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SUMMARY:High School Regulatory Environment and Student Disengagement - Jer
 emy D. Finn\, Graduate School of Education\, State University of New York 
 at Buffalo\, USA
DTSTART:20140326T170000Z
DTEND:20140326T190000Z
UID:TALK51594@talks.cam.ac.uk
CONTACT:Bryony Horsley-Heather
DESCRIPTION:The purpose of this presentation is to overview research on sc
 hool environments ongoing in the U.S.\, to discover whether the issues are
  similar to those in the U.K.\, and to identify areas in which we may be a
 ble to learn from each other through mutual collaboration.\n\nHigh securit
 y and strict discipline codes in American schools are intended to make sch
 ools safer and create an orderly environment for learning. Toward that end
 \, zero tolerance policies and school suspensions are commonplace\, and th
 e use of security measures (e.g.\, cameras in hallways\, metal detectors\,
  random checks of backpacks and lockers) has increased dramatically. These
  create a “regulatory environment” that can impact students’ percept
 ions and behaviours. In the U.S.\, research documenting positive effects o
 f these practices is almost non-existent.\n\nHowever\, educators have iden
 tified potential adverse effects of these well-intended practices\, some s
 upported by empirical data. Specifically: the costs of security measures\;
  the deleterious effects of out-of-school suspensions on students\; high s
 ecurity producing feelings of being unsafe or treated unfairly\; and the u
 neven distribution of security measures and discipline\, raising issues of
  equity.
LOCATION:Room 1S3\, Donald McIntyre Building\, Faculty of Education\, 184 
 Hills Road\, Cambridge CB2 8PQ
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