A conceptual learner discipline management model for secondary schools in Mauritius

Learner discipline management is a major but challenging function of school leadership. Adolescents of the 21st century are complex in nature, and school stakeholders are having much difficulty to handle the problem of indiscipline in secondary schools. This paper aims at providing a conceptual model framework for learner discipline management. This model is the result of an empirical investigation conducted in four secondary schools. Focus group discussion and individual interviews were carried out with 80 participants, including 24 teachers, 24 learners, 24 parents, four school principals, and four school superintendents. The non-participant observation was also conducted in the four schools. Based on the conceptual, theoretical and empirical literature on positive, proactive, preventive and restorative discipline, the researcher proposed the model that considers all the research- and evidence-based strategies that are combined with the current effective measures prescribed by the Ministry of Education, Science and Technology of Mauritius. The model is framed within the context of the Nine Year Continuous Basic Education reform that requires a shift in the conception of discipline from the punitive or reactive approach to the positive approach. This paper formulates a conceptual model framework to implement in an attempt to prevent, reverse and restore discipline among learners in secondary schools.

Understanding Federal Law and State Regulations Relevant to School Social Work

This chapter discusses the interconnectedness between education policy and practice and provides an overview of historical and emerging policies vital to school social work practice. The chapter covers milestones such the Brown v. Board of Education case, the Elementary and Secondary Education Act, the Individuals with Disabilities Education Act, Title VI of the Civil Rights Act, Title XI of the Education Amendments Act of 1972, the Child Abuse Prevention and Treatment Act, and the McKinney–Vento Homeless Assistance Act of 1987. New and emerging policies, including gender and LGBTQ+ rights, social-emotional learning standards, mental health supports, and restorative discipline are explored. Finally, given the elevation of virtual schooling during the COVID-19 pandemic, the chapter highlights emerging policies around technology, privacy, and confidentiality.

Restorative Justice and the School-to-Prison Pipeline: A Review of Existing Literature

Black students experience out-of-school suspensions at a higher rate than other students. The higher rate at which these students are suspended is believed to contribute to a school-to-prison pipeline. This review article is designed to enhance the understanding of this problem by focusing on the factors that play a part in the school-to-prison pipeline. A purposeful sample of recently published literature by some of the leading scholars in this area was selected for analysis. Some studies indicate that school personnel may be biased in the ways they respond to Black students. The lack of teacher preparation and support has been documented to be one of the contributing factors as well. Researchers have also referred to the differences between urban schools and other schools with high concentrations of Black students, arguing that these schools implement more punitive approaches to discipline. This review article enhances the understanding of a possible way to deal with this problem by including content about how implementing effective restorative discipline programs may alleviate the school-to-prison pipeline.

El historicismo en la restauración arquitectónica: el ejemplo del Alcázar de los Reyes Cristianos de Córdoba = Historicism in Architectural Restoration: The Example of the Alcázar of the Christian Kings of Cordova

El Alcázar de los Reyes Cristianos es, con el permiso de la Mezquita-Catedral, el monumento más emblemático de cuantos componen el Patrimonio Arquitectónico de Córdoba. Su interés radica en la dilatada historia que ha ido conformando su imagen sobre el río Guadalquivir, así como en los orígenes edilicios del lugar donde se emplaza, con estructuras que remontan a época romana, pasando por el periodo andalusí, hasta llegar a la conquista cristiana. Sin embargo, el verdadero valor de este monumento para nuestros intereses, radica en que se trata de un formidable ejemplo para analizar la evolución de la restauración patrimonial española, así como atestiguar la mejora metodológica que supuso la aplicación de la arqueología, al estudio y a la restauración de edificios históricos. En la actualidad es aún objeto de debate, pues continúan sucediéndose intervenciones encaminadas a su completa recuperación, surgiendo nuevas oportunidades para reflexionar acerca de la disciplina restauradora.AbstractThe Alcázar of the Christian Kings is, with the permission of the Mosque-Cathedral, the most emblematic monument of the Architectural Heritage of Cordoba. Its interest lies in the long history that has shaped its image on the river Guadalquivir, as well as in the constructive origins,where they are located,with extructures that dating back to Roman times, going through the Andalusian period, until we reach the Christian conquest. However, the real value of this monument for our interests lies in the fact that it is a formidable example to analyze the evolution of the spanish heritage restoration, as well as witnessing the methodological improvement that resulted from the application of archaeology to the study and restoration of historic buildings. Nowadays is still under debate, since they continue happening interventions aimed to its complete recovery, and emerging new opportunities to reflect on restorative discipline.

High School Teachers’ Perceptions of Restorative Discipline Practices

Disproportionality in school discipline is a serious and ongoing problem. Some schools are experimenting with alternative models to address persistent inequities. This article features one high school’s adoption of a restorative practices discipline program with a focus on teachers’ perceptions of their experiences and the efficacy of the program. Findings indicate that restorative practices can be a powerful means to strengthen relationships and reduce the number of students receiving exclusionary consequences.

The Effect of School Conditions on the Use of Restorative Justice in Schools

Previous research has demonstrated beneficial outcomes of using restorative justice techniques, rather than traditional punitive approaches, in response to student misbehavior. As with the use of restorative justice in criminal justice contexts, restorative discipline shifts the focus from punishment and isolation to reconciliation and reintegration. Although the use of restorative justice techniques has decreased student delinquency, resulted in better academic outcomes, and improved school climate, many schools today continue to implement punitive practices to control student behavior. The current research uses data from a nationally representative sample of schools to examine school conditions that influence the use of restorative responses to violence and misbehavior. Identifying the characteristics of a school that affect the likelihood that specific restorative justice techniques will be implemented can reveal opportunities for diminishing disparities, improving outcomes for students, and reducing the odds that students will subsequently become involved in the juvenile justice system.