Reply To: Research

#3641
Lawrence NorrisLawrence Norris
Participant

To what extent are teens using their site of the TSCN as a respite from, alternative to, or consequence of disciplinary action in the formal school environment? And what was the consequence of the TSCN in terms of remediation, rehabilitation, reorientation and reintroduction for the formal schooling context.

2014 saw a lot of attention shined upon school discipline,

** The Failure of Zero Tolerance
http://bit.ly/1DRdkvX

** Irby, D. J. (2014).
Trouble at school: Understanding school discipline systems as nets of social control. Equity & Excellence in Education, 47(4), 513-530.
http://dx.doi.org/10.1080/10665684.2014.958963

So we can ask, is participation in the TSCN (either as a YLT mbr or just an audience participant) an effective intervention in school discipline to prison pipeline.

Modern educational praxis is about restorative discipline in the school.

The Promise of Restorative Practices to Transform Teacher-Student Relationships and Achieve Equity in School Discipline
http://dx.doi.org/10.1080/10474412.2014.929950
http://gsappweb.rutgers.edu/rts/equityrsch/equitypdfs/Equity%20and%20Restorative%20Practices.pdf

I think in Arlington VA, principals are rated on suspension avoidance. We are setting protocols covering how an at-risk student is vectored to the TSC activity, i.e., how are such students identified, diagnosed and “treated”, how we brief and train the YLT if such student is imposed upon them as a YLT mbr, and how we find the any latent interest in such students, i.e., Seiler ‘Reversing the Standard Direction.