Preliminary Analysis of an Instructional Alternative to Exclusionary Discipline

Autor/inn/en	Nese, Rhonda N. T.; Bastable, Eoin; Gion, Cody; Masser, Michelle; Nese, Joseph F. T.; McCroskey, Connor
Titel	Preliminary Analysis of an Instructional Alternative to Exclusionary Discipline
Quelle	(2020), (36 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Discipline; Student Behavior; Behavior Problems; Behavior Modification; Skill Development; Social Development; Problem Solving; Teacher Competencies; Leadership Qualities; Teacher Student Relationship; Program Effectiveness; Suspension; Expulsion; At Risk Students; Positive Behavior Supports; Middle Schools; Referral; Time Factors (Learning); Classroom Techniques; Professional Development + Suchen Sie Ihr Suchwort? Disziplin; Student behaviour; Schülerverhalten; Behaviour modification; Verhaltensänderung; Kompetenzentwicklung; Qualifikationsentwicklung; Soziale Entwicklung; Problemlösen; Lehrkunst; Führungseigenschaft; Teacher student relationships; Lehrer-Schüler-Beziehung; Ausschluss; Schulausschluss; Relegation; Middle school; Mittelschule; Mittelstufenschule; Klassenführung
Abstract	Decades of research have shown that exclusionary discipline practices are not only ineffective for changing student behavior, they lead to worse social, behavioral, and academic outcomes for students. This article explores the findings from a pilot study of the "Inclusive Skill-Building Learning Approach" (ISLA), an instructional alternative to exclusionary discipline practices. The purposes of ISLA are to improve student social and behavioral problem-solving, teacher and administrator practices, and student-teacher relationships while also reducing lost instructional time for student excluded from their learning environment. Results from the pilot indicated that implementation of ISLA was associated with reductions in exclusionary discipline practices (Cohen's "h" effect sizes ranged from 0.06 to 0.18 across schools and outcomes), and a substantial decrease in instructional minutes lost (~ 92%). Educational staff also reported favorable impressions of the intervention. Practical and conceptual implications, limitations of this study, and directions for future research are further discussed. [This is the in press version of a paper to be published in "The Journal of At-Risk Issues."] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01