The School Leader's Guide to Restorative School Discipline

Books

Luanna H. Meyer & Ian M. Evans

  • Citations
  • Add to My List
  • Text Size

  • Chapters
  • Front Matter
  • Back Matter
  • Subject Index
  • Copyright

    View Copyright Page

    List of Tables and Figures

    Tables
    • Table 1. Behavior Expectations at Jarrett Middle School 21
    • Table 2. Being Specific About How to Demonstrate Caring in the Stairwell/Walkways to Prevent Bullying 22
    • Table 3. Activity Focused on a Continuum of Bullying 38
    • Table 4. Rethinking Negative Conversations About Children With Challenging Behavior 56
    • Table 5. Samuel's Challenge in Math Class 62
    • Table 6. The Mediator Worksheet 71
    • Table 7. The Effort to Implement Scale 72
    • Table 8. Incident Report for Office Discipline Referrals 82
    • Table 9. Minor Versus Major Behavior Problems in School 85
    • Table 10. Test Your Knowledge About What to Do for Suicide-Related Incidents 91
    • Table 11. Sample Reflection Sheets for Students and Teachers 121
    • Table 12. The Home–School In-School Suspension Contract 127
    Figures

    Acknowledgments

    Corwin gratefully acknowledges the contributions of the following reviewers:

    • Carol S. Cash
    • Assistant Clinical Professor
    • Virginia Tech
    • School of Education
    • Richmond, VA
    • Lyman Goding
    • Principal (Retired)
    • Plymouth Community Intermediate School
    • Sandwich, MA
    • Steve Knobl
    • High School Principal
    • Pasco County Schools
    • Gulf High School
    • New Port Richey, FL
    • Neil MacNeill
    • Principal
    • Ellenbrook Primary School
    • Ellenbrook, WA
    • Australia
    • Natalie Marston
    • Principal
    • Anne Arundel County Public Schools
    • Central Special Education Center
    • Edgewater, MD
    • Jadi K. Miller
    • Principal
    • Elliott Elementary School
    • Lincoln, NE
    • Mary Reeve
    • Director, Special Education and Gifted Services
    • Gallup McKinley County Schools
    • Gallup, NM

    About the Authors

    Luanna H. Meyer is professor of education (research) and director of the Jessie Hetherington Center for Educational Research at Victoria University in New Zealand. She is also professor emerita at Syracuse University in the United States and adjunct professor at Griffith University in Australia. Since receiving her PhD from Indiana University, she held faculty positions at the University of Hawai'i, the University of Minnesota, Syracuse University, and Massey University prior to her current position. While at Syracuse University, she cofounded the Inclusive Elementary and Special Education Teacher Education Program and coordinated the doctoral program in special education. She also led numerous federally funded research and development projects, including a 5-year research institute on the social relationships of children and youth with diverse abilities and the 10-year New York Partnership for Statewide Systems Change.

    Throughout her career as a teacher educator and educational researcher, Luanna has been committed to developing practical, evidence-based approaches that can be implemented in real-life, typical situations and settings. She works closely with school leaders, teachers, and behavior specialists toward achieving inclusive schools where all children and youth belong and feel valued. Her contributions to the development of positive approaches to behavior problems are acknowledged by her appointment to the Technical Review Committee on Behavior for the National Center for Students with Disabilities who Require Intensive Interventions led by the American Institutes for Research. She was among the first to demonstrate that even the most severe behavior can be managed with positive approaches, supported by her published research conducted in typical settings with children with severe behavior disorders, autism, and other disabilities. In New Zealand, her current federally funded projects include research on culturally responsive behavioral intervention in schools; culturally responsive pedagogies for teachers; effective school-based behavioral intervention practices; and the impact of assessment design on student motivation and achievement in secondary schools across the curriculum. A major focus of this work is on effective policy and practice to meet the needs of an increasingly diverse regular education school community.

    Luanna has been invited to speak in eight countries and 30 U.S. states about her work, and she has published more than 120 journal articles and book chapters. Her 12 books include Making Friends: The Influences of Culture and Development; Critical Issues in the Lives of People with Severe Disabilities; Behavioral Intervention: Principles, Models, and Practices; The Syracuse Community-Referenced Curriculum Guide; Nonaversive Intervention for Behavior Problems: A Manual for Home and Community; and An Educative Approach to Behavior Problems: A Practical Decision Model. Just as important, Luanna is a proud parent and grandparent.

    Ian M. Evans is professor of psychology at Massey University in New Zealand. After receiving his PhD at the University of London's Institute of Psychiatry, he taught behavior assessment and therapy for many years at the University of Hawai'i while also serving as consultant psychologist to specialized programs for children and adults with very complex developmental needs. He founded the Hawai'i Association for Autistic Children and was appointed commissioner on the Governor's State Planning and Advisory Council for Developmental Disabilities. At this time, he and Luanna Meyer began their collaborative work in the public schools across the state, funded by a federal research grant on children's challenging behavior. They have published together on learning and behavior, including major meta-analyses on effective interventions and the earliest practical books on behavior problems for use by teachers and practitioners titled Nonaversive Intervention for Behavior Problems and An Educative Approach to Behavior Problems.

    After becoming director of clinical psychology training at SUNY-Binghamton, Ian continued his focus on disabilities as well as leading the Binghamton Liberty Partnership Project. This intervention research was funded by state and federal grants to work with elementary schools in preventing school dropout, using a home-visitor model to enhance teacher-parent communication. His book Staying in School: Partnerships for Educational Change reports this work and that of colleagues across New York State evaluating initiatives in regular education to support children, families, and the schools. Since moving to New Zealand in 1995, he has been professor, clinical program director, and department head at the University of Waikato and then Massey University. He also served as president of the New Zealand Psychological Society. His most recent work is teacher-focused to enhance the emotional atmosphere in elementary school classrooms, which has led to publication of a manual and a series of research reports. His lifelong commitment to children with autism and their families has been recognized by honors including life member of the advocacy group Parent-to-Parent and chairing the government's Living Guidelines Group of the New Zealand Autism Spectrum Disorder Guideline.

    Ian has published six books, 54 book chapters, and over 100 refereed journal articles, and he serves on the editorial boards of five international journals. He is a fellow of the American Psychological Association and a fellow of the Royal Society of New Zealand. His other interests include photography, antiques of the Arts and Crafts period, taking long non-strenuous walks, wine tasting, and watching his grandchildren develop.

  • References

    Achenbach, T. M. (1991). Manual for the Child Behavior Checklist/4-18 and 1991 Profile. Burlington: University of Vermont Department of Psychiatry.
    Algozzine, B., Daunic, A. P., & Smith, S. W. (2010). Preventing problem behaviors: Schoolwide programs and classroom practices (
    2nd ed.
    ). Thousand Oaks, CA: Corwin.
    American Psychological Association. (2004). Warning signs of youth violence. Retrieved from http://www.apahelpcenter.org/featuredtopics/feature.php?id=38&ch=8
    American Psychological Association Zero Tolerance Task Force. (2006). Are zero tolerance policies effective in the schools? An evidentiary review and recommendations. Washington, DC: American Psychological Association.
    Bateman, S., & Berryman, M. (2008). He Hui Whakatika: Culturally responsive, self-determining interventions for restoring harmony. Kairaranga, 9(1), 6–11.
    Bauer, N. S., Lozano, P., & Rivara, F. P. (2007). The effectiveness of the Olweus Bullying Prevention Program in public middle schools: A controlled trial. Journal of Adolescent Health, 40, 266–274. http://dx.doi.org/10.1016/j.jadohealth.2006.10.005
    Bishop, R., & Berryman, M. (2006). Culture speaks: Cultural relationships and classroom learning. Wellington, New Zealand: Huia Press.
    Blake, C., Wang, W., Cartledge, G., & Gardner, R. (2000). Middle school students with serious emotional disturbances serve as social skills trainers and rein-forcers for peers with SED. Behavioral Disorders, 25, 280–298.
    Brock, S. E. (2002). School suicide postvention. In G. G.Bear, K. M.Minke, & A.Thomas (Eds.), Children's needs II: Development, problems and alternatives (pp. 553–576). Bethesda, MD: National Association of School Psychologists.
    Brock, S. E., & Sandoval, J. (1997). Suicidal ideation and behaviors. In G. G.Bear, K. M.Minke, & A.Thomas (Eds.), Children's needs II: Development, problems and alternatives (pp. 361–374). Bethesda, MD: National Association of School Psychologists.
    Bruininks, R. H., Woodcock, R. W., Weatherman, R. F., & Hill, B. K. (1996). Scales of Independent Behavior-Revised (SIB-R). Rolling Meadows, IL: Riverside Publishing.
    Burns, M. K., & Gibbons, K. (2008). Response to intervention implementation in elementary and secondary schools: Procedures to assure scientific-based practices. New York, NY: Routledge.
    Campbell, A., & Anderson, C. M. (2008). Enhancing effects of check-in/check-out with function-based support. Behavioral Disorders, 33, 233–245.
    Cartledge, G., & Kourea, L. (2008). Culturally responsive classrooms for culturally diverse students with and at risk for disabilities. Exceptional Children, 74, 351–371.
    Castagno, A. E., & Brayboy, B. M. J. (2008). Culturally responsive schooling for indigenous youth: A review of the literature. Review of Educational Research, 78, 941–993. http://dx.doi.org/10.3102/0034654308323036
    Cavanagh, T. (2007). Focusing on relationships creates safety in schools. Set: Research Information for Teachers, 1, 31–35.
    Centers for Disease Control and Prevention (2010). Suicide: Facts at a glance. Retrieved from http://www.cdc.gov/ViolencePrevention/pdf/Suicide_DataSheet-a.pdf
    Cheney, D., Flower, A., & Templeton, T. (2008). Applying Response to Intervention metrics in the social domain for students at risk of developing emotional or behavioral disorders. The Journal of Special Education, 42, 108–126. http://dx.doi.org/10.1177/0022466907313349
    Cohen, J., McCabe, E. M., Michelli, N. M., & Pickeral, T. (2009). School climate: Research, policy, practice, and teacher education. Teachers College Record, 111, 180–213.
    Community First Foundation (2009). Standard Response Protocol (SRP). Retrieved from http://givingfirst.org/index.cfm?fuseaction=Organizations.Programs&Organization
    Cornell, D., & Sheras, P. (2006). Guidelines for responding to student threats of violence. Boston, MA: Sopris West Educational Services.
    Curwin, R. L., & Mendler, A. N. (1999). Discipline with dignity. Alexandria, VA: Association for Supervision and Curriculum Development.
    Daunic, A. P., Smith, S. W., Robinson, T. R., Miller, M. D., & Landry, K. L. (2000). Implementing schoolwide conflict resolution and peer mediation programs: Experiences in three middle schools. Intervention in School & Clinic, 36(2), 94–100. http://dx.doi.org/10.1177/105345120003600204
    Debski, J., Spadafore, C. D., Jacob, S., Poole, D. A., & Hixson, M. D. (2007). Suicide intervention: Training, roles, and knowledge of school psychologists. Psychology in the Schools, 44, 157–170. http://dx.doi.org/10.1002/pits.20213
    Deno, E. (1970). Special education as developmental capital. Exceptional Children, 37, 229–237.
    Dodge, K. A. (1980). Social cognition and children's aggressive behavior. Child Development, 51, 162–170. http://dx.doi.org/10.2307/1129603
    Drewery, W. (2004). Conferencing in schools: Punishment, restorative justice, and the productive importance of the process of conversation. Journal of Community & Applied Social Psychology, 14, 332–344. http://dx.doi.org/10.1002/casp.800
    Dunlap, G., Sailor, W., Horner, R. H., & Sugai, G. (2009). Overview and history of positive behavior support. In W.Sailor, G.Dunlap, G.Sugai, & R.Horner (Eds.), Handbook of Positive Behavior Support (pp. 3–16). New York, NY: Springer. http://dx.doi.org/10.1007/978-0-387-09632-2_1
    Evans, I. M. (2010). Positive affective priming: A behavioral technique to facilitate therapeutic engagement by families, caregivers, and teachers. Child & Family Behavior Therapy, 32, 257–271. http://dx.doi.org/10.1080/07317107.2010.515518
    Evans, I. M., Cicchelli, T., Cohen, M., & Shapiro, N. P. (1995). (Eds.). Staying in school: Partnerships for educational change. Baltimore, MD: Paul H. Brookes.
    Evans, I. M., & Harvey, S. T. (2012). Warming the emotional climate of the classroom: Understanding feelings in primary school. Wellington, New Zealand: Dunmore Press.
    Evans, I. M., & Meyer, L. H. (1985). An educative approach to behavior problems: A practical decision model for interventions with severely handicapped learners. Baltimore, MD: Paul H. Brookes Publishing.
    Evans, I. M., Okifuji, A., Engler, L., Bromley, K., & Tishelman, A. (1993). Home-school communication in the treatment of childhood behavior problems. Child & Family Behavior Therapy, 15, 37–60. http://dx.doi.org/10.1300/J019v15n02_03
    Fein, R., Vossekuil, B., Pollack, W., Borum, R., Modzeleski, W., & Reddy, M. (2002). Threat assessment in schools: an approach to prevent targeted violence [NCJ 155000]. Washington, DC: National Institute of Justice. Retrieved from http://www.secretservice.gov/ntac/ntac_threat.pdf
    Fergusson, D. M., Beautrais, A. L., & Horwood, L. J. (2003). Vulnerability and resiliency to suicidal behaviours in young people. Psychological Medicine, 33, 61–73.
    Fuchs, D., Fuchs, L. S., & Stecker, P. M. (2010). The “blurring” of special education in a new continuum of general education placements and services. Exceptional Children, 76, 301–323. http://dx.doi.org/10.1177/001440291007600304
    Garrard, W. M., & Lipsey, M. W. (2007). Conflict Resolution Education and antisocial behavior in U.S. schools: A meta-analysis. Conflict Resolution Quarterly, 25, 9–38. http://dx.doi.org/10.1002/crq.188
    Gay, G. (2010). Culturally responsive teaching (
    2nd ed.
    ). New York, NY: Teachers College Press.
    Glynn, T., Berryman, M., Bidois, P., & Atvars, K. (1997). Bilingual behavioural checklists: Initiating a student, teacher and parent partnership in behaviour management (Unpublished paper). Poutama Pounamu Education Research Centre, Tauranga, New Zealand.
    Goodman, R. (1997). The Strengths and Difficulties Questionnaire: A research note. Journal of Child Psychology and Psychiatry, 38, 581–586. http://dx.doi.org/10.1111/j.1469-7610.1997.tb01545.x
    Gonzalez, N., Moll, L. C., & Amanti, C. (2005). Funds of knowledge: Theorizing practices in households, communities, and classrooms. Mahwah, NJ: Lawrence Erlbaum.
    Greene, R. W. (2008). Lost at school: Why our kids with behavioral challenges are falling through the cracks and how we can help them. New York, NY: Scribner.
    Gresham, F. M. (2005). Response to intervention: An alternative means of identifying students as emotionally disturbed. Education and Treatment of Children, 28, 328–344.
    Gresham, F. M., & Elliott, S. N. (1990). Social Skills Rating System. Circle Pines, MN: American Guidance Service.
    Hamilton Fish Institute on School and Community Violence (2007). Foundations of successful youth mentoring: A guidebook for program development. Washington, DC: The George Washington University.
    Harry, B. (2008). Collaboration with culturally and linguistically diverse families: Ideal versus reality. Exceptional Children, 74, 372–388.
    Hynds, A., Sleeter, C., Hindle, R., Savage, C., Penetito, W., & Meyer, L. H. (2011). Te Kotahitanga: A case study of a repositioning approach to teacher professional development for culturally responsive pedagogies. Asia-Pacific Journal of Teacher Education, 39, 339–351. http://dx.doi.org/10.1080/1359866X.2011.614684
    Individuals with Disabilities Education Improvement Act, 20 U.S.C. § 1400 et seq. (2004). (reauthorization of the Individuals with Disabilities Education Act of 1990).
    Kane, J., Lloyd, G., McCluskey, G., Riddell, S., Stead, J., & Weedon, E. (2007). Restorative practices in three Scottish councils: Final report of the evaluation of the first two years of the pilot projects 2004-2006. Edinburgh: Scottish Executive. Retrieved from http://www.scotland.gov.uk/Publications/2007/08/24093135
    Kleinfeld, J. (1975). Effective teachers of Eskimo and Indian students. School Review, 83, 301–344. http://dx.doi.org/10.1086/443191
    Martella, R. C., Nelson, J. R., & Marchand-Martella, N. E. (2003). Managing disruptive behavior in schools: A schoolwide, classroom, and individualized social learning approach. Boston, MA: Pearson Educational.
    Maxwell, G., & Carroll-Lind, J. (1997). The impact of bullying on children (Research report No. 6). Wellington, New Zealand: Office of the Children's Commissioner.
    McCluskey, G., Lloyd, G., Kane, J., Riddell, S., Stead, J., & Weedon, E. (2008). Can restorative practices in schools make a difference?Educational Review, 60, 405–417. http://dx.doi.org/10.1080/00131910802393456
    McIntosh, K., Campbell, A. L., Carter, D. R., & Zumbo, B. D. (2009). Concurrent validity of Office Discipline Referrals and cut points used in Schoolwide Positive Behavior Support. Behavioral Disorders, 34, 100–113.
    Meyer, L. H., & Evans, I. M. (1989). Nonaversive intervention for behavior problems: A manual for home and community. Baltimore, MD: Paul H. Brookes.
    Meyer, L. H., & Janney, R. E. (1989). User-friendly measures of meaningful outcomes: Evaluating behavioral interventions. Journal of The Association for Persons with Severe Handicaps, 14, 263–270. [Reprinted in Bambara, L. M., Dunlap, G., & Schwartz, I. S. (Eds.). (2004). Positive behavior support: Critical articles on improving practice for individuals with severe disabilities. Austin, TX: Pro-Ed.]
    Ministry of Education Special Programs Branch. (1999). Focus on suspension: A resource for schools. Victoria, BC, Canada: British Columbia Crown Publications.
    Mytton, J., DiGuiseppi, C., Gough, D., Taylor, R., & LoganS. (2006, July 19). School-based secondary prevention programmes for preventing violence. Cochrane Database Systematic Reviews, 3, Art. No. CD004606.
    Nickerson, A. B., & Zhe, E. J. (2004). Crisis prevention and intervention: A survey of school psychologists. Psychology in the Schools, 41, 777–788. http://dx.doi.org/10.1002/pits.20017
    Olweus, D. (1993). Bullying at school: What we know and what we can do. Oxford, UK: Blackwell.
    Olweus, D. (2001). Peer harassment: A critical analysis and some important issues. In J.Juvonen & S.Graham (Eds.), Peer harassment in school: The plight of the vulnerable and victimized (pp. 3–20). New York, NY: Guilford Press.
    Olweus, D. (2003). A profile of bullying at school. Educational Leadership, 60(6), 12–17.
    Ploeg, J., Ciliska, D., Dobbins, M., Hayward, S., Thomas, H., & Underwood, J. (1996). A systematic overview of adolescent suicide prevention programs. Canadian Journal of Public Health, 87, 319–324.
    Poland, S., & Chartrand, D. (2008, April). Suicide prevention and schools. District Administration, 44(5), 56–57.
    Poland, S., & McCormick, J. S. (1999). Coping with crisis: Lessons learned. Longmont, CO: Sopris West.
    Portzky, G., & van Heeringen, K. (2006). Suicide prevention in adolescents: A controlled study of the effectiveness of a school-based psycho-educational program. Journal of Child Psychology and Psychiatry, 47, 910–918. http://dx.doi.org/10.1111/j.1469-7610.2006.01595.x
    President's Commission on Excellence in Special Education. (2002). A new era: Revitalizing special education for children and their families. Retrieved from http://ies.ed.gov/ncser/pdf/NLTS2_Discipline_FS_03_21_06.pdf
    Prothrow-Stith, D. (1987). Violence prevention curriculum for adolescents. Newton, MA: Education Development Center.
    Restorative Practices Development Team. (2003). Restorative practices for schools: A resource. Hamilton, New Zealand: University of Waikato School of Education.
    Robinson, T. R., Smith, S. W., & Daunic, A. P. (2000). Middle school students' views on the social validity of peer mediation. Middle School Journal, 31(5), 23–29. http://dx.doi.org/10.1080/00940771.2000.11494648
    Rosen, L. (2005). School discipline: Best practices for administrators (
    2nd ed.
    ). Thousand Oaks, CA: Corwin.
    Ross, D. D., Bondy, E., Gallingane, C., & Hambacher, E. (2008). Promoting academic engagement through insistence: Being a warm demander. Childhood Education, 84, 142–146. http://dx.doi.org/10.1080/00094056.2008.10522992
    Savage, C. (2009). Culturally responsive behavior management. In V.Green & S.Cherrington (Eds.), Delving into diversity: An international exploration of diversity in education (pp. 35–44). New York, NY: Nova.
    Savage, C., Hindle, R., Meyer, L. H., Hynds, A., Penetito, W., & Sleeter, C.E. (2011). Culturally responsive pedagogies in the classroom: Indigenous student experiences across the curriculum. Asia-Pacific Journal of Teacher Education, 39, 183–198. http://dx.doi.org/10.1080/1359866X.2011.588311
    Savage, C., Lewis, J., & Colless, N. (2011). Essentials for implementation: Six years of Schoolwide Positive Behaviour Support in New Zealand. New Zealand Journal of Psychology, 40, 29–37.
    Schindler, H. R., & Horner, R. H. (2005). Generalized reduction of problem behavior of young children with autism: Building trans-situational interventions. American Journal on Mental Retardation, 11 0, 36–47. http://dx.doi.org/10.1352/0895-8017%282005%29110%3C36:GROPBO%3E2.0.CO;2
    Schwartz, D., Dodge, K. A., Pettit, G. S., & Bates, J. E. (1997). The early socialization of aggressive victims of bullying. Child Development, 68, 665–675. http://dx.doi.org/10.2307/1132117
    Shields, C., Bishop, R., & Mazawi, A. (2005). Pathologizing practices: The impact of deficit thinking on education. New York, NY: Peter Lang.
    Skiba, R. J., & Peterson, R. L. (1999). The dark side of zero tolerance: Can punishment lead to safe schools?Phi Delta Kappan, 80, 372–382.
    Skiba, R. J., & Peterson, R. L. (2000). School discipline at a cross-roads: From zero tolerance to early response. Exceptional Children, 66, 335–347.
    Skiba, R. J., Simmons, A. B., Ritter, S., Gibbs, A. C., Rausch, M. K., Cuadrado, J., & Chung, C.-G. (2008). Achieving equity in special education: History, status, and current challenges. Exceptional Children, 74, 264–288.
    Sleeter, C. S. (2011). (Ed.). Professional development for culturally responsive and relationship-based pedagogy. New York, NY: Peter Lang.
    Sleeter, C. E., & Grant, C. A. (2009). Making choices for multicultural education: Five approaches to race, class, and gender (
    6th ed.
    ). Hoboken, NJ: Wiley.
    Strong, K., & Cornell, D. (2008). Student threat assessment in Memphis City Schools: A descriptive report. Behavioral Disorders, 34, 42–54.
    Sue, S. (1998). In search of cultural competence in psychotherapy and counseling. American Psychologist, 53, 440–448. http://dx.doi.org/10.1037/0003-066X.53.4.440
    Sugai, G., Horner, R., Sailor, W., Dunlap, G., Eber, L., Lewis, T., et al. (2005). Schoolwide Positive Behavior Support: Implementers' blueprint and self-assessment. Washington, DC: Technical Assistance Center on Positive Behavioral Interventions and Supports.
    Todd, A. W., Horner, R., & Dickey, C. R. (2010, August). SWIS Documentation Project Referral Form Examples, Version 4.4. Retrieved from http://www.swis.org/index.php?page=resources;rid=1025
    Unnever, J. D., & Cornell, D. G. (2004). Middle school victims of bullying: Who reports being bullied?Aggressive Behavior, 30, 373–388. http://dx.doi.org/10.1002/ab.20030
    Varnham, S. (2008). Keeping them connected: Restorative justice in schools in Australia and New Zealand–what progress?Australia & New Zealand Journal of Law & Education, 13, 71–82.
    Valenzuela, A. (1999). Subtractive schooling: U.S.-Mexican youth and the politics of caring. Albany, NY: State University of New York Press.
    Walker, H. M., Horner, R. H., Sugai, G., Bullis, M., Sprague, J. R., & Bricker, D., & Kaufman, M. J. (1996). Integrated approaches to preventing antisocial behavior patterns among school-age children and youth. Journal of Emotional and Behavioral Disorders, 4, 194–209. http://dx.doi.org/10.1177/106342669600400401
    Wanzek, J., & Vaughn, S. (2009). Students demonstrating persistent low response to reading intervention: Three case studies. Learning Disabilities Research and Practice, 24, 151–163. http://dx.doi.org/10.1111/j.1540-5826.2009.00289.x
    Ware, F. (2006). Warm demander pedagogy: Culturally responsive teaching that supports a culture of achievement for African American students. Urban Education, 41, 427–456. http://dx.doi.org/10.1177/0042085906289710
    Wolfgang, C. H. (2005). Solving discipline and classroom management problems: Methods and models for today's teachers (
    6th ed.
    ). Hoboken, NJ: Wiley.
    Zehr, H. (1990). Changing lenses. Scottdale, PA: Herald Press.
    Zehr, H. (2002). The little book of restorative justice. Intercourse, PA: Good Books.

    CORWIN: A SAGE Company

    The Corwin logo—a raven striding across an open book—represents the union of courage and learning. Corwin is committed to improving education for all learners by publishing books and other professional development resources for those serving the field of PreK–12 education.

    By providing practical, hands-on materials, Corwin continues to carry out the promise of its motto: “Helping Educators Do Their Work Better.”


    • Loading...
Back to Top