how you can deal with student misbehavior quickly, firmly, and fairly. Find out how to develop a workable student code of conduct, determine fair rules for schoolwide discipline, set appropriate consequences for breaking the school rules, use behavior contracts for difficult or chronic cases, encourage your teachers to take responsibility for classroom discipline, and protect every student's right to learn. This hands-on guide contains contracts, reproducible forms, and worksheets that you can use as is or customize for your own school.
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Editorial Reviews

John Davis
"For the seasoned professional, the book provides a way of developing the administration team. For potential administrators, the book introduces a range of topics for consideration before entering the field."
Royce Avery
“This book will appeal to a wide range of school administrators, both elementary and secondary. In addition, I feel this book would greatly benefit principals and assistant principals new to the profession. The book provides an excellent overview of school discipline.”
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Product Details

  • ISBN-13: 9781412913492
  • Publisher: SAGE Publications
  • Publication date: 3/28/2005
  • Edition description: Second Edition
  • Edition number: 2
  • Pages: 128
  • Product dimensions: 8.50 (w) x 11.00 (h) x 0.34 (d)

Meet the Author

Louis Rosen, Ph D, is the executive director of the School Justice Institute, a nonprofit corporation dedicated to the improvement of fair discipline practices in schools. He has been a high school principal in the Los Angeles area for 19 years; an assistant principal for 4 years; a high school counselor; and a high school social studies teacher. He was the project director of the Drugs in the Schools and Principles and Practices of Justice on School Campuses programs for the Center for Civic Education in Calabasas, California. He has also served as the executive director of Partners of Education of Toledo for three years. While he was director of Partners in Education of Toledo, the organization provided more than 2,000 tutors and $2 million in resources for the public and Catholic schools of the Toledo area through partnerships with businesses and labor unions. He is the author of School Discipline Practices and several journal arti-cles that have appeared in the The High School Journal, a publication of the National Association of Secondary Schools Principals, and School Safety, published by the National School Safety Center. He was the principal writer of two student texts, Drugs in the Schools and Violence in the Schools, published by the Center for Civic Education. He has served as an acade-mic specialist for the United States Information Agency and initiated a special program on school justice issues for Arab and Jewish principals in Israel. He has a bachelor’s degree in history from UCLA, a master’s degree in secondary school administration from California State University at Los Angeles, and a Ph D in education from Claremont Graduate University. He resides in Pacific Palisades, California. He currently serves as a volunteer for the Los Angeles Superior Court as a Court Appointed Special Advocate for Children (CASA). He also volunteers for Planned Parenthood of Los Angeles and serves on the board of the Southern California Regional Council of Organizations as their representative. He is currently working on a book: College Is Not for Everyone.

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Table of Contents

1 Fair schoolwide discipline 1
2 Developing good school rules and a student code of conduct 8
3 Setting consequences for breaking rules 24
4 Procedural justice and effective school discipline 47
5 Suspension and expulsion as consequences 56
6 Disciplining students with disabilities 66
7 Best strategies to keep your school safe 75
8 School climate and its relation to school discipline 89
9 Mental health and anger control as prevention strategies 94
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