“Tolerating” Adolescent Needs: Moving Beyond Zero Tolerance Policies in High School

By A. Gregory, D. Cornell. 2009

190 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/06a14457746ab7ea18eace73d9c1e8d99e7164b9

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In Education

Citations in the corpus

Authoritative School Climate and Student Academic Engagement, Grades, and Aspirations in Middle and High Schools (2016, background): “An authoritative climate is generally conceptualized as involving components of demandingness and responsiveness (Gregory & Cornell, 2009).”
Preventing School Bullying: Should Schools Prioritize an Authoritative School Discipline Approach Over Security Measures? (2016, background): “Authoritative school discipline is a concept based on the combination of structure and support in schools (Gregory & Cornell, 2009).”
Tapping Into the Power of School Climate to Prevent Bullying: One Application of Schoolwide Positive Behavior Interventions and Supports (2014, background): “Students attending authoritative schools report higher feelings of safety and security than peers in authoritarian schools (Gregory & Cornell, 2009).”
Validation of a brief measure of teachers’ perceptions of school climate: relations to student achievement and suspensions (2014, background): “Research shows that a balance of social support and structure characterises effective school discipline and school climate (Gregory and Cornell 2009; Gregory et al. 2010; Pellerin 2005), as well as effective childrearing (Baumrind et al.”
Teacher Safety and Authoritative School Climate in High Schools (2012, methodology): “We used the model of authoritative schools developed by Gregory and Cornell (2009) to measure student and teacher perceptions of the helpseeking climate (support) and the degree to which they feel that school rules are fairly and consistently applied (structure).”
The Roles of Police Officers in Schools (2018, background): “Gregory and Cornell (2009) define zero tolerance as ‘‘a highly structured disciplinary policy that permits little flexibility in outcome by imposing severe sanctions for even minor violations of a school rule’’ (p. 107).”
The Relationship of School Structure and Support to Suspension Rates for Black and White High School Students (2011, methodology): “Based on previous research, we conceptualized that authoritative approaches include a combination of demandingness, which we have termed ‘‘structure,’’ and an affective dimension, termed ‘‘support’’ (Gregory & Cornell, 2009; Herman et al., 1997; Lamborn et al., 1991).”
School Climate, Student Engagement, and Academic Achievement: A Latent Variable, Multilevel Multi-Informant Examination (2018, methodology): “The ASC model was developed to apply concepts of high expectations and supportive relationships to schools (Gill, Ashton, & Algina, 2004; Gregory & Cornell, 2009; Pellerin, 2005).”