6. Learning to 'be' at School: Authority and Warmth in the Classroom

Author(s):  
Klaartje Duijm
Keyword(s):  
2021 ◽  
pp. 004208592110264
Author(s):  
Patricia Maloney ◽  
Duke W. Austin ◽  
SaunJuhi Verma

Existing studies evaluate zero tolerance policies and the school-to-prison pipeline. Additional research identifies the role of criminal justice systems in deporting immigrants. Our work bridges these two literatures by discussing how immigrant students navigate the criminal justice system within schools. Using interviews with immigrant students, teachers, and administrators, we address the question: How is the school-to-deportation pipeline maneuvered by stakeholders? Our study identifies how school authority figures react to and even use the fear of the pipeline to (1) either protect students from becoming criminalized or (2) exclude students from standardized exam participation so as to maintain funding sources.


This chapter focuses on the Tinker v. Des Moines Independent Community School District (1969) case – the first United States Supreme Court decision about student speech under the Free Speech Clause of the First Amendment. It discusses the two tests established in Tinker v. Des Moines Independent Community School District for determining the scope of school authority over student speech. These tests are the “material and substantial disruption” test and the “infringement-of-rights” test. The ultimate goal of the chapter is to analyze the Tinker v. Des Moines Independent Community School District case in order to determine if it authorizes schools to censor off-campus student speech.


2008 ◽  
Vol 44 (2) ◽  
pp. 142-154
Author(s):  
Thomas A. Lucey ◽  
Kantaylieniere Y. Hill-Clarke

Author(s):  
Tom R. Tyler ◽  
Rick Trinkner

Chapter 8 focuses on schools. Traditionally schools sought to socialize children into the values they would need to have to be future citizens. More recently schools have been seen as institutions whose mission is skill acquisition, and the value socialization role has been minimized. Studies make clear that schools do shape values and that the type of classroom and school authority that children experience shapes the degree to which their initial consensual or coercive orientations toward rules strengthen or decline. If children experience transparency in the rules implemented by authorities they believe are concerned about them and their welfare, they increasingly define their relationship to rules as consensual and view the authorities as legitimate. Coercive approaches, in contrast, develop when these legitimating characteristics are absent. Coercive orientations are associated with higher levels of rule-breaking, bullying, gang activity, and criminal behavior. Despite these findings, recent developments in the school environment have increased the coerciveness of school environments.


1928 ◽  
Vol 21 (9) ◽  
pp. 1593-1610 ◽  
Author(s):  
J. A. Glover

Over 80 per cent. of school sickness, whether judged by the number of cases or by the time lost, is transmitted by “droplet” infection. The alleged increase in sickness in public schools is partly apparent, due to increased attention to minor febricula and partly real, due (1) to increased influenza prevalence, the aftermath of the great epidemic of 1918, and (2) to the increased demand for public school education leading to pressure upon accommodation, and especially to overcrowding in dormitories. The bulk of the droplet infections are accounted for by (1) influenza; (2) feverish cold, chill, or P.U.O.; (3) tonsillitis; regular infectious diseases make a comparatively small showing. The incidence and bacteriological findings and the variations in the incidence of pneumonia and otitis media are discussed. Are these complications really secondary epidemics? Tonsillitis, bacteriological findings, milk. Prophylaxis.—Efficacy of vaccines uncertain. Some evidence that they may diminish the onset of complications. If given vaccines should be administered before the danger period, i.e., not later than November. Intensive prophylaxia other than vaccines during the first half of the Lent term would probably amply repay any trouble. It should include:— Special efforts to prevent boys returning to school after the Christmas holidays infected with influenza or febricula. Temperature taking for three weeks. Immediate isolation of all pyrexias and catarrhs. No work before breakfast for at least the first six weeks of the term. All hot baths and showers taken during the day or after games to be followed by cold showers. Prevention of chill in watching games, etc. Increased provision for drying clothes, uniforms and boots. Infection mainly takes place in sleeping quarters, and proper spacing out of beds and thorough “cross” ventilation in dormitories is of paramount importance; instances of cross infection due to proximity of beds; illustrated by bed charts and bacteriological findings; standards of wall space, floor space and cubic space, laid down by the Royal Commission, Board of Education. No school authority has done its duty to its pupils unless it has provided dormitory accommodation allowing at least 3 ft. of clear space between the edges of beds, and thorough and through ventilation. Until these essential wants are met, the provision of properly sited, amply spaced and “cross” ventilated dormitories should take precedence of all other building requirements. Milk should be pasteurized.


2017 ◽  
Vol 34 (3) ◽  
pp. 389-398
Author(s):  
José Leon CROCHÍK

Abstract In order to verify the relationship between autonomy in face of authority, bullying and academic performance, we developed three scales that were applied to 274 ninth-graders from public schools in São Paulo, of which 122 were girls with a mean age of 14.1 years (SD = 0.8). It was found that the more students defended punishment for disobedience and respect for authority, the more frequently they were appointed as the best in class and vice versa; these students also considered being victims of violence, which indicates that even students with good performance do not necessarily develop autonomy in face of authority, as they may be following rules without thinking about them. Students who suffer violence tend not to be independent from authority. Further research including students from private schools could corroborate the results of this study.


2021 ◽  
Vol 3 (1) ◽  
pp. 71-84
Author(s):  
Elga Yanuardianto

In the era of madrasa independence, especially in MI and the era of Madrasah-Based Management (MBM), the first and foremost task and responsibility of madrasah leaders is to make the madrasas they lead more effective, in the sense of becoming more useful for the madrasa itself and for the community. the wider community of users. In order for the duties and responsibilities of the madrasah leaders to become real, it would be necessary for them to understand, explore, and apply some of the concepts of management science that have been developed by thinkers in the business world. When seriously deepened, the concepts of management science may have value (in terms of values) that will not plunge our world of education into a business that can harm or disappoint the wider community of its users. MBM is one form of education reform, which offers schools to provide better and adequate education for students. Autonomy in management has the potential for schools to improve staff performance, offer direct participation to relevant groups and increase public understanding of education. In line with the spirit and spirit of decentralization and autonomy in the field of education, school authority also plays a role in accommodating the general consensus that believes that wherever possible decisions should be made by those who have the best access to local information, who are responsible for implementing policies and who are affected by policies. the policy. So that MI which uses madrasah-based management has the authority to regulate its own madrasa in order to achieve its goals. In other words, the MI has the right to empower its potential, both the potential of madrasa residents and the potential of the community. Thus, the leadership and governance that is owned must support the success of the goals that have been set.


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