Rief, Sandra F. Streshly, William A. Swearer, Susan M. New York: Guilford Press. In response to this pressure, the authors ground their advice to teachers in research and extensive experience in schools to offer step-by-step strategies for developing school- and district-wide policies, coordinating prevention teams, and implementing targeted interventions for students at risk. Taylor, Edward W.
The authors explain what transformative learning is, distinguish it from other forms of learning and encourage teachers to foster it in their practice. Films for the Humanities and Sciences. Temple Grandin. Future Horizons. Temple Grandin speaks with tremendous insight about the autistic spectrum disorder in children and adults.
In this presentation she focuses on sensory sensitivities and ways to remedy them, accommodating neurological differences and differentiating disability versus poor behaviour.
Generation M: Misogyny in Media and Culture. Media Education Foundation. This film looks at the hateful images of women that are aimed at our children and the violent play encouraged in boys, and considers how we harm both genders by devaluing one of them. SunShower Learning. In this video he explores intolerance with an approach that does not blame or point fingers, but it challenges everyone to be more open-minded, mindful and intentional about inclusion and value people for their unique gifts.
Time-Out in a Responsive Classroom. Northeast Foundation for Children. This video focuses on how teachers can help children regain their self-control when they are losing it through the use of a positive time-out rather than using time-outs as a form of punishment. It is a natural human response but one that must be overcome as we work toward inclusion in society and education. Presenter Dr. Steve Robbins presents an explanation for this reaction and how we can work to overcome it. Wikis in the Classroom. McIntyre Media. This video describes what wikis are and how teachers can use them as educational tools both in and out of the classroom.
Adaptation de Louis Laroche. And if you fall even one place on the list Jon Boeckenstedt, who spent 17 years helping run the enrollment department at DePaul University in Chicago before moving west this summer to take a similar position at Oregon State, has traced this effect from inside the profession. Boeckenstedt, who is in his early 60s, was a first-generation college student himself, the son of a manual laborer from Dubuque, Iowa. He maintains two lively blogs about the practice of college admissions, and in recent years he has used them as a platform to advocate for more clarity, honesty and fairness in the field of enrollment management — or as he sometimes calls it, the admissions-industrial complex.
In his writing, Boeckenstedt explains the connections between the everyday pressures enrollment managers like him experience in their jobs and the stark socioeconomic stratification that now pervades higher education. For one recent post on his blog Higher Ed Data Stories, he created a detailed multicolored chart that compared admissions data from more than 1, colleges and sorted those colleges according to three cross-referenced variables: their mean freshman SAT score, the percentage of their freshmen who receive federal Pell grants and the percentage of their students who are black or Latino.
The resulting graphic demonstrates, in a vivid way, what might be called the iron law of college admissions: The colleges with high average SAT scores — which are also the highest-ranked colleges and the ones with the lowest acceptance rates and the largest endowments — admit very few low-income students and very few black and Latino students. With only a few exceptions, every American college follows the same pattern.
There is a popular and persistent image of college admissions in which diversity-obsessed universities are using affirmative action to deny spaces to academically talented affluent students while admitting low-income students with lower ability in their place. Boeckenstedt says the opposite is closer to the truth. News ranking. They are challenging for the faculty, but they bring in a lot of revenue. Boeckenstedt says that there are two structural factors that make life difficult for enrollment managers who want to admit more low-income students.
The first factor is the simple need for tuition revenue. Unless colleges can reduce their costs, it is going to be difficult for them to resist the lure of wealthy students who can pay full price. And there are several perverse incentives in the marketplace that make it hard for colleges to cut costs.
The most basic one is that the U. News algorithm rewards them for spending a lot of money: Higher faculty salaries and more spending on student services lead directly to better rankings. If you reduce your expenses, your ranking will fall, which means that next year your applicant pool will probably shrink. So instead you keep your spending high, which means you need a lot of tuition revenue, which means you need to keep admitting lots of rich kids. Things are different among the wealthiest colleges.
Boeckenstedt points out a fact that is somehow simultaneously totally obvious and yet still kind of dumbfounding: Some of the most selective colleges have so much money that they could easily admit freshman classes made up entirely of academically excellent Pell-eligible students and charge them nothing at all.
The cost in lost tuition would amount to a rounding error in their annual budgets. But not only do those and other selective colleges not take that step; they generally do the opposite, year after year. As a group, they admit fewer Pell-eligible students than almost any other institutions.
Paul C. Farmer | Solution Tree
Colleges like DePaul, with much smaller endowments, somehow manage to find the money to admit and give aid to twice as many low-income students, proportionally, as elite colleges do. It also depends on admitting a lot of rich ones. And he has a point: The researchers Nicholas A. Bowman and Michael N. Bastedo showed in a paper that when colleges take steps to become more racially or socioeconomically diverse, applications tend to go down in future years. There is a second big structural problem standing in the way of colleges that want to admit a more socioeconomically balanced freshman class: the extraordinary power of standardized admission tests and the apparently unbreakable relationship between family income and SAT or ACT scores.
There is a continuing and often impassioned debate in higher education over the value of standardized tests in college admissions. Most analysts concur, though, on a couple of basic premises. They agree that high school grades are the single best predictor of college success — more accurate than test scores alone — and they agree that test scores and high school grades considered together are a more reliable predictor of college performance than grades alone.
Those two categories each make up about a sixth of each cohort of high school seniors. The students with the inflated SAT scores were more likely to be white or Asian than the students in the deflated-SAT group, and they were much more likely to be male. Their families were also much better off. These were the students — the only students — who were getting an advantage in admissions from the SAT. They were the students — the only students — whose college chances suffered when admissions offices considered the SAT in addition to high school grades.
High school grades, considered alone, made for a fairly level playing field for students from different economic backgrounds. But SAT scores tilted that playing field in favor of the rich. Currently, about half of the top schools on the U. News list of the best liberal-arts colleges in the nation are test-optional, as are a number of larger national universities, including George Washington, Brandeis and the University of Chicago.
Under Boeckenstedt, DePaul decided to join them, and in , the university became the largest private nonprofit university in the country to offer test-optional admissions. About 10 percent of the students in each 2,member freshman class at DePaul are now admitted without the university seeing their scores. For research purposes, after they are admitted, DePaul asks nonsubmitting students to submit their test scores anyway.
But nonsubmitting students do just as well at DePaul as the submitters do. Their freshman G. They have the same likelihood of returning to DePaul for their sophomore year. And the six-year graduation rate for nonsubmitters in the first class admitted under the test-optional policy was Allowing those students to apply without submitting their scores made it easier for Boeckenstedt and his admissions staff not to be misled by that false signal. It made it easier for them to do the right thing. So when he proposed to overhaul the enrollment-management strategy at Trinity, he recommended that Trinity go test-optional as well.
By the application deadline in early January , 40 percent of applicants had opted not to submit their scores. Be sure you know where and how to report potentially violent situations or concerns about conditions in your neighborhood, or about conditions that could lead to violence. Ask your police department especially your community policing officer for help in identifying what to report, when, to whom, and how. Consider an event that lets children turn in weapons, especially those that might be mistaken for real firearms, in exchange for public thank-yous, donated non-violent toys, books, or coupons from local merchants.
Offer to take on routine chores, to babysit, to provide transportation, or just to listen. Learn about hotlines, crisis centers, and other help available to victims of crime. Find out how you can help those who are touched by violence to recover as quickly and completely as possible.
If you see a crime or something you suspect might be a crime, report it. Agree to testify if needed. Short talks are mixed with role playing to help emphasize what kids should do if they find a suspected gun toy or real , how to resist peer pressure to play with guns, and where to turn for help. In less than one year, two children found and properly reported weapons, saying they knew what to do because of the program. Strengthening the community Violence anywhere in the community affects all of the community.
By working on community-wide anti-violence efforts, you are protecting yourself, your family, and your neighborhood. Equally important, community policies and regulations can boost neighborhood violence prevention measures. Work to build community standards and expectations that reject violence and other crimes. All kinds of groups—civic clubs, houses of worship, social clubs, the school system, professional associations, employee groups and unions, business groups, and government agencies—can sponsor educations efforts, conduct forums, develop community service messages for media, and create community-wide networks to prevent or reduce violence.
Emphasize prevention as the preferred way to deal with violence. Ask what schools, law enforcement agencies, public health agencies, libraries, workplaces, religious institutions, child protective agencies, and others are doing to prevent, not just react to, violence. What policies do they have to prevent weapons-related violence? How can they help the community? Make sure that adequate services are available for victims of violence and other crimes including help in following their cases through court, if necessary, and in recovering from physical, emotional, and financial losses.
Enlist those familiar with the costs of violence—parole and probation officers, judges, doctors, emergency room staffs, victims and survivors especially youth , local and state legislators and chief executives, youth workers, and others—in pushing for prevention strategies and educating the public about their effectiveness. Personal testimony can be powerfully persuasive. Make sure your community offers ways people can learn about anger management, conflict mediation, and other nonviolent ways to handle problems.
Find out what positive, enjoyable opportunities there are for young people to have fun in your community. What services are there for kids facing problems?
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What programs help kids of various ages spend the critical p. Establish policies that reduce danger from weapons, especially firearms.
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Make safe storage of firearms a community expectation, even a law. Ensure that licensing laws are rigorously enforced. Some states and communities have outlawed sale of weapons to those under 18 or Others have imposed age restrictions on permits to carry concealed weapons. In at least one state, conviction of a firearm violation can cost a young driver his or her license. Work with police to help community residents get rid of unwanted weapons through turn-ins, "amnesty days," and even buy backs.
Join forces with other community groups and government agencies to publicize, finance, and staff these events.
Learn your state and local laws on firearms. Insist that these laws be enforced vigorously but fairly. Support police, prosecutors, judges, and other local officials who enforce laws designed to prevent gun violence. In San Antonio, Texas, a year-long planning process brought dozens of civic leaders together and led to a point plan to address crime problems in the community. Energized residents and leaders turned that plan into action, increasing services to troubled youth, involving businesses in prevention strategies, devising public education campaigns, engaging schools in teaching conflict management and mediation skills, and more.
The city, within a year after implementation had started, saw a 20 percent drop in reported crime. The Missing Peace, Inc.
Dealing with the Tough Stuff: Practical Solutions for School Administrators
In Oklahoma, parents can be fined if their child brings a weapon to school. In North Carolina, failure to store firearms safely in homes where children are present can result in prosecution and fines. Twenty-one states have enacted laws mandating gun-free school zones and imposing sharply increased penalties for firearms possession or use in such areas. Florida and Maryland are among the states that have set up special statewide organizations to help address school-related violence, including gun use.
More than two dozen states have increased judicial or prosecutorial discretion to try youth involved in especially violent offenses as adults. Insist that local law or regulations require that confiscated or surrendered weapons be melted down rather than auctioned off or sold to dealers. Make sure that local laws mandate the most secure possible storage of any firearm stored in a private home. Use Crimestoppers, a similar hotline system, or even to encourage reporting of illegal weapons. Reach out to educate the whole community about ways to stop or prevent violence. Some ideas:.
Promote public service advertising that offers anti-violence programs and services. Get several groups to cooperate in this effort. Include programs to help kids headed for trouble. Develop and distribute widely a directory of community anti-violence programs and services. Help spread the news about available violence prevention training and programs through groups you belong to, your workplace, and other local institutions. Invite speakers on violence prevention to talk to your club or organization. Participate in public forums that allow residents to talk with elected and appointed leaders about violence prevention needs.
Work with business groups and individual businesses to develop workplace violence prevention programs that include employee training, anti-violence procedures, and physical security measures. Have explicit, written policies about possession of firearms in or on the worksite. Talk with school personnel, juvenile officers, and youth workers to find out the nature and extent of gangs or "wanna-be" groups in your community. Support gang prevention and intervention programs. Volunteer to help keep kids out of gangs. Work with schools, colleges, employers, civic and social clubs, religious organizations, and professional associations to create the widest possible array of resources to discourage violence.
Make sure that services are accessible to those who need them most, consumer-friendly, and confidential if necessary. Put anti-violence policies in place in your state or community through laws or regulations. Weapons control policies can include ammunition taxes, safe storage laws, ownership restrictions, laws limiting weapons in public places, zoning requirements for firearm sales, and more. Talk with school administrators about anti-violence policies and particularly about policies to reduce possession of weapons in or near schools.
Your community may want to establish gun-free zones around schools or parks. Urge adoption of anti-violence courses that help children learn ways to manage anger without using fists or weapons.
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- Making Children, Families, and Communities Safer from Violence.
Enlist children from elementary grades to senior high in solving the violence problems in the school and community. Encourage them to teach violence prevention to younger children, reach out to educate peers, work with adults on community-wide problems, and identify and tackle community conditions that they are concerned about. In Kansas City, Missouri, police selected an block area hard-hit by gun violence for specialized enforcement.
In this area, which had a gun homicide rate 20 times the national average, a specially trained group of police dedicated their energy to checking for firearms in the course of their duties. They worked p. Results were dramatic—gun seizures increased by 64 percent; gun-related crime dropped 49 percent. There were no increases in crime in the surrounding area and there was no similar drop in crime in a comparable area elsewhere in the city. Civic leaders in Mobile, Alabama, concerned about sharp increases in weapons incidents in schools, conducted a campaign in to educate the community and get weapons out of the hands of kids.
Law enforcement authorities agreed to respond immediately to any call about a kid in possession of a gun. Using the alarm immediately summons help to deal with the abuser. Participating women must have court orders of protection and must agree to prosecute the offender to the fullest extent of the law. Volunteer to mentor young people who need positive support from adults.
Protect domestic violence victims and their children through policies as well as laws that offer them prompt and meaningful response to calls for help and appropriate legal recourse. Work with others in your community to develop comprehensive, coordinated plans that direct civic resources to deal with immediate symptoms of violence, help neighborhoods strengthen themselves, and work on problems that cause violence.
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