Legal Aspects of Preventing Problem Behavior

Changes to the Individuals with Disabilities Education Improvement Act (Public Law 108-446) (now known as the Individuals with Disabilities Education Act of 2004 Individuals with Disabilities Education Improvement Act of 2004, H.R. 1350 (passed both houses of Congress 11/19/04; signed by President Bush 12/3/04) [Google Scholar]: IDEA) mandated new requirements for providing discipline to students with disabilities. These changes led to simplified procedures when students with disabilities commit infractions of the school code. A review of potential legal dilemmas, however, challenges the simplicity of the revised procedures and may actually underscore new legal entanglements to parents and school officials. We discuss what we know about discipline and reasons for an interest in discipline applications, potential legal complications resulting from the reauthorized IDEA, and implications of prevention strategies for students with disabilities demonstrating problem behaviors.     

One Brief,Shining Moment? The Impact of Neo‐liberalism on Science Curriculum in the Compulsory Years of Schooling

The past 20 years or so have seen ongoing concern for the nature of science education in the Anglophone developed world. A particular focus of this concern has been the need to find new ways to frame science curricula that will engage students, yet it is proving difficult to achieve this goal. In this article I argue that the impact on science curriculum of a societal shift to neo‐liberalism and an attendant policy shift to outcomes‐based education should be explicitly acknowledged; further, that the forms of curriculum that emerge from neo‐liberalism are unlikely to provide the engaging and inclusive science education needed today. To illustrate the impact of the neo‐liberal societal shift on science curriculum I compare an exemplary, inclusive and innovative science curriculum document from the 1980s with its outcomes‐based successor from the 1990s. I show that in this case the shift to the outcomes‐based form significantly restricted the possibilities for framing science education to respond to the local community, restricting a vision of science as a social institution; further, it framed each learner as an individual to the exclusion of community while reducing options for framing learning to meet individual needs. I argue that it is important for the future disciplinary well‐being of science, and for the well‐being of society on the whole, that both science and its scientists be seen as socially located. Science curriculum documents must initiate and support this perspective.     

The Middle School Trend: Another Look in the Upper Midwest

Teacher retention has become a major issue facing policy makers as our nation's school-age population continues to grow while the teaching workforce continues to decline because of attrition and an aging workforce. Common reasons cited by teachers for leaving the profession can also be linked to burnout. This study examined burnout levels in a specific subset of teachers—those who achieved certification by the National Board for Professional Teaching Standards (NBPTS). The potential benefits to teachers who pursue NBPTS certification include professional pride, recognition of outstanding teaching practice, new leadership roles and responsibilities, and higher salaries (Shapiro 1995 Shapiro, B. 1995. A boost for teachers?. Vocational Education Journal, 68: 28–29.  [Google Scholar]). Some of these potential rewards seem to address a number of the factors that are related to the onset of burnout, and therefore may not only alleviate burnout but also impact retention rates. The study found that National Board Certified Teachers (NBCTs) demonstrated significantly lower levels of burnout in two of its three dimensions.     

The Private School Takeover

In addition to teaching subject matter, I feel students need to learn from someone they can perhaps look up to. They must learn that certain things are valued and important in society. These things are simple manners; compassion for others; how to make moral and responsible choices; and to take responsibility. At this level they need guidance. Maybe someone at home is not demanding civility; maybe they are and are just as frustrated as we. But it must be clear that certain standards must be adhered to. Certain types of behavior are requisite!.