Who Is Most at Risk for School Removal? A Multilevel Discrete-Time Survival Analysis of Individual- and Context-Level Influences

Autor/inn/en	Petras, Hanno; Masyn, Katherine E.; Buckley, Jacquelyn A.; Ialongo, Nicholas S.; Kellam, Sheppard
Titel	Who Is Most at Risk for School Removal? A Multilevel Discrete-Time Survival Analysis of Individual- and Context-Level Influences
Quelle	In: Journal of Educational Psychology, 103 (2011) 1, S.223-237 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0021545
Schlagwörter	Suspension; Expulsion; Elementary Education; Grade 1; At Risk Students; Aggression; Student Behavior; Classroom Environment; Behavior Problems; Urban Youth; Minority Groups; Correlation; Context Effect; Student Adjustment; Classroom Observation Techniques; Maryland + Suchen Sie Ihr Suchwort? Ausschluss; Schulausschluss; Relegation; Elementarunterricht; School year 01; 1. Schuljahr; Schuljahr 01; Student behaviour; Schülerverhalten; Klassenklima; Unterrichtsklima; Urban area; Urban areas; Youth; Stadtregion; Stadt; Jugend; Ethnische Minderheit; Korrelation; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation
Abstract	The focus of this study was to prospectively investigate the effect of aggressive behavior and of classroom behavioral context, as measured in the fall of 1st grade, on the timing of 1st school removal across Grades 1-7 in a sample of predominately urban minority youths from Baltimore, Maryland. Using a multilevel discrete-time survival framework, we found that demographic characteristics of the students as well as early individual- and classroom-level of aggression contribute to the onset of school removal. Although early individual aggression was positively associated with the risk of school removal, initially higher levels of classroom aggression corresponded to lower risk of school removal. (Contains 1 footnote, 2 tables, and 6 figures.) (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10