Gottfredson, Denise C.

Overview

Works:	87 works in 166 publications in 1 language and 2,821 library holdings
Roles:	Author, Other, Contributor, htt
Classifications:	HV9104, 364.360973

Publication Timeline

Most widely held works by Denise C Gottfredson

Schools and delinquency by Denise C Gottfredson( Book )

21 editions published between 2000 and 2011 in English and held by 627 WorldCat member libraries worldwide

"Schools and Delinquency provides a comprehensive review of the current research about the causes of delinquency, substance abuse, dropout and truancy, and the role of the school in preventing delinquent behavior patterns. Examining school-based prevention programs and practices for grades kindergarten through 12, Denise Gottfredson identifies a broad array of effective strategies geared toward improving the school environment as well as some that specifically target youths at risk for developing problem behaviors. She also explains why several popular school-based prevention strategies are ineffective and should be abandoned. Gottfredson analyzes, within the larger context of the community, the special challengers to effective programming that arise in disorganized settings, identifying ways to overcome these obstacles and make the most troubled schools safer and more productive environments."--Jacket

Victimization in schools by Gary D Gottfredson( Book )

11 editions published in 1985 in English and Undetermined and held by 544 WorldCat member libraries worldwide

The perception that our nation's public schools are disorderly and unsafe is widespread, and the image of the public school is deteriorating. Since 1974, the Gallup organization has gathered opinions about the public schools. The percentage giving the schools an "A" rating declined from 18% to 6% between 1974 and 1983 (Gallup, 1974, 1984). In a recent survey of America's teenagers, only 9% gave the schools an "A" rating (Bahner, 1980, p. 106). Lack of discipline tops the list of the problems adults see facing schools, and class disturbances and theft are reported by teenagers to be "very big" or "fairly big" problems in their schools (Bahner, 1980, p. 107). These public perceptions are fostered by and reflected in national media attention ("City Schools in Crisis," 1977; "Help! Teacher Can't Teach!" 1980; "High Schools under Fire," 1977). Public concern is also reflected in Congressional hearings where testimony creates the image of grave disorder within our schools (U.s. Senate, Committee on the Judiciary, 1975, 1976b; U.s. House of Representatives, Subcommittee on Elementary, Secondary, and Vocational Education, 1980). The public has given the schools low marks, and the Senate Judiciary Committee (1975) gave the schools an" A" in violence and vandalism. In short, parents, students, and public officials are alarmed at what they see as a rising tide of violence and disorder in the schools and are concerned about how much learning can occur in a disruptive environ ment, and about the safety of teachers and students

Reducing gang violence : a randomized trial of functional family therapy by Denise C Gottfredson( )

1 edition published in 2018 in English and held by 274 WorldCat member libraries worldwide

Preventing crime : what works, what doesn't, what's promising : a report to the United States Congress( )

1 edition published in 1997 in English and held by 187 WorldCat member libraries worldwide

Topics covered include gang prevention, school based family services, community support, family violence, vocational training, electronic monitoring, drug treatment, environmental design, community policing, problem-oriented policing, police patrol and intensive supervision programs

Closing institutions for juvenile offenders : the Maryland experience by Denise C Gottfredson( Book )

4 editions published in 1997 in English and held by 125 WorldCat member libraries worldwide

Gang problems and gang programs in a national sample of schools by Gary D Gottfredson( Book )

2 editions published in 2001 in English and held by 88 WorldCat member libraries worldwide

This report describes approaches used by schools to prevent or reduce gang involvement among schools. The study of gang prevention and intervention builds on a large-scale National Study of Delinquency Prevention in Schools. A sample of 1,279 schools participated in the study. Overall, 7.6% of the male and 3.8% of the female secondary students reported that they had belonged to a gang. A description is provided of students' involvement with gangs, the characteristics of students who are involved with gangs, and the extent and correlates of gang problems in schools. An explanation is also given of what and how much is being done in schools to prevent or reduce gang-related problems, and to assess how well these prevention and intervention activities are being performed. It identifies features of prevention and intervention activities that local schools and communities can consider to strengthen their programs. Tables are used throughout to explain the types of gang prevention activities available in schools. (Contains 2 appendixes, 36 tables, and 149 references.) (Jdm)

School climate, academic performance, attendance, and dropout by Gary D Gottfredson( Book )

3 editions published between 1989 and 1991 in English and held by 83 WorldCat member libraries worldwide

Correlates of the teacher scales from the Effective School Battery (esb) were examined in the Charleston County School District (ccsd) in South Carolina. Focus was on determining the relations between the esb teacher scales and student academic achievement, progress through the grades, attendance, and dropout. This study was conducted as part of a collaborative effort of the ccsd and university researchers to increase understanding of grade retention and dropout in the district and to devise a plan to ameliorate these problems. The esb assesses several dimensions of school climate by supplementing traditional academic achievement testing program data with indicators of other important organizational outcomes. Links were examined between the teacher scales and several measures of school academic outcomes and student attendance in 42 elementary schools and between 11 and 18 middle schools and high schools. Student surveys of the esb were not examined. The esb teacher surveys measured nine dimensions of school psychosocial climate and seven characteristics of the teacher population. Results show that the esb scales were related to academic performance, especially in the elementary grades; to attendance; and to dropout in the middle schools and high schools. These correlations often persisted when statistical controls for student ethnic composition and economic status were applied. Scales with relatively consistent and sizable correlations with salutary educational outcomes were safety, morale, planning and action, resources, parent-community involvement, personal security, and classroom orderliness. Twenty-four tables provide study data (focusing on grades 1, 2, 3, 6, 8, and 10), and two figures list the esb teacher scales. (Sld)

Increasing teacher expectations for student achievement : an evaluation by Denise C Gottfredson( Book )

4 editions published in 1991 in English and held by 83 WorldCat member libraries worldwide

This report summarizes an evaluation of a staff development program to reduce disparity in educational achievement across race and sex. The Teacher Expectations and Student Achievement (TESA) program of S. Kerman, T. Kimball, and M. Martin (1980) was implemented in an elementary school. Achievement test scores, attitudes toward school and self, perceptions of teacher practices, and grade retentions were compared for the 306 students of teachers who volunteered to participate in the experimental program and students in the same school (n=329) and in a different school (n=250) whose teachers did not participate. The results differ depending on which comparison group is used. A small positive effect is implied by the within-school comparison, and a negative effect is implied by the between-school comparison. Because of competing explanations, the results remain ambiguous. In view of the popularity of the program, the limited prior empirical support for its usefulness, and the ambiguity of the results, it is concluded that further studies that include randomized trials and more careful records of the level of implementation are required. Statistical data are provided in 11 tables and 2 figures. There are 26 references. (Author/SLD)

Using organization development to improve school climate by Gary D Gottfredson( Book )

6 editions published between 1987 and 1990 in English and held by 76 WorldCat member libraries worldwide

Promising strategies for improving student behavior by Denise C Gottfredson( Book )

1 edition published in 1986 in English and held by 76 WorldCat member libraries worldwide

In response to growing public concern over declining educational quality and discipline problems in today's schools, this paper reviews research on the causes of school disruption and student misbehavior, identifies promising ameliorative strategies, and examines specific research-practitioner collaborations that have successfully reduced school disorder. Schools with discipline problems lack fair, clearly stated, and firmly enforced rules and respond ambiguously to student misbehavior or ignore it. Such schools are large, located in urban areas, lack teaching resources and close teacher-administrator cooperation, and have teachers with punitive attitudes. Disruptive students generally do not attend school regularly, are low achievers with low educational expectations, have delinquent friends, dislike school, lack belief in the validity of rules, and have little adult supervision. The risk factors for schools and individuals converge in suggesting the need for clear, fair, and consistent rule enforcement that promotes a more positive attitude toward school and the validity of rules. Bringing about beneficial school change requires an organizational development approach, as used in a national Delinquency Prevention Through Alternative Education project using a tool called Program Development Evaluation. The Effective Schools Project in Baltimore, Maryland, is an example of a successful collaborative process working toward classroom management and instructional innovations aimed at improving student outcomes. (Unfortunately, the improvement was never institutionalized.) Other specific program models and instructional strategies are summarized, along with recommendations for further research. (40 references) (mlh)

Managing adolescent behavior : a multi-year, multi-school experiment by Denise C Gottfredson( Book )

2 editions published in 1990 in English and held by 75 WorldCat member libraries worldwide

A 3-year program was implemented in eight middle schools in the Charleston County School District (South Carolina) in fall 1986 to cope with high rates of student misconduct. The program sought to improve the clarity of school rules and the consistency of rule enforcement, classroom organization and management, frequency of communication to the home regarding student behavior, and reinforcement for appropriate behavior. The use of school improvement teams and feedback to foster program implementation is described along with numerous measures used to assess program implementation. Program results indicate that the strength and fidelity of implementation varied considerably from school to school and were tied to the level of administrator support for the program. Student conduct improved significantly in schools where the program was implemented well. Speculations about effective discipline programs conclude the document. Appended are 10 tables and 1 figure. (39 references) (CLA)

Achieving school improvement through school district restructuring by Gary D Gottfredson( Book )

2 editions published in 1990 in English and held by 75 WorldCat member libraries worldwide

Black-white differences in the educational attainment process : what have we learned? by Denise C Gottfredson( Book )

7 editions published between 1981 and 1982 in English and held by 65 WorldCat member libraries worldwide

This paper focuses on the methodology of cross group comparisons of regression coefficients commonly used to identify group differences in status attainment. Using the study of race differences in educational attainment as an example, the paper reviews a number of relevant published studies and demonstrates that evidence for such differences is inconsistent across studies, that differences in the regression coefficients are subject to artifactual sources of fluctuation, and that statistical inferences based on such differences are weak. The paper concludes that the study of statistical interactions requires the design of creative studies and data collection strategies that anticipate and compensate for such problems as inadequate data, differential measurement properties, and differences in the sampling frame. (MJL)

Youth employment, crime, and schooling : a longitudinal study of a national sample by Denise C Gottfredson( Book )

5 editions published between 1984 and 1985 in English and held by 59 WorldCat member libraries worldwide

Environmental change strategies to prevent school disruption by Denise C Gottfredson( Book )

5 editions published in 1984 in English and held by 58 WorldCat member libraries worldwide

Results from the evaluation of a large-scale educational intervention designed to prevent school disruption suggest that altering the school organization is a more effective approach to delinquency prevention than treating individuals. Data for this comparison came from the evaluation of a school-based delinquency prevention program, Project pathe, that operated in seven Charleston, South Carolina, public secondary schools between 1980 and 1983. Two other schools are used for comparison purposes. The following steps, taken together, were found to reduce school disruption: involving the school staff, students, and community members in planning and implementing change; using information to identify weaknesses and focusing resources on those weaknesses; retraining school staff; and making changes in the curriculum and discipline procedures in the school. Using roughly the same level of resources to provide what, for a typical school system, is intensive tutoring and counseling services of high quality appears not to have reduced delinquency or its risk factors. Appended are 3 data tables and 11 project reference. (Mlf)

School climate assessment instruments : a review by Denise C Gottfredson( Book )

6 editions published between 1986 and 1989 in English and held by 56 WorldCat member libraries worldwide

In order to collect the necessary information on various practices and devices used in school climate assessment, 22 of the 39 school improvement projects mentioned in the Miles and Kaufman directory of effective schools programs were selected for a survey. A questionnaire was used to collect the primary data. Each program was asked for copies of the climate assessment devices used in the project. The 22 projects used a total of 82 instruments. Each project used 1-12 instruments with a mean number of 3.8 per project. Every project surveyed teachers, 14 surveyed administrators, 9 surveyed other school staff, 12 surveyed parents, and 12 projects asked students about their perceptions of the school. This report summarizes the content of the item groupings in the projects' assessments, general characteristics of the instruments, utility of the information yielded, and the psychometric properties of the instruments used by the programs. Twenty instruments in 11 projects met the criterion of face validity, and their characteristics, including costs, are described in more detail. It is concluded that while reliable, valid, practical measures of dimensions of school organization and composition exist, they exist amidst an ocean of measures whose characteristics are unknown. Appendix a provides summaries of all the school climate assessment instruments with the following information: instrument title and project number, author(s), institution, availability, intended purpose, reliability information, validity information, scoring, content, strengths and weaknesses, and general comments. The study's data collection form and the coding scheme used to code scale content are also appended. (Jaz)

The School action effectiveness study : second interim report by Gary D Gottfredson( Book )

in English and held by 56 WorldCat member libraries worldwide

This report focuses on the School Action Effectiveness Study (SAES), the national evaluation of the Office of Juvenile Justice and Delinquency Prevention's Alternative Education Program. It presents the history, start-up activities, successes, and problems encountered during the first year of the 17 action projects. In the first section, the report discusses general topics that summarize the entire evaluation. Chapter 2 discusses the record of research in creating organizational change and delinquency prevention. Chapter 3 summarizes the conditions that lead to rigorous summative evaluation, while Chapter 4 describes the program development evaluation model used in the study. Chapter 5 presents some of the measures used in SAES to provide diagnostic information and to measure delinquency. Chapter 6 provides a brief sketch of the research designs for the 17 projects along with an overview of the formative evaluation results. The second section provides a narrative description of each project. A subject index, a name index, and a section containing abstracts of the narrative project descriptions are appended. (JAC)

School size and school disorder by Denise C Gottfredson( Book )

4 editions published in 1985 in English and held by 54 WorldCat member libraries worldwide

The Johns Hopkins-Baltimore City Public Schools effective schools project by Denise C Gottfredson( Book )

4 editions published between 1985 and 1987 in English and held by 36 WorldCat member libraries worldwide

An assessment of a delinquency prevention demonstration with both individual and environmental interventions by Denise C Gottfredson( Book )

4 editions published in 1986 in English and held by 21 WorldCat member libraries worldwide