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Relevant bibliographies by topics / Discipline in school

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Academic literature on the topic 'Discipline in school'

Author: Grafiati

Published: 4 June 2021

Last updated: 11 February 2022

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Journal articles on the topic "Discipline in school"

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Gastic, Billie. "Disproportionality in School Discipline in Massachusetts." Education and Urban Society 49, no. 2 (July 27, 2016): 163–79. http://dx.doi.org/10.1177/0013124516630594.

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The racial discipline gap—the finding that Black and Latino students are more likely to be disciplined at school than White students, and often more harshly—has implications for students’ academic success. This study concluded that differences in students’ behavior do not fully explain the disproportionate likelihood that Black students are disciplined for fighting at school. Black students were found to be significantly more likely than White students to be cited for physical fights in schools.

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Jarvis, Shoshana N., and Jason A. Okonofua. "School Deferred: When Bias Affects School Leaders." Social Psychological and Personality Science 11, no. 4 (October 10, 2019): 492–98. http://dx.doi.org/10.1177/1948550619875150.

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In the classroom, Black students are disciplined more frequently and more severely for the same misbehaviors as White students. Though teachers have influence over disciplinary actions, the final decisions for exclusionary discipline (i.e., suspensions and expulsions) are principals’ responsibility. We test how principals make disciplinary decisions in a preregistered experiment. Principals endorsed more severe discipline for Black students compared with White students across two time points. Further, this discipline severity was explained through Black students being more likely to be labeled a troublemaker than White students. Future efforts should focus on principals in order to mitigate the negative impacts of the school-to-prison pipeline.

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Baumann, Chris, and Hana Krskova. "School discipline, school uniforms and academic performance." International Journal of Educational Management 30, no. 6 (August 8, 2016): 1003–29. http://dx.doi.org/10.1108/ijem-09-2015-0118.

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Purpose – The purpose of this paper is to examine the role of school discipline in achieving academic performance. The study aims to clarify the role of permissive vis-à-vis authoritative teaching styles with an overarching hypothesis that better discipline leads to better academic performance. The authors also probe whether uniformed students have better discipline. Design/methodology/approach – The authors analyse Organisation for Economic Co-operation and Development’s Programme for International Student Assessment data on school discipline dimensions: students listening well, noise levels, teacher waiting time, students working well, class start time. Analysis of variance (ANOVA) with post hoc analysis on five geographic groups established by Baumann and Winzar (2016) was applied to test for geographic differences (Europe, Americas, Far East Asia, Rest of Asia, Anglo-Saxon cluster) in school discipline. ANOVA was further used to test for school discipline and academic performance. Third, t-tests on five discipline dimensions were run to test for differences between students who wear uniforms and those who do not. Findings – The results demonstrate differences in school discipline across five geographic clusters, with East Asia leading the way. The authors demonstrate significant differences in discipline for low, medium and high performing students. Peak-performing students have the highest level of discipline. Students wearing a uniform listen better with lower teacher waiting times. Originality/value – Students peak perform when teachers create a disciplined atmosphere where students listen to teachers, where noise levels in the classroom are low and they do not have to wait to start class and teach. Good discipline allows students to work well and this ultimately leads to better academic performance. Uniforms contribute to better discipline in everyday school operations. The findings support that in general, implementing school uniforms at schools might enhance discipline and allow for better learning. The authors recommend keeping uniforms where they are already used and to consider introducing uniforms where they are not yet common.

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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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Sadık, Fatma, and Halil İbrahim Öztürk. "Discipline at the school: Examination of school administrators' views about discipline and disciplinary problems." Pegem Eğitim ve Öğretim Dergisi 8, no. 4 (June 13, 2018): 729–70. http://dx.doi.org/10.14527/pegegog.2018.029.

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This research is a phenomenology study which is one of the qualitative studies that examines the views of school administrators about discipline and disciplinary problems. 18 high school administrators participated to the research in Kozan district. Data collected by interview were analyzed by content analysis method. As a result of the study, school administrators defined the discipline as responsibility, system and order. A disciplined school must have the following features: everyone fulfills their duties, students should be academically successful, the educational materials are complete, and schools are clean and orderly. School administrators listed common disciplinary problems as: unfulfilled academic responsibilities at high school, the use of harmful substances, disobeying the dress code and violence. Administrators have associated discipline problems with student characteristics and the attitudes of their families. As a result of the research, it is seen that the school administrators prompt guidance service, classroom teacher and family cooperation in the process of managing the disciplinary problems, and they also take care to make interview and guidance work with the students. School administrators' expectations are that the parents should support the school's decisions and that the discipline regulation in the education system should be updated in accordance with the social conditions.

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Kitchens, Karin, and NaLette Brodnax. "Race, School Discipline, and Magnet Schools." AERA Open 7 (January 2021): 233285842110338. http://dx.doi.org/10.1177/23328584211033878.

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School environment plays an important role in student outcomes. Increasingly, research has also highlighted the role school environment plays in the White–Black suspension gap. We test whether magnet schools reduce the White–Black suspension gap using data from Tulsa Public Schools. Using student-level and incident-level data from Tulsa, Oklahoma, we explore whether Black students receive exclusionary discipline at lower rates in magnet schools than in traditional schools compared with White students. Using matching techniques to minimize selection bias, we find that magnet schools in Tulsa are associated with a reduction in the racial suspension gap. In magnet schools in Tulsa, we do not find a racial gap in severity of incident or days assigned.

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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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Cretser, Gary A. "Judging School Discipline." Contemporary Sociology: A Journal of Reviews 33, no. 6 (November 2004): 724–26. http://dx.doi.org/10.1177/009430610403300659.

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Rich, John Martin, and Charles C. Thomas. "Innovative School Discipline." NASSP Bulletin 70, no. 490 (May 1986): 127–28. http://dx.doi.org/10.1177/019263658607049036.

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Menacker, Julius C., Emanuel Hurwitz, and Ward Weldon. "Legislating School Discipline." Urban Education 23, no. 1 (April 1988): 12–23. http://dx.doi.org/10.1177/0042085988023001002.

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Dissertations / Theses on the topic "Discipline in school"

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Pang, Sun-keung Nicholas, and 彭新強. "School climate: a discipline view." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B31956166.

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Fragapane, Emily R. "School Discipline Practices: Language Differences in Office Discipline Referrals." University of Dayton / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1532346525688423.

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Sellars, Desmond. "School discipline theory and practice : implications for policy development in an isolated, rural school setting /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0035/MQ47475.pdf.

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Chan, Yin-chun. "School deviance and the role of the discipline master in some Hong Kong secondary schools." [Hong Kong : University of Hong Kong], 1990. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12840907.

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Wong, Ming-hau Anthony, and 黃明孝. "Collaborative management in school discipline in some secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957547.

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Wheeler, Anitra. "Middle School Teachers' Perceptions of Discipline." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1374223954.

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Hoffman, Stephen L. "Time to Discipline? Estimating the Risks and Impact of Public-School Discipline." Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112686.

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In the three essays in this thesis, I explore the effect of school discipline policies on the suspension of public-school students, in an urban setting. In the first essay, using aggregate data, I investigate the effect of zero-tolerance disciplinary polices on secondary-school students. Capitalizing on a natural experiment, I used a “differences-in-differences” analytic approach to explore any benefit of a hypothesized deterrent effect and to estimate the impact of the abrupt expansion of zero-tolerance policies in one large urban school district. I found that Black students were suspended from school more often following the policy change, while suspensions of White students remained unchanged. In addition, expulsions from school, following the policy change, more than doubled for Black students, compared to only a small increase for White students. In the second essay, and the same urban setting, I employed continuous-time survival analysis in a student-level event-history dataset to estimate the risk of middle-school students’ first suspension of the school year. I found that this risk differed by three factors: (a) when the suspension occurred, (b) student grade-level, and (c) student race. At the beginning of the school year, this risk of first suspension for eighth-grade students was double the risk for sixth-grade students, although this difference diminished over time. Additionally, the risk for Black students was more than ten times the risk for White students. In the third essay, I extended my work further, using repeated-spells survival analysis to describe the timing of suspensions over the duration of the students’ entire middle-school careers. I found that—once a student had been suspended from middle school for the first time—the median time until a second suspension was less than one school year, and the median time until a third suspension was about one semester. These risks also differed substantially by gender, race, and poverty level. The risk of a first suspension for boys was substantially higher than for girls. This risk was also higher for poor students than for non-poor students. However, the risks of both a first suspension and subsequent suspensions were substantially higher for Black students, compared to White students, even after controlling for differences in poverty among the groups. Taken together, these analyses underscore disparities in school disciplinary practices, based on important student demographic characteristics, while providing an updated and more methodologically sound way of describing these effects.

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Yu, Bik-yin Rebecca. "Perceptions of discipline prefects towards their services : a qualitative study /." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22291933.

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Jacoby, Rhonda L. Edwards Linda L. "The effectiveness of a proactive school-wide approach to discipline at the middle school level." Diss., UMK access, 2008.

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Thesis (Ph. D.)--School of Education. University of Missouri--Kansas City, 2008.
"A dissertation in urban leadership and policy studies in education and education." Advisor: Linda L. Edwards. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed Feb. 6, 2009. Includes bibliographical references (leaves 84-91). Online version of the print edition.

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Anderson, Elizabeth Anne. "The effectiveness of a proactive school-wide discipline plan on office discipline referrals at the elementary school level." Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.

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Books on the topic "Discipline in school"

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Successful school discipline. 5th ed. Portland, Me: J.W. Walch, 1992.

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Innovative school discipline. Springfield, Ill., U.S.A: C.C.Thomas, 1985.

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Smith, Deborah Deutsch. Effective discipline. 2nd ed. Austin, Tex: Pro-Ed, 1993.

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Discipline that develops self-discipline. Thousand Oaks, Calif: Corwin Press, 1990.

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M, Ruesch Gary, ed. Discipline in the school. Horsham, Pa: LRP Publications, 1994.

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M, Ruesch Gary, ed. Discipline in the school. 2nd ed. Horsham, Pa: LRP Publications, 2001.

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Skiba, Russell J., Kavitha Mediratta, and M. Karega Rausch, eds. Inequality in School Discipline. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-51257-4.

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Restitution: Restructuring school discipline. Chapel Hill, N.C: New View Publications, 1992.

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Mwale, Joseph Kuthemba. Secondary school discipline study: Final report. [Zomba, Malawi?]: University of Malawi, Centre for Educational Research and Training, 1996.

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Rosen, Louis. School discipline best practices for administrators School discipline: Best practices for administrators. Thousand Oaks, Calif: Corwin Press, 1997.

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Book chapters on the topic "Discipline in school"

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Cameron, Mark. "School Discipline." In Encyclopedia of Adolescence, 2481–89. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-1695-2_59.

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Cameron, Mark, and Christina L. Voonasis. "School Discipline." In Encyclopedia of Adolescence, 3281–98. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-33228-4_59.

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Cameron, Mark, and Christina L. Voonasis. "School Discipline." In Encyclopedia of Adolescence, 1–18. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-32132-5_59-2.

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Burke, Robert W. "Discipline." In Encyclopedia of Cross-Cultural School Psychology, 377–78. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_134.

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Davis, Michelle R., Vincent P. Culotta, Eric A. Levine, and Elisabeth Hess Rice. "Discipline." In School Success for Kids With Emotional and Behavioral Disorders, 89–105. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003237853-7.

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Kafka, Judith. "Conclusion: Reclaiming School Discipline." In The History of "Zero Tolerance" in American Public Schooling, 119–26. New York: Palgrave Macmillan US, 2011. http://dx.doi.org/10.1057/9781137001962_6.

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Flacks, Simon. "Drugs and school discipline." In Law, Drugs and the Politics of Childhood, 134–57. Milton Park, Abingdon, Oxon; New York, NY: Routledge, 2021. | Series: New advances in crime and social harm: Routledge, 2021. http://dx.doi.org/10.4324/9780429282140-ch05.

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Mediratta, Kavitha, and M. Karega Rausch. "Introduction." In Inequality in School Discipline, 3–19. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-51257-4_1.

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Chmielewski, Jennifer F., Kimberly M. Belmonte, Michelle Fine, and Brett G. Stoudt. "Intersectional Inquiries with LGBTQ and Gender Nonconforming Youth of Color: Participatory Research on Discipline Disparities at the Race/Sexuality/Gender Nexus." In Inequality in School Discipline, 171–88. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-51257-4_10.

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Kahn, Kimberly Barsamian, Phillip Atiba Goff, and Jack Glaser. "Research and Training to Mitigate the Effects of Implicit Stereotypes and Masculinity Threat on Authority Figures’ Interactions with Adolescents and Non-Whites." In Inequality in School Discipline, 189–205. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-51257-4_11.

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Conference papers on the topic "Discipline in school"

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Wirth, Alex, and Boris Aberšek. "DISCIPLINE IN SCHOOLS: SOME ACTUAL ISSUES." In Proceedings of the 2nd International Baltic Symposium on Science and Technology Education (BalticSTE2017). Scientia Socialis Ltd., 2017. http://dx.doi.org/10.33225/balticste/2017.138.

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Discipline in class is essential. Without it the educational processes and teachings are difficult. In this manner curricula goals are almost impossible to achieve. There are and there always will be some kind of conflicts between teachers and students, but they should not evolve to become a problem. Teachers (especially elderly teachers) often express pessimism of contemporary students. They say that today's students have less knowledge, they do misbehave more often than previous generations. A study among students was conducted. It was trying to determine the rate of discipline in schools in Celje to see if these statements are true. The questionnaire to students of one primary and one high school in Celje, Slovenia were distributed. The answers from 234 students were received. On the one hand, it was found out that senior high school students have the worst level of discipline of all the grades tested. They themselves assess their class atmosphere as less disciplined. They report that teachers use a lot of time to calm the class down. All this is probably a factor in lower average grade that the senior high school students have. On the other hand, it was found out that teachers do not react to the disturbance or they are trying to be repressive. These are not the correct ways of dealing with discipline issues. Therefore, there are some recommended ways how teachers should react. Keywords: discipline in class, primary school, contemporary student, elderly teachers.

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Krotenko, T. Iu. "Teaching discipline "Management" in high school." In ТЕНДЕНЦИИ РАЗВИТИЯ НАУКИ И ОБРАЗОВАНИЯ. НИЦ «Л-Журнал», 2018. http://dx.doi.org/10.18411/lj-09-2018-40.

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Husain, Rusmin, and Lindawati Lindawati. "The Influence of School Environment towards Primary School Students’ Discipline." In Proceedings of the 1st International Conference of Science and Technology in Elementary Education, ICSTEE 2019, 14 September, Makassar, South Sulawesi, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.14-9-2019.2289954.

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Suking, Arifin, Intan Abdul Razak, and Seftianisa Amay. "Fostering students’ discipline in boarding school toward industry 4.0." In International Conference on Education, Science and Technology. Jakarta: Redwhite Press, 2020. http://dx.doi.org/10.32698/tech3240.

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Trihantoyo, Syunu. "Enforcement of Student Discipline Character, What School Principal Acts?" In 9th International Conference for Science Educators and Teachers (ICSET 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.158.

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Komnenović, Milan. "DIFFICULTIES IN DEFINING SUBJECT ОF DORMITORY PEDAGOGY." In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.217k.

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In this article (thesis) we dealt with the problem of defining pedagogical discipline which explores education in institutionalized accommodations. Dormitory pedagogy is most often recognized in our region as a part of pedagogical science which primarily explores the aspect of education within boarding schools for pupils and high school students, while the analysis of works on home pedagogy shows that the subject of home pedagogy is defined much more broadly. In the article there are three causally-consequential problems that make up the primary obstacle in defining dormitory pedagogy as a scientific discipline according to authors. The aim of this article is determining the theoretical concept of dormitory pedagogy, i.e. the analysis of the theoretical foundations on which the views of domestic authors on the subject of home pedagogy are based. In addition, in the article the problems with which dormitory pedagogy as a pedagogical discipline is confronted with within its definition, as well as the fundamental problems in defining the profession of educators within boarding schools will be presented. In the final parts of the paper, one of the elements of the possible solutions for the subject of research of dormitory pedagogy will be illustrated. As the majority of authors defines dormitory pedagogy as a discipline that deals with exploring education within institutionalized accommodations, in this paper we will discuss the segment of dormitory pedagogy that questions the problematic of high school education, respectively boarding school students.

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Best, Alexander. "Primary school teachers' beliefs on computer science as a discipline and as a school subject." In WiPSCE '20: Workshop in Primary and Secondary Computing Education. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3421590.3421659.

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Wulandari, Ayu. "Relationship Between School Leadership Style and Teachers’ Motivation With Teachers Discipline." In First International Conference on Technology and Educational Science. EAI, 2019. http://dx.doi.org/10.4108/eai.21-11-2018.2282037.

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Nawantara, Rosalia Dewi, Laelatul Arofah, and Nora Yuniar Setyaputri. "Self-Instruction Technical Guidelines to Improve High School Students’s Self-Discipline." In Proceedings of the 3rd International Conference on Education Innovation (ICEI 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icei-19.2019.86.

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Anggraini, Netty, and Marwan. "Influence Internal Locus of Control, School Environment and Discipline on Student Achievement." In The Fifth Padang International Conference On Economics Education, Economics, Business and Management, Accounting and Entrepreneurship (PICEEBA-5 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/aebmr.k.201126.036.

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Reports on the topic "Discipline in school"

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Gordon, Nora, and Krista Ruffini. School Nutrition and Student Discipline: Effects of Schoolwide Free Meals. Cambridge, MA: National Bureau of Economic Research, September 2018. http://dx.doi.org/10.3386/w24986.

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Hossain, Niamat Ullah Ibne, Raed Jaradat, Michael Hamilton, Charles Keating, and Simon Goerger. A historical perspective on development of systems engineering discipline : a review and analysis. Engineer Research and Development Center (U.S.), April 2021. http://dx.doi.org/10.21079/11681/40259.

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Since its inception, Systems Engineering (SE) has developed as a distinctive discipline, and there has been significant progress in this field in the past two decades. Compared to other engineering disciplines, SE is not affirmed by a set of underlying fundamental propositions, instead it has emerged as a set of best practices to deal with intricacies stemming from the stochastic nature of engineering complex systems and addressing their problems. Since the existing methodologies and paradigms (dominant pat- terns of thought and concepts) of SE are very diverse and somewhat fragmented. This appears to create some confusion regarding the design, deployment, operation, and application of SE. The purpose of this paper is 1) to delineate the development of SE from 1926-2017 based on insights derived from a histogram analysis, 2) to discuss the different paradigms and school of thoughts related to SE, 3) to derive a set of fundamental attributes of SE using advanced coding techniques and analysis, and 4) to present a newly developed instrument that could assess the performance of systems engineers. More than Two hundred and fifty different sources have been reviewed in this research in order to demonstrate the development trajectory of the SE discipline based on the frequency of publication.

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Durik, Amanda, Steven McGee, Edward Hansen, and Jennifer Duck. Comparing Middle School Students’ Responses to Narrative Versus Expository Texts on Situational and Individual Interest. The Learning Partnership, April 2014. http://dx.doi.org/10.51420/conf.2014.1.

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This project examined the effects of text genre on both situational and individual interest. Middle school students completed a three-session web-based learning module in the domain of ecology wherein they were randomly assigned to either narrative or expository readings that were matched on key idea units and other variables. Students reported individual interest in ecology on the day before and after their exposure to the module. Affective and cognitive situational interest was measured after the readings on each day of the module. The results showed that expository readings were perceived as more helpful for learning than were narrative readings, but this varied somewhat by initial individual interest. Although the narrative versions did not facilitate situational interest, there was a small effect on individual interest suggesting that learners exposed to narrative readings came to perceive the domain of ecology as a more meaningful discipline than did those exposed to expository readings.

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Wauchope, Barbara. Student discipline in New Hampshire schools. University of New Hampshire Libraries, 2009. http://dx.doi.org/10.34051/p/2020.86.

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Boda, Phillip, and Steven McGee. Supporting Teachers for Computer Science Reform: Lessons from over 20,000 Students in Chicago. The Learning Partnership, February 2021. http://dx.doi.org/10.51420/brief.2021.1.

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As K12 computer science education is expanding nationwide, school districts are challenged to find qualified computer science teachers. It will take many years for schools of education to produce a sufficient number of certified computer science teachers to meet the demand. In the interim courses like Exploring Computer Science (ECS) can fill the gap. ECS is designed to provide a robust introduction to computer science and the accompanying professional development is structured such that a college level understanding of computer science is not required. This brief summarizes research with 20,000 Chicago Public Schools high school students and their teachers to test the claim that the ECS professional development can provide an adequate preparation for teaching ECS. The results provide strong evidence that full completion of the ECS professional development program by teachers from any discipline leads to much higher student outcomes, independent of whether a teacher is certified in computer science.

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Gagnon, Douglas, Eleanor Jaffee, and Reeve Kennedy. Exclusionary Discipline Highest in New Hampshire’s Urban Schools Suspension and Expulsion Found to Disproportionately Affect Disadvantaged Students. University of New Hampshire Libraries, 2016. http://dx.doi.org/10.34051/p/2020.257.

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Frantseva, Anastasiya. The video lectures course "Elements of Mathematical Logic" for students enrolled in the Pedagogical education direction, profile Primary education. Frantseva Anastasiya Sergeevna, April 2021. http://dx.doi.org/10.12731/frantseva.0411.14042021.

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The video lectures course is intended for full-time and part-time students enrolled in "Pedagogical education" direction, profile "Primary education" or "Primary education - Additional education". The course consists of four lectures on the section "Elements of Mathematical Logic" of the discipline "Theoretical Foundations of the Elementary Course in Mathematics" on the profile "Primary Education". The main lecture materials source is a textbook on mathematics for students of higher pedagogical educational institutions Stoilova L.P. (M.: Academy, 2014.464 p.). The content of the considered mathematics section is adapted to the professional needs of future primary school teachers. It is accompanied by examples of practice exercises from elementary school mathematics textbooks. The course assumes students productive learning activities, which they should carry out during the viewing. The logic’s studying contributes to the formation of the specified profile students of such professional skills as "the ability to carry out pedagogical activities for the implementation of primary general education programs", "the ability to develop methodological support for programs of primary general education." In addition, this section contributes to the formation of such universal and general professional skills as "the ability to perform searching, critical analysis and synthesis of information, to apply a systematic approach to solving the assigned tasks", "the ability to participate in the development of basic and additional educational programs, to design their individual components". The video lectures course was recorded at Irkutsk State University.

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Morgan, Susan, Alexandra Mosser, and John Bixby. University of Miami Laboratory for Integrative Knowledge (U-LINK) Program Evaluation Report. University of Miami, 2020. http://dx.doi.org/10.33596/ovprs-19-2.

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As one of the Roadmap Initiatives, U-LINK (University of Miami Laboratory for INtegrative Knowledge) is the University of Miami’s (UM’s) program to support innovative, problem-based interdisciplinary research. The U-LINK initiative is premised on the idea that the most significant challenges facing humanity, and therefore the most important research problems, require innovative and integrative approaches resulting from collaborations that bridge disciplines. The goal of U-LINK is to bring together faculty and trainees from multiple disciplines in collaboration with community stakeholders to develop and act on a shared vision of innovative solutions to grand societal challenges. To accomplish this goal, U-LINK provides training and funding opportunities for research teams, identifies common space(s) for teams to work together, creates interdisciplinary opportunities for UM undergraduate and graduate students, and helps UM faculty identify and pursue collaborative initiatives with faculty in other departments, schools, and colleges. This document details the features of the U-LINK program and provides data about outcomes of the program through 2019.

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Comparative Analysis of the Programs of “Pedagogics of Physical Culture” Discipline at Russian State University of Physical Culture, Sport, Youth and Tourism and “Pedagogics of Physical Culture of High School” Discipline at Wuhan State University of Physical Culture (China). Lyu Tszinyuy, Albert R. Baymurzin, Sergey D. Neverkovich, December 2016. http://dx.doi.org/10.14526/01_1111_155.

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African Open Science Platform Part 1: Landscape Study. Academy of Science of South Africa (ASSAf), 2019. http://dx.doi.org/10.17159/assaf.2019/0047.

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This report maps the African landscape of Open Science – with a focus on Open Data as a sub-set of Open Science. Data to inform the landscape study were collected through a variety of methods, including surveys, desk research, engagement with a community of practice, networking with stakeholders, participation in conferences, case study presentations, and workshops hosted. Although the majority of African countries (35 of 54) demonstrates commitment to science through its investment in research and development (R&D), academies of science, ministries of science and technology, policies, recognition of research, and participation in the Science Granting Councils Initiative (SGCI), the following countries demonstrate the highest commitment and political willingness to invest in science: Botswana, Ethiopia, Kenya, Senegal, South Africa, Tanzania, and Uganda. In addition to existing policies in Science, Technology and Innovation (STI), the following countries have made progress towards Open Data policies: Botswana, Kenya, Madagascar, Mauritius, South Africa and Uganda. Only two African countries (Kenya and South Africa) at this stage contribute 0.8% of its GDP (Gross Domestic Product) to R&D (Research and Development), which is the closest to the AU’s (African Union’s) suggested 1%. Countries such as Lesotho and Madagascar ranked as 0%, while the R&D expenditure for 24 African countries is unknown. In addition to this, science globally has become fully dependent on stable ICT (Information and Communication Technologies) infrastructure, which includes connectivity/bandwidth, high performance computing facilities and data services. This is especially applicable since countries globally are finding themselves in the midst of the 4th Industrial Revolution (4IR), which is not only “about” data, but which “is” data. According to an article1 by Alan Marcus (2015) (Senior Director, Head of Information Technology and Telecommunications Industries, World Economic Forum), “At its core, data represents a post-industrial opportunity. Its uses have unprecedented complexity, velocity and global reach. As digital communications become ubiquitous, data will rule in a world where nearly everyone and everything is connected in real time. That will require a highly reliable, secure and available infrastructure at its core, and innovation at the edge.” Every industry is affected as part of this revolution – also science. An important component of the digital transformation is “trust” – people must be able to trust that governments and all other industries (including the science sector), adequately handle and protect their data. This requires accountability on a global level, and digital industries must embrace the change and go for a higher standard of protection. “This will reassure consumers and citizens, benefitting the whole digital economy”, says Marcus. A stable and secure information and communication technologies (ICT) infrastructure – currently provided by the National Research and Education Networks (NRENs) – is key to advance collaboration in science. The AfricaConnect2 project (AfricaConnect (2012–2014) and AfricaConnect2 (2016–2018)) through establishing connectivity between National Research and Education Networks (NRENs), is planning to roll out AfricaConnect3 by the end of 2019. The concern however is that selected African governments (with the exception of a few countries such as South Africa, Mozambique, Ethiopia and others) have low awareness of the impact the Internet has today on all societal levels, how much ICT (and the 4th Industrial Revolution) have affected research, and the added value an NREN can bring to higher education and research in addressing the respective needs, which is far more complex than simply providing connectivity. Apart from more commitment and investment in R&D, African governments – to become and remain part of the 4th Industrial Revolution – have no option other than to acknowledge and commit to the role NRENs play in advancing science towards addressing the SDG (Sustainable Development Goals). For successful collaboration and direction, it is fundamental that policies within one country are aligned with one another. Alignment on continental level is crucial for the future Pan-African African Open Science Platform to be successful. Both the HIPSSA ((Harmonization of ICT Policies in Sub-Saharan Africa)3 project and WATRA (the West Africa Telecommunications Regulators Assembly)4, have made progress towards the regulation of the telecom sector, and in particular of bottlenecks which curb the development of competition among ISPs. A study under HIPSSA identified potential bottlenecks in access at an affordable price to the international capacity of submarine cables and suggested means and tools used by regulators to remedy them. Work on the recommended measures and making them operational continues in collaboration with WATRA. In addition to sufficient bandwidth and connectivity, high-performance computing facilities and services in support of data sharing are also required. The South African National Integrated Cyberinfrastructure System5 (NICIS) has made great progress in planning and setting up a cyberinfrastructure ecosystem in support of collaborative science and data sharing. The regional Southern African Development Community6 (SADC) Cyber-infrastructure Framework provides a valuable roadmap towards high-speed Internet, developing human capacity and skills in ICT technologies, high- performance computing and more. The following countries have been identified as having high-performance computing facilities, some as a result of the Square Kilometre Array7 (SKA) partnership: Botswana, Ghana, Kenya, Madagascar, Mozambique, Mauritius, Namibia, South Africa, Tunisia, and Zambia. More and more NRENs – especially the Level 6 NRENs 8 (Algeria, Egypt, Kenya, South Africa, and recently Zambia) – are exploring offering additional services; also in support of data sharing and transfer. The following NRENs already allow for running data-intensive applications and sharing of high-end computing assets, bio-modelling and computation on high-performance/ supercomputers: KENET (Kenya), TENET (South Africa), RENU (Uganda), ZAMREN (Zambia), EUN (Egypt) and ARN (Algeria). Fifteen higher education training institutions from eight African countries (Botswana, Benin, Kenya, Nigeria, Rwanda, South Africa, Sudan, and Tanzania) have been identified as offering formal courses on data science. In addition to formal degrees, a number of international short courses have been developed and free international online courses are also available as an option to build capacity and integrate as part of curricula. The small number of higher education or research intensive institutions offering data science is however insufficient, and there is a desperate need for more training in data science. The CODATA-RDA Schools of Research Data Science aim at addressing the continental need for foundational data skills across all disciplines, along with training conducted by The Carpentries 9 programme (specifically Data Carpentry 10 ). Thus far, CODATA-RDA schools in collaboration with AOSP, integrating content from Data Carpentry, were presented in Rwanda (in 2018), and during17-29 June 2019, in Ethiopia. Awareness regarding Open Science (including Open Data) is evident through the 12 Open Science-related Open Access/Open Data/Open Science declarations and agreements endorsed or signed by African governments; 200 Open Access journals from Africa registered on the Directory of Open Access Journals (DOAJ); 174 Open Access institutional research repositories registered on openDOAR (Directory of Open Access Repositories); 33 Open Access/Open Science policies registered on ROARMAP (Registry of Open Access Repository Mandates and Policies); 24 data repositories registered with the Registry of Data Repositories (re3data.org) (although the pilot project identified 66 research data repositories); and one data repository assigned the CoreTrustSeal. Although this is a start, far more needs to be done to align African data curation and research practices with global standards. Funding to conduct research remains a challenge. African researchers mostly fund their own research, and there are little incentives for them to make their research and accompanying data sets openly accessible. Funding and peer recognition, along with an enabling research environment conducive for research, are regarded as major incentives. The landscape report concludes with a number of concerns towards sharing research data openly, as well as challenges in terms of Open Data policy, ICT infrastructure supportive of data sharing, capacity building, lack of skills, and the need for incentives. Although great progress has been made in terms of Open Science and Open Data practices, more awareness needs to be created and further advocacy efforts are required for buy-in from African governments. A federated African Open Science Platform (AOSP) will not only encourage more collaboration among researchers in addressing the SDGs, but it will also benefit the many stakeholders identified as part of the pilot phase. The time is now, for governments in Africa, to acknowledge the important role of science in general, but specifically Open Science and Open Data, through developing and aligning the relevant policies, investing in an ICT infrastructure conducive for data sharing through committing funding to making NRENs financially sustainable, incentivising open research practices by scientists, and creating opportunities for more scientists and stakeholders across all disciplines to be trained in data management.

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