Elementary Teachers' Perceptions Regarding Behaviors That Lead to Disproportionate Referrals by Race

Autor/in	Johannes, Susan
Titel	Elementary Teachers' Perceptions Regarding Behaviors That Lead to Disproportionate Referrals by Race
Quelle	(2023), (179 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3794-9181-9
Schlagwörter	Hochschulschrift; Dissertation; Elementary School Teachers; Teacher Attitudes; Classroom Techniques; Student Behavior; Referral; Behavior Problems; Disproportionate Representation; Race; Teacher Student Relationship; Faculty Development; Teacher Administrator Relationship; Student Characteristics; Social Change; English Language Learners; Cultural Differences + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Klassenführung; Student behaviour; Schülerverhalten; Rasse; Abstammung; Teacher student relationships; Lehrer-Schüler-Beziehung; Sozialer Wandel; Kultureller Unterschied
Abstract	Disproportionate office referrals through teachers in Grades 3-5 based on their students' race are documented. At a Title I elementary school in the northeastern part of Virginia, non-White students are referred to the office for behavior issues 5% more times than their White peers. Guided by Bell's critical race theory, the purpose of this study was to examine Grade 3-5 elementary teachers' perceptions regarding types of behaviors that are leading to disproportionate numbers of office referrals for non-White students. A basic qualitative research design was employed. Semistructured interviews were conducted with 8 purposefully sampled teachers to explore teachers' perceptions about behaviors that challenge teachers' authority in the classroom, how they establish understandable classroom rules for all students, and support they need to address behavior issues proactively rather than reactively. Using open and axial coding to analyze data, four themes were identified: disrespect challenged teachers the most, a need to establish cultural norms, explanation of rules for non-English speaking students, and administrative support. These themes guided the creation of a professional training session through which positive social change could occur through relevant learning and active engagement to increase the educational community's capacity by developing more effective classroom management skills. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01