Resisting Punitive School Discipline: Perspectives and Practices of Exemplary Urban Elementary Teachers

Autor/in	Hambacher, Elyse
Titel	Resisting Punitive School Discipline: Perspectives and Practices of Exemplary Urban Elementary Teachers
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 31 (2018) 2, S.102-118 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2017.1349958
Schlagwörter	Elementary School Teachers; Grade 5; Discipline; Classroom Techniques; Minority Group Students; Interviews; Observation; Student Behavior; Elementary School Students; Teacher Responsibility; Educational Practices; Teacher Attitudes; Urban Teaching; Teacher Student Relationship; Educational Principles; Caring; Learner Engagement; Student Empowerment; Teacher Expectations of Students + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 05; 5. Schuljahr; Schuljahr 05; Disziplin; Klassenführung; Interviewing; Interviewtechnik; Beobachtung; Student behaviour; Schülerverhalten; Lehrverpflichtung; Bildungspraxis; Lehrerverhalten; Urban education; Stadtteilbezogenes Lernen; Teacher student relationships; Lehrer-Schüler-Beziehung; Bildungsprinzip; Care; Pflege; Sorge; Betreuung; Studienberechtigung
Abstract	Drawing on the literature related to classroom management, and culturally relevant critical teacher care, and effective teaching for students of color, this paper uses interview and observation data to explore the perspectives and practices of two exemplary fifth-grade teachers who refuse to rely on punitive discipline with their students of color. Findings revealed that the teachers did not view students' behavior as challenging--they viewed behavior simply as one of the many areas they believed it was their responsibility to teach. Their instructional practices focused on coaching students to reach their potential and liberating them from barriers that limit their access to successful life paths. The study helps both researchers and practitioners reflect on the concept that discipline assumes and provides portraits of teacher practice central to dismantling the school-to-prison-pipeline. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01