Journal articles: 'Discipline policies'

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Fenning, Pamela, Sara Golomb, Vivian Gordon, Maya Kelly, Rachel Scheinfield, Taylor Morello, Annie Kosinski, and Cheryl Banull. "Written Discipline Policies Used by Administrators." Journal of School Violence 7, no. 2 (February 26, 2008): 123–46. http://dx.doi.org/10.1300/j202v07n02_08.

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Brown, William E., and Tyrone Payne. "Policies/Practices in Public School Discipline." Academic Therapy 23, no. 3 (January 1988): 297–301. http://dx.doi.org/10.1177/105345128802300315.

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Fournet, Cédric, Andrew D. Gordon, and Sergio Maffeis. "A type discipline for authorization policies." ACM Transactions on Programming Languages and Systems 29, no. 5 (August 2, 2007): 25. http://dx.doi.org/10.1145/1275497.1275500.

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Van Wyk, C., and A. M. Pelser. "Leaderships Role In Effective Implementation Of School Discipline Policies." International Business & Economics Research Journal (IBER) 13, no. 4 (June 30, 2014): 833. http://dx.doi.org/10.19030/iber.v13i4.8691.

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Discipline is an important aspect of the life of any school. Learning and teaching can only take place effectively in a disciplined environment. In South Africa, discipline policies might not have been effectively implemented due to inadequate sources, lack of commitment and training of school leaders. A qualitative research design was utilized for the investigation on which this article is based. The research consisted of two phases. First, group interviews were conducted with 27 B Ed Honours students; thereafter, individual interviews were conducted with a total of six students selected by purposive sampling. The results seem to suggest that the broader school community should be taken on board to ensure effective discipline policy implementation. The correct legal sources should furthermore be employed in the process of developing school policies. School leaders need thorough training for the development and implementation of discipline policies. Several measures are suggested for the effective introduction of disciplinary policies, among others, that school leadership should play a (more) active role; specifically the principals of schools should be willing to share their knowledge on the implementation of school disciplinary policies with other members of the school leadership.

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Johnson, Odis, Jason Jabbari, Maya Williams, and Olivia Marcucci. "Disparate Impacts: Balancing the Need for Safe Schools With Racial Equity in Discipline." Policy Insights from the Behavioral and Brain Sciences 6, no. 2 (October 2019): 162–69. http://dx.doi.org/10.1177/2372732219864707.

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Policy responses to gun violence within K-12 school systems have not stopped the increasing frequency of their occurrence, but have instead increased racial and ethnic disparities in multiple forms of discipline. The crisis prevention policies that follow school shootings tend to exacerbate racial and ethnic discipline disparities (a) within schools as practitioners enact policies with discretion and bias, (b) between schools where policy is complicated by racial segregation, and (c) indirectly where academic consequences accrue to those who are not disciplined but attend schools with elevated school rates of discipline. Among the most promising policy alternatives to punitive disciplinary policy is restorative justice.

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AYSAN, AHMET FARUK, MUSTAFA DISLI, and HUSEYIN OZTURK. "FINANCIAL CRISIS, MACROPRUDENTIAL POLICIES AND DEPOSITOR DISCIPLINE." Singapore Economic Review 62, no. 01 (March 2017): 5–25. http://dx.doi.org/10.1142/s021759081740001x.

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This paper examines to what extent macroprudential policies in the Turkish banking sector affected the functioning of depositor discipline. Our results suggest that depositors’ responses for poor bank performance get stronger after the 2008 crisis, when various macroprudential measures were implemented to preserve financial stability. In the aftermath of the crisis, bank behavior toward depositors also alters. Ahead of the crisis, banks did not significantly respond to the discipline exerted by depositors, however, banks begin offering higher rates to curb deposit withdrawals afterwards. Our findings suggest that the implementation of macroprudential tools seem to have a positive impact on financial stability, since, in the post-2008 period, regulatory supervision have been more firmly assisted by the market.

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Ghosh, Saibal. "Depositor discipline, financial crisis and macroprudential policies." Journal of Islamic Accounting and Business Research 11, no. 8 (January 2, 2020): 1531–53. http://dx.doi.org/10.1108/jiabr-09-2018-0146.

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Purpose Using bank-level data on MENA countries during 2000-2016, this study aims to examine the role and relevance of macroprudential policies in affecting depositor discipline. Design/methodology/approach The author uses the dynamic panel data methodology as compared to alternate techniques, owing to the ability of this technique to effectively address the endogeneity problem of some of the independent variables. Findings The findings suggest that market discipline for MENA banks occurs primarily through deposit rates. During the crisis, depositors typically focus on a catch-all measure of bank performance. Second, macroprudential policies play a role in influencing market discipline. Third, the behavior of depositors in exercising market discipline is more pronounced in countries with high Islamic banking share and works mainly through the price channel. Originality/value To the best of author’s knowledge, this is one of the early studies for MENA countries to examine this issue in a systematic manner. By focusing on an extended sample of MENA country banks covering an extensive period that subsumes the global financial crisis, author’s analysis is able to shed light on the relevance of macroprudential policies in affecting depositor discipline.

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Perry, Brea L., and Edward W. Morris. "Suspending Progress." American Sociological Review 79, no. 6 (November 5, 2014): 1067–87. http://dx.doi.org/10.1177/0003122414556308.

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An influential literature in criminology has identified indirect “collateral consequences” of mass imprisonment. We extend this criminological perspective to the context of the U.S. education system, conceptualizing exclusionary discipline practices (i.e., out-of-school suspension) as a manifestation of intensified social control in schools. Similar to patterns of family and community decline associated with mass incarceration, we theorize that exclusionary discipline policies have indirect adverse effects on non-suspended students in punitive schools. Using a large hierarchical and longitudinal dataset consisting of student and school records, we examine the effect of suspension on reading and math achievement. Our findings suggest that higher levels of exclusionary discipline within schools over time generate collateral damage, negatively affecting the academic achievement of non-suspended students in punitive contexts. This effect is strongest in schools with high levels of exclusionary discipline and schools with low levels of violence, although the adverse effect of exclusionary discipline is evident in even the most disorganized and hostile school environments. Our results level a strong argument against excessively punitive school policies and suggest the need for alternative means of establishing a disciplined environment through social integration.

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Braga, Alessandro. "Is public administration struggling in higher education? Evidence from the united states scenario." Teaching Public Administration 38, no. 3 (February 26, 2020): 284–94. http://dx.doi.org/10.1177/0144739420908306.

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This article aims to discuss the health of the public administration discipline in the US higher education system. In particular, it debates two possible alternatives: decline or reposition. The paper analyzes the academic offers of political science, public policy, and public administration programs at both undergraduate and graduate levels. The Results highlight that the public administration discipline is currently at a crucial point. The core attention within both governments and higher education is more focused on politics and policies than on management. Accordingly, this scenario has two main effects. First, it creates an imbalance between the political discourse, the formulation/execution of public policies, and the managing of effective public sector organizations. Second, it might lead the discipline of public administration into a decline. Nevertheless, public administration can find a reposition within social sciences by developing more openness and a process of cross-contamination with other humanistic disciplines.

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Efreom-Lieber, Yael, and Paul S. Lieber. "An Ethical Critique of Suspension and Zero-Tolerance Policies." Australian Educational and Developmental Psychologist 27, no. 2 (December 1, 2010): 104–14. http://dx.doi.org/10.1375/aedp.27.2.104.

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AbstractElementary and secondary school leaders advocating remediation and prevention of student discipline problems are doing so in lieu of direct development of student self-discipline (Larson, Smith, & Furlong, 2002). This shift has lead to the use of zero-tolerance strategies towards discipline (Maxcy, 2002). In this article, zero-tolerance policies — in particular, the use of out-o-school suspension — is critiqued from three ethical theory perspectives. This research argues for alternate approaches to discipline (Jackson, Boostrom, & Hansen, 1993; Skiba & Peterson, 1999) based in classical ethical theory, with specific emphasis on social justice (Rawls, 1971). Implications on Australian school systems and educational psychological development are discussed.

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Huang, Jian, Gökhan Torna, and Daniel Singer. "Proxy fights as agency discipline." Corporate Ownership and Control 13, no. 4 (2016): 61–65. http://dx.doi.org/10.22495/cocv13i4p6.

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This paper investigates how proxy fights function to discipline corporate boards of directors to function as agents of the shareholders. One hundred and ninety six proxy fights are investigated between 1988 and 2009 to examine those factors which determine the most closely associated with winning or losing a proxy fight. Dissidents are found to be most likely to initiate and win a proxy fight when cumulative excess shareholder returns are negative. It is concluded that while declines in shareholder wealth do stimulate proxy fights, a semi-strong efficient market interpretation of financial performance leaves ample room for the successful defense of managerial policies and actions. Proxy fights provide an opportunity for dissidents to challenge these policies and actions often enough for proxy fights to be an effective mechanism for compelling fiduciary behavior by corporate boards.

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Roch, Christine H., and Jason Edwards. "Representative Bureaucracy and School Discipline." American Review of Public Administration 47, no. 1 (July 28, 2016): 58–78. http://dx.doi.org/10.1177/0275074015589126.

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This article examines whether the racial context within local communities influences the assignment of disciplinary policies in public schools. First, we consider whether different policies may be assigned to similar target groups across varying racial contexts. Then, we consider whether the racial context moderates the transition from passive representation to active representation among bureaucrats. We draw from two theories of intergroup relations—group contact theory and group threat theory—to help explain the passive-to-active representation link. Using a sample of Georgia public schools, we find that schools rely more on more punitive disciplinary measures in school districts characterized by greater segregation and that this occurs especially among schools with sizable African American student populations. We also find that active representation appears to occur more often in segregated environments, perhaps because of the greater salience of race within these communities.

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Losen, Daniel J. "Discipline Policies, Successful Schools, Racial Justice, and the Law." Family Court Review 51, no. 3 (July 2013): 388–400. http://dx.doi.org/10.1111/fcre.12035.

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Butera, Gretchen, Holly Klein, Lynn McMullen, and Brenda Wilson. "A Statewide Study of FAPE and School Discipline Policies." Journal of Special Education 32, no. 2 (July 1998): 108–14. http://dx.doi.org/10.1177/002246699803200205.

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Babcock, Philip. "The rational adolescent: Discipline policies, lawsuits, and skill acquisition." Economics of Education Review 28, no. 5 (October 2009): 551–60. http://dx.doi.org/10.1016/j.econedurev.2008.11.003.

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Bateman, Nicoleta. "A Linguist’s Journey Toward Community Engaged Scholarship: Insights on Definitions, Practice and Evaluation Policies." Gateways: International Journal of Community Research and Engagement 11, no. 1 (May 31, 2018): 56–72. http://dx.doi.org/10.5130/ijcre.v11i1.5579.

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This article contributes to the current conversation surrounding the definition of community-engaged scholarship (CES) by providing critical insights from a linguist’s journey towards establishing a CES partnership with a middle school. I argue that a prescribed CES definition for all disciplines is neither possible nor desirable. CES has gained appeal in recent years because of the mutual benefits promised by the scholar–community partner collaboration. At the same time, the conversation around defining CES is ongoing, highlighting the difficulties in establishing a single definition of CES for all disciplines. In response, individual institutions have adopted their own definition in an effort to help their faculty members navigate CES and assist their efforts towards satisfying requirements for promotion and tenure. While designed to ensure rigorous scholarship and true community involvement, institutional-specific definitions can unintentionally limit a scholar’s CES options, particularly given the expectations of the tenure and promotion process. As a result, scholars in disciplines which are not well understood outside academia, such as linguistics, find themselves ill-positioned to engage in CES. And as the general public is unfamiliar with the discipline and its benefits, developing mutually beneficial partnerships with community organisations requires an extensive amount of time – more than is usually required of other disciplines engaged in CES. Furthermore, tenure and promotion timeline expectations may be incompatible with CES work for some disciplines. Two solutions are proposed to address these challenges. First, scholars in disciplines such as linguistics must utilise multiple approaches to developing partnerships, such as volunteerism, community outreach and cross-disciplinary collaboration, and be intentional in college classrooms in engaging undergraduates in activities that make the discipline relevant outside academia. Second, they must challenge current CES definitions and interpretations and advocate for policy changes to the tenure and promotion process on their individual campuses.

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Susamta, Susamta, and Fitri Nur Mahmudah. "The Implementation of Policies for on-Time Presention in Efforts to Establish Discipline Character." Nidhomul Haq : Jurnal Manajemen Pendidikan Islam 6, no. 1 (April 4, 2021): 61–71. http://dx.doi.org/10.31538/ndh.v6i1.1174.

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Discipline is the most important part of the development of the era. This aims to be able to increase teacher self-awareness and critical thinking skills. This study aims to determine the application of teacher discipline. Research setting at SMP Muhammadiyah 9 Yogyakarta. The resource persons in this study were teachers. Data collection techniques using observation and interviews. The research procedure used the Stake model, and data analysis assisted by Atlas. ti version 8. The results of this study indicate that there are several indicators in implementing timely presence policies for teachers to be able to improve character during covid-19, namely rules, role models of behavior, development. , attendance, and impact. The novelty of this study is a different indicator from previous research that can be used as study material and a basis for teacher behavior to improve performance, work ethic, productivity, and the ability to always apply disciplined time in any activity.

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Curran, F. Chris. "Estimating the Effect of State Zero Tolerance Laws on Exclusionary Discipline, Racial Discipline Gaps, and Student Behavior." Educational Evaluation and Policy Analysis 38, no. 4 (July 7, 2016): 647–68. http://dx.doi.org/10.3102/0162373716652728.

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Zero tolerance discipline policies have come under criticism as contributors to racial discipline gaps; however, few studies have explicitly examined such policies. This study utilizes data from two nationally representative data sources to examine the effect of state zero tolerance laws on suspension rates and principal perceptions of problem behaviors. Utilizing state and year fixed effects models, this study finds that state zero tolerance laws are predictive of a 0.5 percentage point increase in district suspension rates and no consistent decreases in principals’ perceptions of problem behaviors. Furthermore, the results indicate that the laws are predictive of larger increases in suspension rates for Blacks than Whites, potentially contributing to the Black–White suspension gap. Implications for policy and practice are discussed.

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Camacho, Kristine A., and Michael P. Krezmien. "A statewide analysis of school discipline policies and suspension practices." Preventing School Failure: Alternative Education for Children and Youth 64, no. 1 (October 22, 2019): 55–66. http://dx.doi.org/10.1080/1045988x.2019.1678010.

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Fissel, Erica R., Pamela Wilcox, and Marie Skubak Tillyer. "School Discipline Policies, Perceptions of Justice, and In-School Delinquency." Crime & Delinquency 65, no. 10 (August 17, 2018): 1343–70. http://dx.doi.org/10.1177/0011128718794186.

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School crime has been a national issue for nearly 40 years and remains a concern for students, administrators, parents, and the public. Schools engage in numerous strategies aimed at curbing crime, ranging from harsh disciplinary practices to proactive strategies focused on gaining student compliance. This study examines the impact of disciplinary practices on in-school delinquency, while also considering the influence of students’ perceptions of injustice. Using student- and school-level data from the Rural Substance Abuse and Violence Project and hierarchical Poisson regression analyses, findings reveal that students’ perceptions of injustice were significantly related to in-school delinquency, while proactive and reactive discipline practices, spanning the punitiveness continuum, were not. The findings provide tentative guidance for school-based discipline management policies and practices.

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Anderson, Kaitlin P., and Gary W. Ritter. "Do School Discipline Policies Treat Students Fairly? Evidence From Arkansas." Educational Policy 34, no. 5 (September 29, 2018): 707–34. http://dx.doi.org/10.1177/0895904818802085.

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It is well documented that Black students are more likely to receive expulsions and suspensions than their White peers. These disparities are troubling, but researchers and policy makers need more information to fully understand the issue. We use 3 years (2010-2011 through 2012-2013) of state-wide student- and discipline incident-level data to assess whether non-White students are receiving harsher disciplinary consequences than their White peers for similar infractions and with similar behavioral history. We find that Black students received more severe (longer) punishments than their White peers for the same types of infractions, but that these disproportionalities are primarily across rather than within schools.

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Jackson, Brian. "Open Data Policies among Library and Information Science Journals." Publications 9, no. 2 (June 11, 2021): 25. http://dx.doi.org/10.3390/publications9020025.

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Journal publishers play an important role in the open research data ecosystem. Through open data policies that include public data archiving mandates and data availability statements, journal publishers help promote transparency in research and wider access to a growing scholarly record. The library and information science (LIS) discipline has a unique relationship with both open data initiatives and academic publishing and may be well-positioned to adopt rigorous open data policies. This study examines the information provided on public-facing websites of LIS journals in order to describe the extent, and nature, of open data guidance provided to prospective authors. Open access journals in the discipline have disproportionately adopted detailed, strict open data policies. Commercial publishers, which account for the largest share of publishing in the discipline, have largely adopted weaker policies. Rigorous policies, adopted by a minority of journals, describe the rationale, application, and expectations for open research data, while most journals that provide guidance on the matter use hesitant and vague language. Recommendations are provided for strengthening journal open data policies.

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Yuliarti, Susi Sri, Muhammad Bin Abubakar, and Rasyidin Rasyidin. "The Implementation of Government Regulation Number 53 Year 2010 Concerning Discipline of Civil Servants in Bener Meriah Regency 2019 in the Education Personnel Board And Bener Meriah District Training." Malikussaleh Social and Political Reviews 1, no. 1 (November 18, 2020): 20. http://dx.doi.org/10.29103/mspr.v1i1.3139.

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This study examines the implementation of Government Regulation No. 53/2010 concerning Civil Servant Discipline. The research objective is to understand how compliance and barriers to civil servants are in implementing these policies. The theoretical perspective used is the theory of public policy implementation according to Anderson. The research method used is a qualitative research method. The results of the study show that the compliance of civil servants in Bener Meriah Regency in 2019 in implementing Government Regulation Number 53 of 2020 concerning Civil Servant Discipline is still not effectively implemented, both in terms of actors implementing policies, the nature of the administrative process, compliance, and the impact of policies. which is implemented. Internal obstacles are caused by the inadequacy of the BKPP Bener Meriah Regency in supervising and evaluating civil servants who violate disciplinary rules, and the low awareness of civil servants in implementing discipline in duty, which is also influenced by the low reward or appreciation for civil servants who have high discipline and lack of discipline. he stressed that the punishment was given to civil servants who had low discipline by the leadership of the SKPK. External obstacles are caused by the lack of decisiveness and lack of supervision from SKPK leaders in following up on civil servants who violate discipline.

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Kemp-Graham, Kriss Y. "#BlackGirlsMatter: A Case Study Examining the Intersectionality of Race, Gender, and School Discipline." Journal of Cases in Educational Leadership 21, no. 3 (November 10, 2017): 21–35. http://dx.doi.org/10.1177/1555458917741171.

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Nationwide, African American girls have the highest suspension rates among all racial and ethnic groups. Furthermore, they are the most severely, disproportionately affected by school discipline policies and practices when compared with other girls. This case study was developed for use in education leadership programs to critically analyze school discipline policies and practices that disproportionately affect African American girls.

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Umney, Charles, Ian Greer, Özlem Onaran, and Graham Symon. "The state and class discipline: European labour market policy after the financial crisis." Capital & Class 42, no. 2 (November 3, 2017): 333–51. http://dx.doi.org/10.1177/0309816817738318.

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This article looks at two related labour market policies that have persisted and even proliferated across Europe both before and after the financial crisis: wage restraint and punitive workfare programmes. It asks why these policies, despite their weak empirical records, have been so durable. Moving beyond comparative-institutionalist explanations which emphasise institutional stickiness, it draws on Marxist and Kaleckian ideas around the concept of ‘class discipline’. It argues that under financialisation, the need for states to implement policies that discipline the working class is intensified, even if these policies do little to enable (and may even counteract) future stability. Wage restraint and punitive active labour market policies are two examples of such measures. Moreover, this disciplinary impetus has subverted and marginalised regulatory labour market institutions, rather than being embedded within them.

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Resnik, David B., Melissa Morales, Rachel Landrum, Min Shi, Jessica Minnier, Nicole A. Vasilevsky, and Robin E. Champieux. "Effect of impact factor and discipline on journal data sharing policies." Accountability in Research 26, no. 3 (March 25, 2019): 139–56. http://dx.doi.org/10.1080/08989621.2019.1591277.

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McCarthy, Mary Rose, and Leslie C. Soodak. "The Politics of Discipline: Balancing School Safety and Rights of Students with Disabilities." Exceptional Children 73, no. 4 (July 2007): 456–74. http://dx.doi.org/10.1177/001440290707300404.

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The present study examined how public school administrators negotiate discipline policies that are intended to protect the common good and the educational rights of students with disabilities. We investigated the political nature of these decisions and the strategies used in reaching them through interviews with administrators in 9 public high schools in New York State. Administrators were aware of a tension between individual rights and the common good when resolving discipline issues. The degree of tension was affected by a variety of factors including the way in which discipline hearings were conducted and the availability of resources. Finally, we found that administrators rely heavily on negotiating skills and processes as they implement policies that sometimes reflect competing democratic values.

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Gahungu, Athanase. "A Survey of School Discipline Gatekeepers about the Implementation of the Non-Exclusionary Discipline Practices Reform in Illinois Schools." International Journal on Studies in Education 1, no. 1 (February 20, 2020): 1–10. http://dx.doi.org/10.46328/ijonse.1.

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Two years after the State of Illinois enacted an extensive non-exclusionary discipline reform in schools, 322 key discipline gatekeepers in schools were surveyed about the extent and impact of its implementation. The results showed that a number of core provisions of the reform had not been fully implemented or addressed through professional development. Creating re-entry plans for students with long suspensions, eliminating zero tolerance policies, and limiting disciplinary transfers to alternative schools were the least implemented provisions. Furthermore, contrary to principals’ wishful and embellished self-reporting, large proportions of school personnel still had not received required professional development in key topics such as adverse consequences of school exclusion and justice-system involvement, culturally responsive discipline, and developmentally appropriate disciplinary methods that promote positive and healthy school climate. Finally, sharp differences were found between principals and teachers and support personnel about the continuing prevalence and high frequency of discipline incidents, and about improvement in the overall school climate. If the reform is going to be impactful, it was recommended that more emphasis be placed on ensuring that teachers and support personnel receive adequate and timely professional development on the provisions of the policies.

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Severin, Anna, Matthias Egger, Martin Paul Eve, and Daniel Hürlimann. "Discipline-specific open access publishing practices and barriers to change: an evidence-based review." F1000Research 7 (December 11, 2018): 1925. http://dx.doi.org/10.12688/f1000research.17328.1.

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Background: Many of the discussions surrounding Open Access (OA) revolve around how it affects publishing practices across different academic disciplines. It was a long-held view that it would be only a matter of time for all disciplines to fully and relatively homogeneously implement OA. Recent large-scale bibliometric studies show however that the uptake of OA differs substantially across disciplines. This study investigates the underlying mechanisms that cause disciplines to vary in their OA publishing practices. We aimed to answer two questions: First, how do different disciplines adopt and shape OA publishing practices? Second, what discipline-specific barriers to and potentials for OA can be identified? Methods: In a first step, we identified and synthesized relevant bibliometric studies that assessed OA prevalence and publishing patterns across disciplines. In a second step, and adopting a social shaping of technology perspective, we studied evidence on the socio-technical forces that shape OA publishing practices. We examined a variety of data sources, including, but not limited to, publisher policies and guidelines, OA mandates and policies and author surveys. Results: Over the last three decades, scholarly publishing has experienced a shift from “closed” access to OA as the proportion of scholarly literature that is openly accessible has increased continuously. The shift towards OA is however uneven across disciplines in two respects: first, the growth of OA has been uneven across disciplines, which manifests itself in varying OA prevalence levels. Second, disciplines use different OA publishing channels to make research outputs OA. Conclusions: We conclude that historically grown publishing practices differ in terms of their compatibility with OA, which is the reason why OA can be assumed to be a natural continuation of publishing cultures in some disciplines, whereas in other disciplines, the implementation of OA faces major barriers and would require a change of research culture.

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Sudaryono, Sudaryono, and Ine Kusuma Aryani. "School Policy in Improving Discipline Character of Elementary School Students." Dinamika Jurnal Ilmiah Pendidikan Dasar 13, no. 2 (September 22, 2021): 101. http://dx.doi.org/10.30595/dinamika.v13i2.11554.

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This research was conducted to find out, explore, study, and describe the implementation of disciplinary character education in elementary schools and expected to help find the right policies to support the successful implementation of character education. The type of data used is secondary data. This research uses the literature study method. The data obtained were collected, analyzed, and concluded obtain conclusions about the literature study. Based on the research results, literature studies from several research results and journal articles indicate that implementation school policies by establishing good cooperation between all school residents and school committees can increase the success of the implementation of character education in elementary schools.

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Severin, Anna, Matthias Egger, Martin Paul Eve, and Daniel Hürlimann. "Discipline-specific open access publishing practices and barriers to change: an evidence-based review." F1000Research 7 (March 26, 2020): 1925. http://dx.doi.org/10.12688/f1000research.17328.2.

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Background: Many of the discussions surrounding Open Access (OA) revolve around how it affects publishing practices across different academic disciplines. It was a long-held view that it would be only a matter of time before all disciplines fully and relatively homogeneously implemented OA. Recent large-scale bibliometric studies show, however, that the uptake of OA differs substantially across disciplines. We aimed to answer two questions: First, how do different disciplines adopt and shape OA publishing practices? Second, what discipline-specific barriers to and potentials for OA can be identified? Methods: In a first step, we identified and synthesized relevant bibliometric studies that assessed OA prevalence and publishing patterns across disciplines. In a second step, and adopting a social shaping of technology perspective, we studied evidence on the socio-technical forces that shape OA publishing practices. We examined a variety of data sources, including, but not limited to, publisher policies and guidelines, OA mandates and policies and author surveys. Results: Over the last three decades, scholarly publishing has experienced a shift from “closed” access to OA as the proportion of scholarly literature that is openly accessible has increased continuously. Estimated OA levels for publication years after 2010 varied between 29.4% and 66%. The shift towards OA is uneven across disciplines in two respects: first, the growth of OA has been uneven across disciplines, which manifests itself in varying OA prevalence levels. Second, disciplines use different OA publishing channels to make research outputs OA. Conclusions: We conclude that historically rooted publishing practices differ in terms of their compatibility with OA, which is the reason why OA can be assumed to be a natural continuation of publishing cultures in some disciplines, whereas in other disciplines, the implementation of OA faces major barriers and would require a change of research culture.

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LOVELL, DAVID, and RON JEMELKA. "When Inmates Misbehave: The Costs of Discipline." Prison Journal 76, no. 2 (June 1996): 165–79. http://dx.doi.org/10.1177/0032855596076002004.

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Reduction of infraction rates may serve as one measure of the efficacy of in-house treatment programs for psychologically disturbed inmates. To address the related issue of cost-effectiveness, the authors analyzed the costs of infractions at a medium-security prison, yielding an estimated average cost of $970 per infraction. These fixed costs do not respond to marginal changes in numbers of infractions but help to estimate the additional system costs that successful treatment may prevent in the long run. Like the costs of imprisonment in the free community, these costs need to be considered in disciplinary and treatment policies within prisons.

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GUTIÉRREZ RIVERA, LIRIO. "Discipline and Punish? Youth Gangs' Response to ‘Zero-tolerance’ Policies in Honduras." Bulletin of Latin American Research 29, no. 4 (May 28, 2010): 492–504. http://dx.doi.org/10.1111/j.1470-9856.2010.00415.x.

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Charney, Igal. "Downtown redevelopment and land-use regulation: Can planning policies discipline property development?" Land Use Policy 47 (September 2015): 302–8. http://dx.doi.org/10.1016/j.landusepol.2015.04.019.

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Adom, Philip Kofi, William Bekoe, George Quartey, Kwaku Amakye, and Charles Barnor. "Impact of Market-based Policies and External Fiscal Discipline on Ghana's Inflation." Review of Development Economics 20, no. 4 (May 23, 2016): 794–816. http://dx.doi.org/10.1111/rode.12228.

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Lutz, Andrea. "From biopolitics to body discipline Knowledge-power dynamics in childhood obesity policies." Sciences Sociales et Santé 36, no. 3 (September 2018): 69–92. http://dx.doi.org/10.1684/sss.2018.0120.

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Ewert, Benjamin, and Kathrin Loer. "Advancing behavioural public policies: in pursuit of a more comprehensive concept." Policy & Politics 49, no. 1 (January 1, 2021): 25–47. http://dx.doi.org/10.1332/030557320x15907721287475.

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Behavioural public policy is predominantly based on insights from behavioural economics and psychology in order to ‘nudge’ people to act in line with specific aims and to overcome the dilemma of behaviour that contradicts economic rationality. In contrast, we define behavioural public policy as a multi-disciplinary and multi-methodological concept that utilises insights from the whole range of behavioural research. Based on a scoping review and peer survey we see merit in behavioural insights from disciplines such as anthropology, geography and sociology as well as the application of qualitative methods. Our findings identify the need to advance behavioural public policy conceptually and methodologically. This article challenges our current understanding of behavioural policymaking by integrating ‘foreign’ views and approaches that do not (yet) belong to the core discipline. We argue that behavioural public policy should not be a synonym for a limited number of policy approaches (for example, nudges) based on specific research methods (for example, randomised control trials) to reach individual behaviour change. Instead, our findings suggest a redefinition of the scientific footing of behavioural public policy.

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Fernández-Albertos, José, and Víctor Lapuente. "Doomed to disagree? Party-voter discipline and policy gridlock under divided government." Party Politics 17, no. 6 (September 30, 2010): 801–22. http://dx.doi.org/10.1177/1354068810376780.

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This article explains the existence of policy gridlock in systems with divided government, even when there are policies that are universally preferred to the status quo. It is shown analytically that one dimension of party institutionalization (the degree of party-voter discipline) may create incentives for veto players to block policies that, ideologically, they might like. This is the case because when party attachments dominate voters' behaviour across different electoral arenas, veto players in the opposition might find it in their electoral interests to prevent popular policies from being adopted. We illustrate our argument by analysing the recent experiences of two Latin American democracies living under divided government but with opposite levels of party-voter discipline: Mexico and Brazil. Contrary to the received wisdom, the low degree of party institutionalization in Brazil may have helped the passing of comprehensive policy reforms, whereas strongly institutionalized parties in Mexico might have been partly responsible for the persistence of policy gridlock.

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Hines-Datiri, Dorothy, and Dorinda J. Carter Andrews. "The Effects of Zero Tolerance Policies on Black Girls: Using Critical Race Feminism and Figured Worlds to Examine School Discipline." Urban Education 55, no. 10 (February 15, 2017): 1419–40. http://dx.doi.org/10.1177/0042085917690204.

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Black girls are more likely to be suspended or expelled through exclusionary discipline than their female counterparts, but continue to be overlooked and understudied. This article presents a case for using critical race feminism and figured worlds as theoretical frameworks for examining the effects of zero tolerance policies on Black girls. We use these frameworks to explore how adults’ implementation of disciplinary policies not only affects the racial and gender identity development of Black girls, but perpetuates anti-Black discipline and represents behavioral responses to White femininity that may not align with Black girls’ femininity and identification with school.

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Magdalene, Wamugunda, Gachahi Michael, and Kimosop Maurice. "Students’ Conceptions of Role of Guidance and Counselling in Discipline Management in Secondary Schools in K1rinyaga County, Kenya." International Journal of Education and Literacy Studies 7, no. 4 (October 31, 2019): 163. http://dx.doi.org/10.7575/aiac.ijels.v.7n.4p.163.

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Discipline is vital in the success of educational processes. Guidance and Counselling (GC) have been adopted as strategy to manage student discipline the world over including Kenyan schools. Though students form the major clientele of services provided in schools, studies regarding provision of counselling and guidance in relation to management of learners’ behaviour have largely ignored students’ conceptions. This study sought to establish students’ conceptions of the role of GC in managing discipline among learners in public secondary’ schools in Kirinyaga County, Kenya. The descriptive survey research design was used and a sample of 167 students was randomly taken from 13 secondary schools and questionnaires used to collect data. Results indicated that though students knew of availability of counselling services, they rarely sought them. The study further noted that students experienced punitive forms of punishment, including corporal punishment, despite availability of GC departments and government policies guiding the handling of learners’ discipline in Kenyan schools. The study concluded that secondary school students sampled have not fully embraced GC services. Therefore, the practice of GC as currently structured, may fail as a discipline management strategy. The recommendations based on findings are that the Education Ministry and School Boards of Management should not only enforce government policies on discipline management and explore ways of winning students’ confidence in the GC services.

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Lydia Sant`Anna Perrone, Ana, and Marisa da Silva Dias. "ANÁLISE E APONTAMENTOS EM TORNO DA POLÍTICA DE UM CURRÍCULO MUNICIPAL." COLLOQUIUM HUMANARUM 15, Especial 2 (December 1, 2018): 128–34. http://dx.doi.org/10.5747/ch.2018.v15.nesp2.001086.

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This work is the result of reflections and discussions on the issue of public policies in Education addressed in the discipline of Public Policy Analysis in the Unesp course of PresidentePrudente.This study analyzed concepts, characteristics and typologies of public policies. In this context, we present here some authors and propose a reflection and analysis of the formulation and implementation of the new curricular proposal of elementary education of the city of Bauru.Para realization of this work, the proposal was to relate the study object of our research with the contents approached from the readings , analysis of different authors dealing with the cycle of public policy discussions, and contributions of the discipline.

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White, Luise. "Work and Discipline on the East African Coast." History in Africa 47 (June 28, 2019): 95–99. http://dx.doi.org/10.1017/hia.2019.19.

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Abstract:Frederick Cooper’s first three books, published between 1977 and 1987, were written during African historians’ first sustained critical engagement with African archives and African voices. Cooper’s books were literally in the weeds with slave and free labor in East Africa, yet their importance went beyond the region. Read in sequence, we see how Cooper’s work was shifting toward studies of the metropole by the mid-1980s. Taken together we see how practices in the workplace shaped policies in Whitehall, that conditions on plantations and on docks caused a rethinking of how colonialists might most successfully exert control.

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Jiang, Zhiwei, Yun Wu, and Linda Tsung. "National Research Funding for Sustainable Growth in Translation Studies as an Academic Discipline in China." Sustainability 12, no. 18 (September 4, 2020): 7241. http://dx.doi.org/10.3390/su12187241.

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Global changes in both the current economic climate and political priorities have posed significant challenges concerning government spending on research, which undermines the survival and development of a number of academic disciplines, especially those in arts and humanities. This article reports on an inquiry that examines whether and how national research funding has supported the development of translation studies as an academic discipline in China, employing the example of the National Social Science Fund of China (NSSFC) subsidy, as allocated to the field of translation studies. Firstly, we accessed the NSSFC database for all programs featuring translation and translation studies between 2010 and 2019. Secondly, we coded, categorized, and processed the data in a quantitative manner. Our examination of the number of grants, research focuses, and frequently examined issues of these programs has led us to conclude the fact that NSSFC has facilitated the increase in translation studies as an academic discipline in China. Further investigation into the positive relationship between NSSFC funding policies and mechanism and the growth in academic translation studies has also identified the ways NSSFC boosts translation studies as an academic discipline in China: to promote and increase the market, interdisciplinary, and multimodal applicability of the research output. The findings also suggest that revisions may be needed to further refine the NSSFC mechanism so that translation studies will develop into a balanced, continuously innovative discipline.

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Riccucci, Norma M., and Gary R. Wheeler. "Positive Employee Performance: An Innovative Approach to Employee Discipline." Review of Public Personnel Administration 8, no. 1 (September 1987): 49–63. http://dx.doi.org/10.1177/0734371x8700800104.

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Positive discipline is a disciplinary process which replaces the use of punishment as a way to modify undesirable employee behaviors. This article addresses the application of this almost exclusively private-sector disciplinary tool to the Pinellas County, Florida labor force. A preliminary examination of its operation indicates that supervisors support the use of positive discipline because of its efficacy in addressing and responding to disciplinary problems. Positive discipline appears to be part of a larger trend that favors participative management and progressive disciplinary policies as responses to the changing values of the American work force.

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Hansen, J. Andrew, Jeff Rojek, Scott E. Wolfe, and Geoffrey P. Alpert. "The influence of department policy and accountability on officer-involved collisions." Policing: An International Journal of Police Strategies & Management 38, no. 3 (August 17, 2015): 578–94. http://dx.doi.org/10.1108/pijpsm-03-2015-0042.

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Purpose – Little is known regarding the impact of organizational policies and practices on police officers’ driving behaviors. To address an important gap in the empirical literature, this study examined how perceived likelihood of discipline for violations of agency driving policies impacted officer-involved vehicle collisions. Design/methodology/approach – Surveys were distributed to patrol officers and their supervisors in eight California law enforcement agencies. The surveys elicited information regarding the perceived likelihood of discipline for violations of agency driving policies regarding cell phone use, text messaging, seatbelt use, speeding, and vehicle operations during emergency and pursuit situations. Findings – The findings demonstrated a significant impact of perceived likelihood of enforcement for some but not all agency driving policies on officer-involved vehicle collisions. Research limitations/implications – This study was limited to self-reported data from patrol officers and their supervisors in eight California agencies. Practical implications – Findings suggest that agencies may reduce officer injuries and other costs by increasing supervision and enforcement of agency driving policies. Originality/value – This study contributes to the extant body of literature on officer-involved vehicle collisions by considering the impact of agency policy and supervision on officer behavior.

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Welsh, Richard O., and Shafiqua Little. "The School Discipline Dilemma: A Comprehensive Review of Disparities and Alternative Approaches." Review of Educational Research 88, no. 5 (September 17, 2018): 752–94. http://dx.doi.org/10.3102/0034654318791582.

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In recent decades, K–12 school discipline policies and practices have garnered increasing attention among researchers, policymakers, and educators. Disproportionalities in school discipline raise serious questions about educational equity. This study provides a comprehensive review of the extant literature on the contributors to racial, gender, and income disparities in disciplinary outcomes, and the effectiveness of emerging alternatives to exclusionary disciplinary approaches. Our findings indicate that the causes of the disparities are numerous and multifaceted. Although low-income and minority students experience suspensions and expulsions at higher rates than their peers, these differences cannot be solely attributed to socioeconomic status or increased misbehavior. Instead, school and classroom occurrences that result from the policies, practices, and perspectives of teachers and principals appear to play an important role in explaining the disparities. There are conceptual and open empirical questions on whether and how some of the various alternatives are working to counter the discipline disparities.

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Molana, H., and A. H. Mozayani. "Is monetary discipline a precondition for the effectiveness of Iran's export promotion policies?" Journal of International Development 18, no. 3 (2006): 319–30. http://dx.doi.org/10.1002/jid.1222.

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Dutil, Stacey. "Dismantling the School-to-Prison Pipeline: A Trauma-Informed, Critical Race Perspective on School Discipline." Children & Schools 42, no. 3 (July 1, 2020): 171–78. http://dx.doi.org/10.1093/cs/cdaa016.

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Abstract Disciplinary policies in schools throughout the United States disproportionately affect students of color through exclusionary policies. A punitive approach can have detrimental effects on a population that also experiences higher rates of trauma. This article identifies school disciplinary practices that may retraumatize and criminalize youths and suggests replacing exclusionary discipline practices with trauma-informed ones that prioritize social–emotional support to students. Critical race theory (CRT) is an appropriate theoretical framework to guide the development of trauma-informed schools. Suggestions are provided for school social workers as key change agents in the issue of school discipline. The integration of CRT and trauma-informed practice is emphasized, as both are essential tools for dismantling the school-to-prison pipeline.

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Curran, F. Chris. "The Law, Policy, and Portrayal of Zero Tolerance School Discipline: Examining Prevalence and Characteristics Across Levels of Governance and School Districts." Educational Policy 33, no. 2 (February 13, 2017): 319–49. http://dx.doi.org/10.1177/0895904817691840.

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Reform of school zero tolerance discipline policies is complicated by a lack of systematic evidence on the prevalence and characteristics of such policies. Through document analysis, this study compares explicit zero tolerance laws/policies and mandatory expulsion laws/policies across the domains of federal law, state law, district policy, and media portrayal. Results suggest that explicit zero tolerance laws and policies are rare, appearing in less than one in seven states or districts, whereas mandatory expulsion laws/policies are more common. Districts serving high proportions of minority students as well as districts consisting only of charter schools are more likely to have mandatory expulsion policies for certain offenses. Additionally, district zero tolerance policies apply to a broader set of offenses than state laws. Finally, state and district laws/policies tend to not apply to minor offenses to the degree suggested by media coverage. Implications for policy and practice are discussed.

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Brisson, Julien. "A Critique of O’Byrne’s Understanding of Ethnography and the Politics of Public Health Research." Qualitative Health Research 29, no. 5 (December 14, 2018): 739–46. http://dx.doi.org/10.1177/1049732318808802.

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Patrick O’Byrne criticizes the use of ethnography in public health research focused on cultural groups. His main argument is that ethnography disciplines marginalized populations that do not respect the imperative of health. In this article, I argue that O’Byrne has an erroneous understanding of ethnography and the politics of scientific research. My main argument is that a methodology itself cannot discipline individuals. I argue that if data are used as a basis to develop problematic public health policies, the issue is the policies themselves and not the methodology used to collect the data. While O’Byrne discourages researchers from conducting health research like ethnography focused on cultural groups, I argue the exact opposite. This has to do with justice and equity for marginalized communities and the obligation to tailor health services for their specific needs, which may not be the same as those of the general population.

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Journal articles on the topic 'Discipline policies'

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