My first impression of your email was, "why are you questioning the author's decision to exclude AD?" especially your use of words, "completely ignored/shunned/overlooked," which seemed judgmental and harsh.  But once I discovered the widespread use of AD, I understood your inquiry and I agree with Mickley that whether the authors agree or disagree with the concept of AD, they should have included it in their text. It is apparently one of the most widespread discipline techniques taught. Render, Padilla and Krank stated that over 500,000 teachers were taught AD by 1989(Tassel).

I was intrigued by Evertson's response concerning the exclusion of AD, especially the statement, "It has been labelled as psychological maltreatment by the American Psychological Association (APA Monitor, January, 1988)." How could a plan based on mutual respect be maltreatment?  I spent a great deal of time reading through several Monitor articles dated January 1988 and found nothing on assertive discipline.  I've left an email and am hoping that someone can help me find the article.  I did, however, find an abundance of articles concerning AD, including a course, Assertive Discipline and Beyond. (If anyone's interested) Canter and Curwin, Mendler seem to be going round and round in Educational Leadership Journals:

Canter, L. (1988). Assertive discipline and the search for the perfect classroom. Young Children, 43(2), 24.

Canter, L. (1988). Let the educator beware: A response to Curwin and Mendler. Educational Leadership, 46(2), 71-73.

Curwin, R. L. & Mendler, A.N. (1989) We repeat, let the buyer beware: A response to Canter. Educational Leadership, 46,(6), 83.
(Tassel)

I must admit that after reading chapter four and then some of the pros and cons of AD (see web sites below), I'm feeling somewhat at a lose.  I agree totally with the ideas of putting the responsibility of their own behavior on the students.  Actually, I agree with most, if not all, of Canters' principles on discipline: teachers need to model respect and give it to students in order to receive it, they do need to let students be part of the rule making process and have clear consequences, they do need to redirect off task behavior and be "proactive" instead of reactive.  I have a little problem with his characterizations of the three types of teachers.  Depending on the day, I see myself in all three catergories(Charles).  And, there is still a part of me that agrees with the notion that we are teaching conformity.  We want citizens who will conform to the laws created by our government so we must teach students to conform to class rules.  Most teachers still want students who won't question "why" (personal experience). My hope is that I am able to create a classroom that promotes questions and is less concerned with discipline and how my class looks to others. "Control of students by teachers tends to be regarded as the goal of classroom discipline. This emphasis on control is so pervasive that control by teachers is often seen by educators as more important than the learning that goes on the classroom." (Tassel) I've felt this first hand.  I know that some of my fellow teachers rate a teacher on how well his/her class is managed. Management is key.  In order to teach, a teacher needs students who are there to learn. Does AD really teach students to make decisions for themselves or does it just make teaching easier because students are taught to behave the way we, as teachers, expect them to? Is Assertive Discipline an obedience model that develops students to follow orders (Wynia)? It teaches consequences for their actions, but does it allow them the freedom to be unique individuals?   Maybe Churchward is correct in that the we need to individualize behavior programs just as we individualize instruction practices. Thomas Allen also states that, "No plan will fit every situation." Perhaps the best answer is a combination of methods. I really have no clue at this point.  It has me thinking and searching for answers.
 
 

References:

Text:

C.M. Charles, Building Classroom Discipline
 

Websites:

Allen, Thomas Phd: Developing a Discipline Plan for You

American Psychological Association

Teacher Education- Behavior Management

Canter and Jones Model

Churchward, Budd: Discipline by Design

Cotton, Kathleen Schoolwide and Classroom Discipline

Tassel, Gene Van, Classroom Management

Mickley, Todd Lesson 2

Wynia, Jonathon: Should we Discard Assertive Discipline