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High School Administrators\u27 Perceptions of Out-of-School Suspension and Existing Alternatives
No full textOut-of-school suspensions (OSS) are commonly used in U.S. schools to respond to student misbehavior. However, research shows that they are ineffective in reducing disciplinary infractions. This study explores the impact of OSS on student’s academic performance, engagement, and emotional well-being and examines the role of school administrators in disciplinary decisions. Researchers have highlighted the harmful effects of OSS and advocated for restorative practices and support systems.
This qualitative case study investigates high school administrators\u27 perspectives on why current disciplinary methods, particularly OSS, fail to reduce school misbehavior and explores their awareness of alternative approaches to discipline. The study focuses on urban high school administrators in Virginia, seeking to understand their perspectives on the ineffectiveness of OSS and the potential benefits of alternatives.
By analyzing these views, the researcher aims to inform future school disciplinary policies and practices. The study also addresses a critical gap in educational research by providing insights into administrators’ perceptions of student discipline, which could guide more effective, equitable approaches to behavior management. The findings indicate that many administrators view OSS as counterproductive, emphasizing the need for ongoing training in alternative methods that promote academic and social success. Future studies should focus on identifying and implementing alternatives to OSS to reduce unfavorable outcomes for students and improve school environments
Exploratory Case Study of a Vocational Intervention Program for High School Students in The Bahamas
No full textThe problem was that there was no evidence of a formal evaluation of a vocational intervention program in The Bahamas. The purpose of the qualitative exploratory case study was to examine an established vocational intervention program. The study explored its impact on the career readiness, vocational skills, and academic success it provided its participants.
The study had three research questions: 1. To what extent has the vocational training intervention program been successfully implemented to improve students’ academic success? 2. To what extent has the high school dropout rate improved because of completion of the vocational intervention program by the students? 3. To what extent has the employability of the students improved because of completion of the vocational intervention program by the students?
The research approach was a qualitative approach and design an exploratory case study design. Five program instructors were purposefully selected. Each selected staff member must be involved in the program for a minimum of 2 years. Additionally, participants must be: (a) an instructor or administrator, (b) completed at least one course or program cycle in their position, and (c) willing to participate in the interviews. Data was collected using the adult vocational interview.
For Research Question 1, themes, aligned with students receiving a stipend, students were learning new skills, and instructors were engaging and invested in student success. For Research Question 2, themes aligned with students becoming more future oriented, career focused, and a more positive outlook toward school and their future. For Research Question 3, themes, aligned with past participants of the program were top industry leaders, students were receiving valuable skills and qualifications, and they received hands-on experience
Andrew N. Meltzoff: Social Cognition, Imitation, Cross-Modal Perception, Infant Development
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