Do Perceptions Become Reality? Exploring Principals’ Perceptions, Schools’ SRO/Police Presence, and Student Discipline Reporting Policies

2021 ◽  
pp. 1-12
Author(s):  
Michael Heise ◽  
Jason P. Nance
Keyword(s):  
Student Discipline ◽  
Police Presence ◽  
Principals Perceptions

Have you Heard? Newsworthy items from the field

2018 ◽  
Vol 100 (3) ◽  
pp. 59-61
Keyword(s):  
Social Media ◽  
Media Use ◽  
Student Discipline ◽  
Social Media Use ◽  
Limited Access ◽  
Home Computers ◽  
Police Presence ◽  
Teacher Wages ◽  
Internet Connections ◽  
New Research

Although social media use is on the rise, many students still have limited access to home computers and reliable internet connections. A report questions the value of police presence in schools. Although wages are on the rise overall, teacher wages are declining. Crowdfunding website DonorsChoose is encouraging districts to submit their technology guidelines. New research suggests that free meals at school can improve student discipline.

Sonderdienst w Generalnym Gubernatorstwie

2016 ◽  
pp. 91-118
Author(s):  
Peter Black
Keyword(s):  
German Population ◽  
National Socialist ◽  
Local Conditions ◽  
Special Service ◽  
Police Personnel ◽  
Police Presence ◽  
The Government ◽  
German Reich ◽  
Civilian Authority ◽  
Polish Intelligentsia

The Sonderdienst (Special Service) was an enforcement agency developed by German SS and Police authorities, specifically in the Lublin District of the so called Government General (central and southeastern German-occupied Poland) to assist in enforcing German occupation ordinances in the cities and particularly in the countryside, where lack of police personnel, ignorance of local conditions, and perceived fear of partisan attack discouraged a direct German police presence. After February 1941, the SS and Police relinquished control over the Sonderdienst to the German civilian occupation authorities. Under civilian authority, the Sonderdienst was deployed at the Kreis level, under command of the so-called German Stadt- and Kreishauptmänner in detachments of approximately 30 men to carry out administrative enforcement activities when the civilian authorities were unable to count or SS and police support. This article examines how the Sonderdienst highlights the dependence of German administration in the Government General on locally recruited auxiliaries, particularly in the countryside. The Sonderdienst was conceived, developed, expanded, and deployed within the context of a bitter battle between German civilian authorities and the SS/police apparatus over control of local executive police power. This is hardly new; yet the Government General is unusual in that the German civilian authorities were able to fight the SS to a draw on this issue. Since its formation followed the recruitment of the “ethnic” and ideological “cream” of the ethnic German population of occupied Poland into agencies such as the Selbstschutz, and the Waffen SS, the Sonderdienst represents an early effort of the National Socialist authorities to fashion an ethnically conscious and ideologically committed corps from young men of questionable, even dubious, German ancestry and heritage. Finally, this study reveals not only the complicity of the civilian authorities in Nazi crimes, but the link in German-occupied Poland between “routine” administrative duties, such as collecting fines for ordinance violations, and the brutal persecution and annihilation of groups targeted as enemies of the German Reich, such as the Polish Jews. Civilian administrators and SS and police authorities shared the “National Socialist consensus” in occupied Poland. They wanted to annihilate the Jews and the Polish intelligentsia, to exploit the labor potential of the Polish masses, and to turn the Government General into a region of German settlement. As a part of this vision, the Sonderdienst was to serve not only as a police executive, but as a political and cultural steppingstone to full acceptance into the German “racial community.” There is no question that, even in “routine” duties, the Sonderdienst participated, more or less willingly, in the implementation of the most evil racist policies of the National Socialist regime.

Black Women: Perceptions and Enactments of Leadership

2019 ◽  
Vol 30 (2) ◽  
pp. 146-165
Author(s):  
Tiffany S. Aaron
Keyword(s):  
Black Women ◽  
Women Leaders ◽  
School Leadership ◽  
Women Principals ◽  
Student Centered ◽  
Black Women Leaders ◽  
Depth Interview ◽  
Black Women Principals ◽  
Perceptions Of Leadership ◽  
Principals Perceptions

This critical in-depth interview study examined four Black women principals’ perceptions, descriptions, and enactments of school leadership as it relates to their intersectional identities as being both Black and women. The tenets of Black feminist epistemology and the theory of intersectionality form the conceptual framework of this study. Research demonstrates that Black women leaders’ multiplicative identity as Black and women influences their experiences and perceptions of leadership. The principals’ perceptions of school leadership developed into several categories and two themes: student-centered leadership and perceptions of racial stereotypes and deconstructing perceptions about Black women.

Use of reference management software among postgraduate students in Greece

2021 ◽  
pp. 096100062199641
Author(s):  
Ilias Nitsos ◽  
Afrodite Malliari ◽  
Rodopi Chamouroudi
Keyword(s):  
Student Discipline ◽  
Bibliographic Databases ◽  
Background Characteristics ◽  
Key Factors ◽  
Online Questionnaire ◽  
Management Software ◽  
Postgraduate Students ◽  
Significant Relationships ◽  
The University ◽  
Degree Level

The use of reference management software in the context of academic work and research is the main subject of this study. The study focuses on the extent to which postgraduate students at the Aristotle University of Thessaloniki, one of the largest Greek universities, make use of – or avoid using – reference management software tools to organize their bibliographic databases and to automate the process of creating references and citations. The study also tries to find out which are the key factors for their choices and whether certain background characteristics affect their behavior. It should be mentioned that no previous studies have been conducted in Greece regarding the use of reference management software in the academic environment. An online questionnaire was sent to the postgraduate students at the University and a result set of 545 responses was collected and analyzed. The majority (almost two-thirds) of the respondents identified themselves as non-users and one-third identified themselves as reference management software users. Among the latter, Mendeley was found to be the software used by more than two-thirds of the users and was followed by EndNote and Zotero. It is worth mentioning that Mendeley is the software officially recommended by the University’s central library to its users but most of the students (more than 60%) were not aware of this fact. In terms of background characteristics, the analysis revealed, among other things, statistically significant relationships between degree level, student discipline and preferences, reference management software features, and potential future use of reference management software.

Does Teacher Emotional Exhaustion and Efficacy Predict Student Discipline Sanctions?

2020 ◽  
Vol 49 (3) ◽  
pp. 239-255 ◽  
Author(s):  
Colleen L. Eddy ◽  
Francis L. Huang ◽  
Daniel R. Cohen ◽  
Kirsten M. Baker ◽  
Krista D. Edwards ◽  
...  
Keyword(s):  
Emotional Exhaustion ◽  
Student Discipline

Perceptions of Classroom Teachers, Principals, and Resource Room Teachers of the Actual and Desired Roles of the Resource Teacher

1981 ◽  
Vol 14 (10) ◽  
pp. 600-603 ◽  
Author(s):  
Susan Evans
Keyword(s):  
Teacher Participation ◽  
Regular Classroom ◽  
Classroom Teachers ◽  
Resource Room ◽  
Resource Teachers ◽  
Resource Teacher ◽  
Principals Perceptions ◽  
Time Resource ◽  
Regular Classroom Teachers

This study investigated whether the perceptions of resource room teachers, regular classroom teachers, and principals differ in what they think the role of the resource teacher should be and what they know it actually is. The responses indicate considerable agreement among educator groups in their estimations of the percentage of time actually and ideally allotted to eight role activities, with support for more time in communication and consultation roles and less time in clerical and miscellaneous tasks. Principals perceptions of the percentage of time resource room teachers spend in actual roles were in considerable agreement with the responses of the resource teachers. Although this was not true for the estimates of the classroom teachers, this group was the most supportive of increased resource room teacher participation in communication and consultation activities.

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