Corporal Punishment

This basic text provides teachers with useful strategies for achieving control in the classroom through intervention rather than punishment. Author Meryl Englander examines why punishment is an ineffective tool and details step-by-step strategies and techniques for intervention including building self esteem among students, resolution of students' personal problems and emotional outbursts, promoting student responsibility, facilitating moral development, reinforcing desired student behavior, and establishing antecendent controls on behavior. Also considered is teacher assertiveness and desired organizational conditions for an orderly classroom.

Educational Law provides a comprehensive survey of the legal problems and issues that confront school administrators and policymakers. If there is a greater likelihood of litigation or error in a particular area of professional practice, the discussion is more extensive. The book is organized in accordance with the author's belief that students need to read cases to understand the subtlety and richness of the law, but for legal neophytes, cases without discussion and interpretation are often difficult to comprehend. Thus the text both explains the important concepts and principles of education law and presents court decisions to illuminate them. By employing this structure, the book combines the strengths of the traditional casebook and those of the legal treatise. It also discusses the implications of the law for educational policy and practice. Key features include the following: *Presentation --To aid comprehension, technical legal terms are carefully explained when first introduced and discussions of complex topics move logically from overview to elaboration of important details to summary of key topics and principles. *Cases --By integrating carefully edited cases into the analysis of legal issues, the book exposes students with little or no background in law to the subtlety and richness of legal thinking. *New Material --The third edition incorporates extensive treatment of new cases and legislation of the last five years. Topics that have been added or significantly expanded include: the No Child Left Behind Act, students rights--especially in the areas of free speech and search and seizure, vouchers and government assistance to private and religious schools, employment discrimination, racial and sexual harassment of students and school employees, affirmative action and voluntary school integration, equity and adequacy in school finance, issues relating to use of the Internet, and the law relating to special student populations. The table of cases contains about 250 more entries than in the second edition.

Educators need a balance between discipline theory and its practice in the classroom. This is especially important in today's education climate, with its increased demands for teacher accountability. Tauber has designed his book for both those who are new to teaching and those who are already seasoned teachers but who have had little, if any, course work in discipline. The book presents several sound frameworks that readers can use to evaluate the six tried-and-true discipline models (Dobson, Canters, Jones, Dreikurs, Glasser, and Gordon) that follow. All of these models work. Teachers need to select, learn, and implement a discipline model that best reflects how they feel the students should be treated. This book can help.

Asking fundamental and often uncomfortable questions about the nature and purposes of formal education, this book explores the three main ways of looking at the relationship between formal education, individuals and society:* that education improves society* that education reproduces society exactly as it is* that education makes society worse and harms individuals.Whilst educational policy documents and much academic writing and research stresses the first function and occasionally make reference to the second, the third is largely played down or ignored.In this unique and thought-provoking book, Clive Harber argues that while schooling can play a positive role, violence towards children originating in the schools system itself is common, systematic and widespread internationally and that schools play a significant role in encouraging violence in wider society. Topics covered include physical punishment, learning to hate others, sexual abuse, stress and anxiety, and the militarization of school. The book both provides detailed evidence of such forms of violence and sets out an analysis of schooling that explains why they occur. In contrast, the final chapter explores existing alternative forms of education which are aimed at the development of democracy and peace.This book should be read by anyone involved in education - from students and academics to policy-makers and practitioners around the world.

This edition provides information on topics including the impact of British legislation on children's rights in key areas such as education, social and welfare services and criminal justice, and the provisions of the UN Convention and Human Rights Act.

This is the newest volume of the annual Studies In Contemporary Jewry series. It contains original essays on Jews and crime in fact, fantasy, and fiction; verbal and physical violence in Israeli politics; Jews as revolutionaires; armed resistance by Jews in Nazi Germany; ethical dilemmas within the Israeli Defense Forces; violence in Israeli society and social stress; and other topics. As with other volumes, it also contains review essays and book reviews.

This title examines Canada's obligations and the rights of children from the perspectives of research and development in the fields of developmental psychology, developmental neuroscience, law and family policy