Moving Away from Disproportionate Exclusionary Discipline: Developing and Utilizing a Continuum of Preventative and Instructional Supports

Autor/inn/en	Nese, Rhonda N. T.; Nese, Joseph F. T.; McCroskey, Connor; Meng, Paul; Triplett, Danielle; Bastable, Eoin
Titel	Moving Away from Disproportionate Exclusionary Discipline: Developing and Utilizing a Continuum of Preventative and Instructional Supports
Quelle	In: Preventing School Failure, 65 (2021) 4, S.301-311 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
DOI	10.1080/1045988X.2021.1937019
Schlagwörter	Discipline; Suspension; Expulsion; Teaching Methods; Student Behavior; Interpersonal Competence; Skill Development; Teacher Student Relationship; Disproportionate Representation; At Risk Students; Educational Environment; Positive Behavior Supports; Student Needs; Intervention + Suchen Sie Ihr Suchwort? Disziplin; Ausschluss; Schulausschluss; Relegation; Teaching method; Lehrmethode; Unterrichtsmethode; Student behaviour; Schülerverhalten; Interpersonale Kompetenz; Kompetenzentwicklung; Qualifikationsentwicklung; Teacher student relationships; Lehrer-Schüler-Beziehung; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	Ample scientific research has documented that exclusionary discipline practices are both ineffective for reducing unwanted behaviors and harmful to the long-term social and academic outcomes of students. Further, exclusionary discipline practices are especially harmful given their disproportionate use with students of color, students with disabilities, students living in poverty, and students who are struggling academically. To address these issues, the authors describe a process that uses instructional strategies as alternatives to exclusion. These instructional strategies hold promise for reducing the use of disproportionate discipline, improving student behavior and social skills, and strengthening student-teacher relationships. [For the Grantee Submission, see ED604960.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01