Almost a third of public school teachers have considered leaving teaching because of student misbehavior. When asked what were the greatest problems facing their local schools, respondents to Gallup polls have cited discipline first almost every year back to the early 1970s. Discipline problems may range from crimes in schools, such as robbery and drug dealing committed by students or intruders, to lack of respectful behavior toward teachers and classmates, and the spectrum from crimes to disrespect is discussed in the chapters of this ground-breaking volume. This collection by leading scholars should be useful to social scientists, educational researchers, educators, and school administrators—all those who need to understand how specific and manipulable features of schools, classrooms, and their surrounding environments affect the course of student behavior and prospects for sustained improvement in the discipline climate in schools. The information in these chapters provides many practical ideas, as well as some cautions, for trying new approaches to make schools more orderly learning environments for all students.

This book assembles into one volume summaries of school-based intervention research that relates to those who deal on a regular basis with the growing body of students having high-incidence learning disabilities and/or behavior disorders: special educators, school psychologists, and clinical child psychologists. Chapter authors begin with an overview of their topic followed by a brief section on historical perspectives before moving on to the main section – a critical discussion of empirically based intervention procedures. In those instances where evidence-based prescriptions can legitimately be made, authors discuss best practices and the conditions (e.g., classroom environment, teacher expertise) under which these practices are most effective. A final section deals with policy issues.

Onlearning - How disruptive education reinvents learning brings a new concept, which appears as a response to the desire for change in education, specifically in education for executives, in the face of the exponential and out-of-sync transformations of society, which happen through technology and revolutionize organizations, people's lives and customs; with the aim of extracting the best from this evolution and expanding it in a maximized way into executive learning. The work consists of three parts: Part I deals with the history of work–oriented education, executive education, and business schools. It shows how the teaching of Administration was formalized, mainly by business schools, and what learning and cognition methodologies were developed by the various thinkers of the 19th and 20th centuries, whose models have repercussions until today. Part II outlines the scenario in which technology and digital transformation are consolidated as fundamental means for creating disruption in the most diverse areas of knowledge and industry sectors. It approaches how Clayton Christensen's theory of disruptive strategy defies the logic of traditional innovation, as well as what are the effects of new technologies on the economy, society and people's lives, and how fast are they advancing to become accessible, radically transforming reality. Finally, Part III deals with education and Saint Paul's disruptive proposal for executive education, Onlearning. It reflects on the need for education to concretely impact technological evolution in a broad way, in its economic and social aspect. It ends by presenting 20 conclusions on Onlearning, featuring objectives, actions, and projections for the future of education, based on the proposal to reinvent education through the resources that technology and digital transformation make available to everyone.