So, if your research is cross disciplinary (or ‘cross bailiwick’, perhaps) then you are working at a place where branches of knowledge meet (sometimes in an angry way, because everyone is, you know, a little bit cross).
The connection that is central to Conscious Discipline’s methodology creates willingness, while increased social-emotional skills means less time devoted to behavior issues. More willingness plus more teaching time results in soaring academics.
In this article, Conscious Discipline founder Dr. Becky Bailey explains the career trajectory and professional growth that led her to develop Conscious Discipline. Browse a sampling of results from studies other organizations have conducted to assess the impact of Conscious Discipline behavioral strategies in classroom environments.
This Discipline Education Class is great for parents, childcare providers, and teachers. It is also a great way to meet requirements for courts, probation departments, custody evaluations, and CPS cases where a Discipline Education Course is required. This class is fact based and research informed.
A parent’s responsibility is to help their child become self-reliant, respectful, and self-controlled. Relatives, schools, churches, therapists, health care professionals, and others can help. However, the primary responsibility for a child’s discipline rests with parents.
Discipline is the process of teaching your child what type of behavior is acceptable and what type is not acceptable. In other words, discipline teaches a child to follow rules. Discipline may involve a consequence, such as a time out, and, more importantly, rewards.
Step 1: Click “Enroll Here”. Step 2: Sign up as a New User. Step 3: Pay for your Discipline Education Course ( remember, there are no additional taxes or fees !) Step 4: Take your Discipline Education Course at YOUR own pace. Step 5: Print, download or save your certificate.
Certificates. Each 2 Hour Discipline Education Course includes a certificate emailed upon successful completion of the course. The information on the certificate will include the full title of the course taken, in this case a 2 Hour Discipline Education Course.
Should I spank My kids? This is a common discipline education question up for debate at the moment. There are many different parenting styles and some parents believe in it while others don’t. So, which is the right answer? What does spanking mean or not mean? The ultimate question at the root of this debate is this, “How do I raise happy, healthy, well-adjusted children?” The answer is complex because human minds, both young and old, are complex and parents want to raise their children to be successful adults. Parents want their children to grow into adults who are self-reliant, well-socialized, and contributors to society, which will one day have kids of their own.
You can begin your Discipline Education Course immediately and complete around your busy schedule and pace. You can log in and out as many times as you want. Due to the class being online, it is available 24/7 and can be accessed from any computer or mobile device.
Schools that approach school discipline punitively affect the overall school climate, creating a more negative environment for all students, including those without discipline issues. Establishing and maintaining a positive school climate helps to encourage self-discipline and prevent discipline problems.
A positive approach to discipline shifts the focus of discipline from punishment to restoration of relationships and restored understanding of and commitment to rules and order.
This report identifies several considerations that should be accounted for prior to conducting any analysis of student-level disciplinary data. These include defining all data elements to be used in the analysis, establishing rules for transparency (including handling missing data), and defining the unit-of-analysis.
Approaches to school discipline range from positive (e.g., schoolwide school climate improvements, use of restorative practices) to punitive (e.g., suspension, expulsion, corporal punishment). How school discipline is handled has a great impact on the learning environments of schools. Punitive school discipline does not improve student behavior ...
Establishing and maintaining a positive school climate helps to encourage self-discipline and prevent discipline problems.
Shares what the Federal Commission on School Safety found in research and recommends to advance safety in schools via prevention, protection and mitigation, and response and recovery. It touches on promoting mental health, addressing related discipline issues, and violence in schools.
School discipline refers to the rules and strategies applied in school to manage student behavior and practices used to encourage self discipline. School discipline addresses schoolwide, classroom, and individual student needs through broad prevention, targeted intervention, and development of self-discipline.
An independent research study on Ohio Preschool Promise classrooms using Conscious Discipline (CD) shows the potential impact of Conscious Discipline implementation on classroom quality and children’s executive function skills. Researchers utilized CLASS scores, the CD fidelity rubric, the Bracken Basic Concept Scale-Third Edition: Receptive, and the Minnesota Executive Function Scale in 45 classrooms. Results found that higher teacher fidelity to the Conscious Discipline model was associated with higher classroom quality, particularly in the Classroom Organization and Emotional Support domains. Children in classrooms with higher CD implementation fidelity had higher executive function skills in the spring, even after controlling for the overall classroom quality as measured by CLASS scores.
In a research study by ChildTrends, Conscious Discipline’s parenting education curriculum was found to improve parenting knowledge and skills, increase parents’ ability to manage their own emotions and respond to children’s challenging behaviors, and improve emotional management and behavior in children. As a result of the latest research, Conscious Discipline was designated research-based. This designation means that Conscious Discipline’s Parent Education Curriculum meets the requirements outlined by the Office of Head Start. Notably, parents reported using Conscious Discipline skills and strategies more consistently six to eight weeks after parenting classes than immediately after classes concluded. Parents reported feeling happier, less frustrated and more interested in connecting with their children. Both directors and parents noted a positive change in the school-home connection.
Conscious Discipline creates a healthy environment that positively impacts adult-adult and adult-child relationships and perceptions.
The study’s authors say, “Conscious Discipline provides an array of behavior management strategies and classroom structures that teachers can use to turn everyday situations into learning opportunities.”
Conscious Discipline increases both adults’ and children’s emotional intelligence so they can succeed, both in the moment and in life.
Notably, parents reported using Conscious Discipline skills and strategies more consistently six to eight weeks after parenting classes than immediately after classes concluded.
The connection that is central to Conscious Discipline’s methodology creates willingness, while increased social-emotional skills means less time devoted to behavior issues. More willingness plus more teaching time results in soaring academics.
Frascati strikes out with transdisciplinary. There is a lot of discussion of transmission and translation, but nothing about transdisciplinary . I guess that isn’t a surprise, as Word.net and the OED are no help either.
It defines interdisciplinary as. drawing from, or characterized by, participation of two or more fields of study. The OED also comes through. It defines interdisciplinary in this way: Of or pertaining to two or more disciplines or branches of learning; contributing to, or benefiting from, two or more disciplines.
Frascati refers to multidisciplinary when it discusses dividing science and technology research up by function.
So, if your research is cross disciplinary (or ‘cross bailiwick’, perhaps) then you are working at a place where branches of knowledge meet (sometimes in an angry way, because everyone is, you know, a little bit cross ).
With the sense ‘across, through, over, to or on the other side of, beyond, outside of, from one place, person, thing, or state to another’ (e.g. transcribe);
Inter – Drawing from or relating to more than one discipline.
Cross describes two lines that transverse one another, like this: X. It is a place where things intersect, where they meet and combine, or cut across one another.
As in the lab rotation, participation in research projects as a GSR allows students to gain experience, identify strengths, and develop specialized interests. Work with your GSR supervisor to ensure that you are able to make the most of the opportunity: if you want to gain experience approaching the research question through the use of specific tools or methods, it is worth discussing the possibility with your research supervisor.
An internship is a temporary professional position that enables you to explore a potential career while developing practical skills and applying advanced knowledge. Internships provide an excellent way to develop skills that may be harder to gain within the scope of the graduate degree program, and so represent a valuable link between academic and professional experience.
Many lab-based disciplines have formal programs of lab rotations that allow students to explore a potential research area and develop practical skills. The research rotation offers the opportunity to learn new experimental techniques, gain familiarity with different areas of research, experience the operating procedures of diverse types of labs, and identify mentors within the discipline. While the academic objective is to identify a lab in which to conduct dissertation research, skills gained on rotation can also provide relevant training for research projects and career prospects beyond the dissertation.
Be sure to keep track of the different skills you cultivate as part of the assistantship—when requesting recommendation letters to apply for jobs in subsequent years, it will be useful to remind your supervisor of the specific work you did for them. You may be surprised by how many of the disciplinary research skills honed in an assistantship correlate to desired qualifications for various professional positions and translate readily between academic and non-academic contexts.
Guidelines and expectations for the research prospectus vary by field, but many include or address the following types of categories: research problems, research questions, assumptions, theoretical issues, literature review, general research plan, anticipated difficulties, anticipated contributions . Your department may retain a file of prospectuses submitted by previous students, or you may wish to consult more advanced students to track down samples.
The UC Berkeley Research Development Office provides a general list of proposal-writing resources and specific information about preparing proposals for major grants from institutions like the NIH and NS F. Field-specific grant-writing resources are often provided by professional associations.
Completion of a master’s project demonstrates mastery of advanced knowledge in a discipline, but also develops research skills that are valued in multiple career paths. The master’s project further provides a place to test ideas and approaches before committing to a lengthier research project like the dissertation, and can be useful as a strategic, transitional document: because it is often shorter than the dissertation, it can be especially amenable to development into a published article or report—whether in an academic forum like a peer-reviewed journal or in a public forum such as a newspaper.