Educational Sociology Commons^™

Evidence-Based Social-Emotional Learning And Its Influence On Teachers’ Perception Of Student Behavior: An Analysis Of Ruler And The Anchors Of Emotional Intelligence, Brent B. Harrington

Graduate Theses and Dissertations

This study was designed to assess the extent by which an evidence-based Social-Emotional Learning (SEL) program influenced teachers’ perception of students’ behavior in a small and diverse PK – 8 school district in Westchester County, NY. Specifically, the researcher evaluated the Anchors of Emotional Intelligence and the RULER framework to determine its impact on school climate as viewed from the perspective of staff in the district. Prior to commencing the study, the researcher recognized the negative staff narrative around student behavior in the district as a significant problem of practice that was observable, actionable and high leverage.

This mixed-methods study …

The Criminalization Of Education: Combating The School-To-Prison Pipeline Through Disciplinary Policy And Social Change, Lindsay Hemminger

Honors Theses

This thesis builds on previous literature about the implications of zero tolerance policies, policing in schools, and the school-to-prison pipeline. I evaluate the evolution of disciplinary policies within public school districts since the abandoning of zero tolerance. Specifically, I use the Schenectady and Niskayuna districts and apply theories about discipline, class, race, and achievement to evaluate and compare the ways in which the school-to-prison pipeline and disciplinary policies function. Through a series of case studies, I found that both schools, like many others, have taken significant steps towards moving away from criminalizing and punitive disciplinary measures. However, because of the …

Deterritorializing Disciplinarity: Toward An Immanent Pedagogy, Christina Nadler

Graduate Student Publications and Research

This article speculates on the pedagogical consequences of deterritorializing disciplinary knowledge. I suggest a move from knowledge as discipline to knowledge as an emergent potential of a field. Through this move, I propose an immanent pedagogy, based on the work of Deleuze and Guattari, in which students and teachers become active participants in a field of knowledge. This field is not only a way out of disciplinary knowledge but also a mechanism for students and teachers alike to critique and subvert disciplinarity. My understanding of knowledge production is based on the ontological and immanent capacity of students to learn and …

“What Do You Do With A Student Like That?”: Defiance, Disrespect And Lack Of Motivation In The High School Classroom, Cynthia Stallard Glass

Theses and Dissertations--Sociology

Educators face multiple forms of misbehavior in the classroom on a regular basis. Quantitative data in the academic literature indicates that some subgroups, particularly minority students, lower income students and boys, face higher rates of disciplinary actions than their peers. Whether this indicates that those students misbehave more often, whether their actions are perceived differently by educators, or whether they are punished more harshly for their misbehavior are issues that are not well-settled by academic research. This research project addresses this gap in the literature, by addressing how the overrepresentation of subgroups may occur and by addressing the decision-making process …