Dewey Cornell
Biographic Data
| ID | 3983295 |
|---|---|
| NAME | Dewey Cornell |
| GIVEN NAMES | Dewey |
| FAMILY NAME | Cornell |
| SIGNATURE | CORNELL D |
| AFFILIATIONS | University of Virginia, Charlottesville, VA, USA |
| VERIFIED | No |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 96 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 6 |
Reflections on school safety from a threat assessment perspective
Behavioral threat assessment is a violence prevention strategy that can be adapted for use in schools. The Comprehensive School Threat Assessment Guidelines (CSTAG) is a form of behavioral threat assessment that is designed to recognize the developmental needs of youth and the mission of schools to help all students be successful. A multidisciplinary CSTAG team employing a five‐step decision‐tree will consider the student's intentions and the con…
Assessing Implementation Fidelity of a School-Based Crisis Prevention Program with an Ex-Post-Facto Design: The Netwass FOI Assessment System
This research paper presents an operationalization procedure for measuring fidelity of implementation (FOI) of a school-based crisis prevention program. The implementation literature recommends that program developers specify core components of an intervention that are directly related to a program’s theory of change and need to be implemented with high FOI. This approach allows stakeholders some flexibility to adapt a program to individual circu…
Student threats of violence against teachers: Prevalence and outcomes using a threat assessment approach
The Impact of Validity Screening on Associations Between Self-Reports of Bullying Victimization and Student Outcomes
Self-report surveys are widely used to measure adolescent risk behavior and academic adjustment, with results having an impact on national policy, assessment of school quality, and evaluation of school interventions. However, data obtained from self-reports can be distorted when adolescents intentionally provide inaccurate or careless responses. The current study illustrates the problem of invalid respondents in a sample ( N = 52,012) from 323 hi…
The relationship of school climate with out-of-school suspensions
Racial/Ethnic Differences in Perceptions of School Climate and Its Association with Student Engagement and Peer Aggression
Profiles of Student Perceptions of School Climate: Relations with Risk Behaviors and Academic Outcomes
School climate has been linked to a variety of positive student outcomes, but there may be important within-school differences among students in their experiences of school climate. This study examined within-school heterogeneity among 47,631 high school student ratings of their school climate through multilevel latent class modeling. Student profiles across 323 schools were generated on the basis of multiple indicators of school climate: discipl…
The Relations Between Teasing and Bullying and Middle School Standardized Exam Performance
This study examined the relations between the schoolwide prevalence of teasing and bullying (PTB) and schoolwide academic performance in a sample of 271 Virginia middle schools. In addition, the study examined the mediating effects of student engagement. A three-step sequence of path models investigated associations between schoolwide PTB and state-mandated Standards of Learning test pass rates, with effects examined both directly and indirectly …
Teacher Safety and Authoritative School Climate in High Schools
Most research on school climate focuses on student well-being, with less attention on the safety of school faculty. The current study examined the relationship between an authoritative school climate (characterized by high levels of student support and disciplinary structure) and both teacher reports of victimization and school records of threats against staff. Regression analyses in a statewide sample of 280 high schools showed that structure (a…
The Relationship of School Structure and Support to Suspension Rates for Black and White High School Students
This study examined the relationship between structure and support in the high school climate and suspension rates in a statewide sample of 199 schools. School climate surveys completed by 5,035 ninth grade students measured characteristics of authoritative schools, defined as highly supportive, yet highly structured with academic and behavioral expectations. Multivariate analyses showed that schools low on characteristics of an authoritative sch…
Supportive school climate and student willingness to seek help for bullying and threats of violence
"Tolerating" Adolescent Needs: Moving Beyond Zero Tolerance Policies in High School
The authors contend that zero tolerance discipline policies are inconsistent with adolescent developmental needs for authoritative, as distinguished from authoritarian, discipline. Previous research has applied the notion of authoritative parenting to teaching styles in classrooms, and a similar model of authoritative discipline can guide schoolwide discipline policies and practices (Gregory & Weinstein, 2004 Gregory, A. and Weinstein, R. S. 2004…
The Relationship of School Structure and Support to Suspension Rates for Black and White High School Students
This study examined the relationship between structure and support in the high school climate and suspension rates in a statewide sample of 199 schools. School climate surveys completed by 5,035 ninth grade students measured characteristics of authoritative schools, defined as highly supportive, yet highly structured with academic and behavioral expectations. Multivariate analyses showed that schools low on characteristics of an authoritative sch…
Teacher Safety and Authoritative School Climate in High Schools
Most research on school climate focuses on student well-being, with less attention on the safety of school faculty. The current study examined the relationship between an authoritative school climate (characterized by high levels of student support and disciplinary structure) and both teacher reports of victimization and school records of threats against staff. Regression analyses in a statewide sample of 280 high schools showed that structure (a…
"Tolerating" Adolescent Needs: Moving Beyond Zero Tolerance Policies in High School
The authors contend that zero tolerance discipline policies are inconsistent with adolescent developmental needs for authoritative, as distinguished from authoritarian, discipline. Previous research has applied the notion of authoritative parenting to teaching styles in classrooms, and a similar model of authoritative discipline can guide schoolwide discipline policies and practices (Gregory & Weinstein, 2004 Gregory, A. and Weinstein, R. S. 2004…
Racial/Ethnic Differences in Perceptions of School Climate and Its Association with Student Engagement and Peer Aggression
Profiles of Student Perceptions of School Climate: Relations with Risk Behaviors and Academic Outcomes
School climate has been linked to a variety of positive student outcomes, but there may be important within-school differences among students in their experiences of school climate. This study examined within-school heterogeneity among 47,631 high school student ratings of their school climate through multilevel latent class modeling. Student profiles across 323 schools were generated on the basis of multiple indicators of school climate: discipl…
The relationship of school climate with out-of-school suspensions
Student threats of violence against teachers: Prevalence and outcomes using a threat assessment approach
The Relations Between Teasing and Bullying and Middle School Standardized Exam Performance
This study examined the relations between the schoolwide prevalence of teasing and bullying (PTB) and schoolwide academic performance in a sample of 271 Virginia middle schools. In addition, the study examined the mediating effects of student engagement. A three-step sequence of path models investigated associations between schoolwide PTB and state-mandated Standards of Learning test pass rates, with effects examined both directly and indirectly …
"Tolerating" Adolescent Needs: Moving Beyond Zero Tolerance Policies in High School
The authors contend that zero tolerance discipline policies are inconsistent with adolescent developmental needs for authoritative, as distinguished from authoritarian, discipline. Previous research has applied the notion of authoritative parenting to teaching styles in classrooms, and a similar model of authoritative discipline can guide schoolwide discipline policies and practices (Gregory & Weinstein, 2004 Gregory, A. and Weinstein, R. S. 2004…
Supportive school climate and student willingness to seek help for bullying and threats of violence
The Relationship of School Structure and Support to Suspension Rates for Black and White High School Students
This study examined the relationship between structure and support in the high school climate and suspension rates in a statewide sample of 199 schools. School climate surveys completed by 5,035 ninth grade students measured characteristics of authoritative schools, defined as highly supportive, yet highly structured with academic and behavioral expectations. Multivariate analyses showed that schools low on characteristics of an authoritative sch…
Teacher Safety and Authoritative School Climate in High Schools
Most research on school climate focuses on student well-being, with less attention on the safety of school faculty. The current study examined the relationship between an authoritative school climate (characterized by high levels of student support and disciplinary structure) and both teacher reports of victimization and school records of threats against staff. Regression analyses in a statewide sample of 280 high schools showed that structure (a…
The Relations Between Teasing and Bullying and Middle School Standardized Exam Performance
This study examined the relations between the schoolwide prevalence of teasing and bullying (PTB) and schoolwide academic performance in a sample of 271 Virginia middle schools. In addition, the study examined the mediating effects of student engagement. A three-step sequence of path models investigated associations between schoolwide PTB and state-mandated Standards of Learning test pass rates, with effects examined both directly and indirectly …
Profiles of Student Perceptions of School Climate: Relations with Risk Behaviors and Academic Outcomes
School climate has been linked to a variety of positive student outcomes, but there may be important within-school differences among students in their experiences of school climate. This study examined within-school heterogeneity among 47,631 high school student ratings of their school climate through multilevel latent class modeling. Student profiles across 323 schools were generated on the basis of multiple indicators of school climate: discipl…
Racial/Ethnic Differences in Perceptions of School Climate and Its Association with Student Engagement and Peer Aggression
The Impact of Validity Screening on Associations Between Self-Reports of Bullying Victimization and Student Outcomes
Self-report surveys are widely used to measure adolescent risk behavior and academic adjustment, with results having an impact on national policy, assessment of school quality, and evaluation of school interventions. However, data obtained from self-reports can be distorted when adolescents intentionally provide inaccurate or careless responses. The current study illustrates the problem of invalid respondents in a sample ( N = 52,012) from 323 hi…
The relationship of school climate with out-of-school suspensions
Assessing Implementation Fidelity of a School-Based Crisis Prevention Program with an Ex-Post-Facto Design: The Netwass FOI Assessment System
This research paper presents an operationalization procedure for measuring fidelity of implementation (FOI) of a school-based crisis prevention program. The implementation literature recommends that program developers specify core components of an intervention that are directly related to a program’s theory of change and need to be implemented with high FOI. This approach allows stakeholders some flexibility to adapt a program to individual circu…
Student threats of violence against teachers: Prevalence and outcomes using a threat assessment approach
Reflections on school safety from a threat assessment perspective
Behavioral threat assessment is a violence prevention strategy that can be adapted for use in schools. The Comprehensive School Threat Assessment Guidelines (CSTAG) is a form of behavioral threat assessment that is designed to recognize the developmental needs of youth and the mission of schools to help all students be successful. A multidisciplinary CSTAG team employing a five‐step decision‐tree will consider the student's intentions and the con…
Psychology (12 works) · Education Discipline and Inequality (11 works) · Bullying, Victimization, and Aggression (10 works) · Medicine (8 works) · Mathematics education (6 works) · Social Psychology (6 works) · Behavioral and Psychological Studies (5 works) · School climate (5 works) · Demography (4 works) · Demography (4 works)