Download or read book Enough is Enough Changing Adult Behaviors To Reduce Disparities In Discipline Referrals Among African American Males in a Rural Middle School written by Demond Wayne Mckenzie and published by . This book was released on 2022 with total page 190 pages. Available in PDF, EPUB and Kindle. Book excerpt: Despite various efforts to reduce disparities in discipline referrals among AfricanAmerican males in schools, the gap continues to persist. African American males are disciplined at a higher rate than any other demographic in the United States. What might be the root cause? Could the perceptions of adults in the classroom be a major contributing factor? Studies indicate implicit bias exists among all beings and can lead to assumptions that result in preconceived/discriminatory actions toward students of color (Gilliam et al., 2016; Okonofua et al., 2016; Skiba et al., 2002). Schools have attempted to combat these injustices by providing trainings and implementing systems to minimize exclusionary discipline practices to some success. In this mixed method study, we facilitated research-based professional learning and provided coaching to support teachers with the implementation of strategies with the intent of changing behaviors and practices in a specific school setting to create a more equitable culture. This study evaluated professional development and its impact on the perceptions of educatorstoward African American male students as to determine whether they reduced the number of discipline referrals administered at CPS Middle School, a rural school in North Carolina. Ultimately, we determined while some perceptions and attitudes were changed, there was no change in the disparities among the discipline referrals among African American males potentially due to some unforeseen extenuating factors.
Download or read book An Investigation of the Impact of School wide Positive Behavioral Interventions on the Number of Disciplinary Actions Take in a Diverse Urban Middle School and on the Overrepresentation of African American Males Facing Those Actions written by and published by . This book was released on 2014 with total page 151 pages. Available in PDF, EPUB and Kindle. Book excerpt: The overuse use of punitive consequences in response to aberrant student behavior has become a focus of attention for policymakers, practitioners, and researchers. Its use appears to be having a detrimental impact on students and their futures. The present study examined practices designed to reduce the number and nature of these punitive approaches used in high-poverty urban middle schools. Furthermore, the literature confirms that African American males receive a disproportionately high percentage of punitive disciplinary practices and that the impact on these students and their future is a concern for schools and society. The present study was conducted at a school in which the number and percentage of disciplinary actions were higher than for similar schools in the district and in which those actions applied to African American males were also disproportionately high. Guided by the literature, the nuances of the first 36 months of a school-wide implementation of Positive Behavioral Interventions and Supports (PBIS) were investigated. The impact of implementation was measured using qualitative interviews, observations, the School-wide Evaluation Tool (SET), the Effective Behavior Support (EBS) Survey, and Office Discipline Referrals (ODRs). The results indicated that school-wide PBIS was implemented with some notable success. School-wide PBIS implementation was measured by the SET at 80% after the first 36 months. Teachers and other staffers increased their level of priority for implementing PBIS with fidelity in their school. There was a decrease in both monthly and annual discipline referrals to the office (the latter dropping from 1,360 to 695) over a 36-month period of time, and the number of disciplinary referrals applied to African American males also decreased (dropping from 444 to 256) during that same period. However, African American males continued to receive a disproportionately high share of those reduced actions. They represented 18% of the student population but received 36% of the disciplinary actions. These findings seem to indicate that the implementation of school-wide PBIS may be an important process. However, as the model continues to be implemented, better and more proactive support for African American males is needed.
Download or read book School Discipline Classroom Management and Student Self Management written by Howard M. Knoff and published by Corwin Press. This book was released on 2012-06-12 with total page 321 pages. Available in PDF, EPUB and Kindle. Book excerpt: An integrated, comprehensive approach to positive behavioral supports and interventions How do you help students who "act out" or "shut down" due to academic frustration or whose social and emotional issues keep them from achieving success in school? Based on Project ACHIEVE, a nationally recognized model of school effectiveness and continuous improvement program, this book shows you how. Educators will find a pragmatic, easy-to-follow blueprint for Positive Behavior Support Systems (PBSS) implementation that integrates academics, instruction, and achievement with discipline, behavior management, and student self-management. Award-winning author Howard M. Knoff provides guidance on: Implementing a schoolwide discipline and safe schools program Teaching students interpersonal, social problem solving, conflict prevention and resolution, and emotional coping skills Guiding professional development, staff and student buy-in, and evaluation Strengthening parent and community outreach and involvement Included are classroom charts and posters, implementation steps and worksheets, and action plans and checklists. Case studies from more than 20 years of research and practice demonstrate how the book′s strategies create positive climates, pro-social interactions, and effective management approaches from classroom to common school areas. The results? The students involved are more cooperative and academically engaged; have fewer disciplinary problems; are more socially successful; and earn higher grades and test scores.
Download or read book Closing the School Discipline Gap written by Daniel J. Losen and published by Teachers College Press. This book was released on 2015 with total page 286 pages. Available in PDF, EPUB and Kindle. Book excerpt: Educators remove over 3.45 million students from school annually for disciplinary reasons, despite strong evidence that school suspension policies are harmful to students. The research presented in this volume demonstrates that disciplinary policies and practices that schools control directly exacerbate today's profound inequities in educational opportunity and outcomes. Part I explores how suspensions flow along the lines of race, gender, and disability status. Part II examines potential remedies that show great promise, including a district-wide approach in Cleveland, Ohio, aimed at social and emotional learning strategies. Closing the School Discipline Gap is a call for action that focuses on an area in which public schools can and should make powerful improvements, in a relatively short period of time. Contributors include Robert Balfanz, Jamilia Blake, Dewey Cornell, Jeremy D. Finn, Thalia González, Anne Gregory, Daniel J. Losen, David M. Osher, Russell J. Skiba, Ivory A. Toldson “Closing the School Discipline Gap can make an enormous difference in reducing disciplinary exclusions across the country. This book not only exposes unsound practices and their disparate impact on the historically disadvantaged, but provides educators, policymakers, and community advocates with an array of remedies that are proven effective or hold great promise. Educators, communities, and students alike can benefit from the promising interventions and well-grounded recommendations.” —Linda Darling-Hammond, Charles E. Ducommun Professor of Education, Stanford University “For over four decades school discipline policies and practices in too many places have pushed children out of school, especially children of color. Closing the School Discipline Gap shows that adults have the power—and responsibility—to change school climates to better meet the needs of children. This volume is a call to action for policymakers, educators, parents, and students.” —Marian Wright Edelman, president, Children’s Defense Fund
Download or read book The School to Prison Pipeline written by Catherine Y. Kim and published by NYU Press. This book was released on 2012-04-01 with total page 238 pages. Available in PDF, EPUB and Kindle. Book excerpt: Examines the relationship between the law and the school-to-prison pipeline, argues that law can be an effective weapon in the struggle to reduce the number of children caught, and discusses the consequences on families and communities.
Download or read book Restorative Justice Practices and Middle School African American Males written by Yacael Andrews and published by . This book was released on 2018 with total page 19 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research has shown that minority students, particularly African American males, have been subjected to exclusionary discipline practices of suspension and expulsion practices for more than 30 years. A trajectory of negativity has plagued the African American youth and continues to do so with school policies, such has as Zero Tolerance Policy. This paper will show that these policies have caused young males of color to disproportionately enter into a disruptive path of behavior, in turn leading them through a “School-To-Prison” pipeline. The disciplinary actions allow African American youth at risk for involvement in the juvenile system. Many middle schools struggle with ways to approach disciplinary practices that would eliminate harm place upon students. Restorative Justice is a non-punitive alternative being introduced into schools that demonstrates more positive outcomes for youth of color. The evidence shows that restorative justice demonstrates positive outcomes for school policy strategy in helping students stay on a positive path to excel in school. Restorative justice practices focuses on techniques use to reconcile and reintegrate youth back into the school and community by improving school culture. Those involved are taught strategies to resolve conflict and manage disruptive behaviors in a peaceful manner. Qualitative secondary data is used to examine the effectiveness of Restorative justice practices in middle schools. The research highlights the capability restorative practices has in decreasing the numbers of expulsions, suspension and office referrals. The data reveals by diminishing disparities, African American students show positive outcomes in reducing the odds that would lead them into the juvenile justice system.
Download or read book African American Males Educate Or Suspend written by Sr. Ronnie Delaney Christian and published by . This book was released on 2020 with total page 168 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The current body of literature indicates a large discipline disparity between African American males and other groups of students. This disparity has been an issue since the inception of school desegregation in the 1960s. The discipline disparity has been a national problem affecting African American males in public schools. In an effort to understand and address this issue, more research is warranted as a means of discovering additional solutions that educators can use in public schools. The purpose of my study was to explore how African American male students who were on track to graduate as seniors experienced school discipline and suspension by answering the following questions: 1. What are the disciplinary experiences of African American male students who are on track to graduate as seniors? a. What positive support systems did they have in school? b. What disciplinary obstacles did they face and have to overcome in school? 2. What are strategies that administrators used to address/reduce the suspensions among African American males? a. What are African American males' opinions of their teachers' and administrators' approaches to addressing discipline problems in their schools? Using a basic qualitative approach with emphasis on interviews and observations, I found that African American male students experienced academic and behavior success in school when educators implemented the following: (a) set high academic and behavior expectations, (b) built good student/teacher relationships, and (c) created a school and classroom environment that was culturally relevant for African American males. Teachers who set high academic and behavior expectations for their African American male students experienced positive interactions with them. Such expectations allowed teachers to focus more on students' academic prowess instead of misconduct and other behavior concerns. Also, teachers who built good relationships with their students had reduced discipline referrals. Students who felt genuine concern from their teachers and experienced feelings of comfort in the classroom had a positive perception of acceptance towards educators. Additionally, African American males felt a level of comfort in schools because their teachers worked to create classroom environments that were culturally inclusive. I also found that assistant principals used specific strategies to help African American males experience academic and behavior success at school. One strategy was employing a customized approach to working with African American male students. Each male was different and required unique methods to communicate. Assistant principals also used counseling strategies to help African American males resolve discipline issues. For example, assistant principals kept items such as Lego blocks in their offices for students to manipulate. This approach helped students calm down by using their hands to release stress so that they could think logically and clearly about the matter being addressed. Last, assistant principals believed that building positive rapport/ relationships with African American males was the most effect means of dealing with discipline issues. Assistant principals believed that good relationships with African American males provided them with a sense of parental care at school that many of them are missing at home."--Abstract from author supplied metadata
Download or read book Redirecting the Pipeline written by Patrice Leverett and published by . This book was released on 2018 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: African American students comprise a disproportionate number of discipline referrals across school levels. These numbers reach a peak in middle schools across the United States. The correlation between referrals, dropout rates, and ultimately incarceration rates has led to the development of the term "School to Prison Pipeline." Some schools have adopted a Positive Behavior Support (PBS) framework to select interventions across three tiers: universal, targeted, and individualized interventions to address these gaps. However, the gaps in behavioral outcomes remain. Despite the existence of several hypotheses about the causes, there is a shortage of research on student perceptions of the differences and fewer studies that explore the acceptability of intervention options among African American males. This exploratory study uses Grounded Theory methodology to examine African-American, adolescent males' perceptions of PBS/PBIS practices. Students were interviewed using a researcher created, treatment acceptability interview protocol to identify both the feasibility and likelihood of acceptance by adolescent males from the African American community. Implications for future training and practice are discussed.
Download or read book Suspending Chicago s Students written by Lauren Sartain and published by Consortium on Chicago School Research. This book was released on 2015-08-18 with total page 74 pages. Available in PDF, EPUB and Kindle. Book excerpt: Students' risk of suspension is more strongly determined by which school they attend than by their backgrounds-including their race, gender or income. A subset of Chicago schools-about a quarter of high schools and 10 percent of schools with middle grades-have very high suspension rates, and almost all of these schools predominantly serve African American students. These schools' students come from the poorest neighborhoods with the lowest incoming achievement; many have been victims of abuse or neglect. At high-suspending high schools, about half of students received a suspension in the 2013-14 school year. This report examines reasons for racial and gender disparities in suspension rates and finds that suspensions are concentrated among schools serving the most vulnerable student populations. It also explores the degree to which differences in schools' suspension rates are related to school climate and student achievement.
Download or read book Intersectionality of Race Ethnicity Class and Gender in Teaching and Teacher Education written by Norvella P. Carter and published by BRILL. This book was released on 2018-04-16 with total page 198 pages. Available in PDF, EPUB and Kindle. Book excerpt: Intersectionality of Race, Ethnicity, Class, and Gender in Teaching and Teacher Education brings together scholarship that employs an intersectionality methodology to actual conditions that affect school-age children, teachers and teacher educators in relation to institutional systems of power and privilege.
Download or read book The Effects of Discipline with African American Males at an Alternative Middle School written by Jewell Stout and published by . This book was released on 2017 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Everyday Antiracism written by Mica Pollock and published by ReadHowYouWant.com. This book was released on 2010-07-19 with total page 762 pages. Available in PDF, EPUB and Kindle. Book excerpt: Which acts by educators are ''racist'' and which are ''antiracist''? How can an educator constructively discuss complex issues of race with students and colleagues? In Everyday Antiracism leading educators deal with the most challenging questions about race in school, offering invaluable and effective advice. Contributors including Beverly Daniel Tatum, Sonia Nieto, and Pedro Noguera describe concrete ways to analyze classroom interactions that may or may not be ''racial,'' deal with racial inequality and ''diversity,'' and teach to high standards across racial lines. Topics range from using racial incidents as teachable moments and responding to the ''n-word'' to valuing students' home worlds, dealing daily with achievement gaps, and helping parents fight ethnic and racial misconceptions about their children. Questions following each essay prompt readers to examine and discuss everyday issues of race and opportunity in their own classrooms and schools. For educators and parents determined to move beyond frustrations about race, Everyday Antiracism is an essential tool.
Download or read book Parenting Matters written by National Academies of Sciences, Engineering, and Medicine and published by National Academies Press. This book was released on 2016-11-21 with total page 525 pages. Available in PDF, EPUB and Kindle. Book excerpt: Decades of research have demonstrated that the parent-child dyad and the environment of the familyâ€"which includes all primary caregiversâ€"are at the foundation of children's well- being and healthy development. From birth, children are learning and rely on parents and the other caregivers in their lives to protect and care for them. The impact of parents may never be greater than during the earliest years of life, when a child's brain is rapidly developing and when nearly all of her or his experiences are created and shaped by parents and the family environment. Parents help children build and refine their knowledge and skills, charting a trajectory for their health and well-being during childhood and beyond. The experience of parenting also impacts parents themselves. For instance, parenting can enrich and give focus to parents' lives; generate stress or calm; and create any number of emotions, including feelings of happiness, sadness, fulfillment, and anger. Parenting of young children today takes place in the context of significant ongoing developments. These include: a rapidly growing body of science on early childhood, increases in funding for programs and services for families, changing demographics of the U.S. population, and greater diversity of family structure. Additionally, parenting is increasingly being shaped by technology and increased access to information about parenting. Parenting Matters identifies parenting knowledge, attitudes, and practices associated with positive developmental outcomes in children ages 0-8; universal/preventive and targeted strategies used in a variety of settings that have been effective with parents of young children and that support the identified knowledge, attitudes, and practices; and barriers to and facilitators for parents' use of practices that lead to healthy child outcomes as well as their participation in effective programs and services. This report makes recommendations directed at an array of stakeholders, for promoting the wide-scale adoption of effective programs and services for parents and on areas that warrant further research to inform policy and practice. It is meant to serve as a roadmap for the future of parenting policy, research, and practice in the United States.
Download or read book Minority Students in Special and Gifted Education written by National Research Council and published by National Academies Press. This book was released on 2002-08-30 with total page 497 pages. Available in PDF, EPUB and Kindle. Book excerpt: Special education and gifted and talented programs were designed for children whose educational needs are not well met in regular classrooms. From their inceptions, these programs have had disproportionate representation of racial and ethnic minority students. What causes this disproportion? Is it a problem? Minority Students in Special and Gifted Education considers possible contributors to that disparity, including early biological and environmental influences and inequities in opportunities for preschool and K-12 education, as well as the possibilities of bias in the referral and assessment system that leads to placement in special programs. It examines the data on early childhood experience, on differences in educational opportunity, and on referral and placement. The book also considers whether disproportionate representation should be considered a problem. Do special education programs provide valuable educational services, or do they set students off on a path of lower educational expectations? Would students not now placed in gifted and talented programs benefit from raised expectations, more rigorous classes, and the gifted label, or would they suffer failure in classes for which they are unprepared? By examining this important problem in U.S. education and making recommendations for early intervention and general education, as well as for changes in referral and assessment processes, Minority Students in Special and Gifted Education will be an indispensable resource to educators throughout the nation, as well as to policy makers at all levels, from schools and school districts to the state and federal governments.
Download or read book The Promise of Adolescence written by National Academies of Sciences, Engineering, and Medicine and published by National Academies Press. This book was released on 2019-07-26 with total page 493 pages. Available in PDF, EPUB and Kindle. Book excerpt: Adolescenceâ€"beginning with the onset of puberty and ending in the mid-20sâ€"is a critical period of development during which key areas of the brain mature and develop. These changes in brain structure, function, and connectivity mark adolescence as a period of opportunity to discover new vistas, to form relationships with peers and adults, and to explore one's developing identity. It is also a period of resilience that can ameliorate childhood setbacks and set the stage for a thriving trajectory over the life course. Because adolescents comprise nearly one-fourth of the entire U.S. population, the nation needs policies and practices that will better leverage these developmental opportunities to harness the promise of adolescenceâ€"rather than focusing myopically on containing its risks. This report examines the neurobiological and socio-behavioral science of adolescent development and outlines how this knowledge can be applied, both to promote adolescent well-being, resilience, and development, and to rectify structural barriers and inequalities in opportunity, enabling all adolescents to flourish.
Download or read book The Influence of Discipline on African American Male Students with Disabilities in a Middle School written by Karen Nicole Allen and published by . This book was released on 2017 with total page 198 pages. Available in PDF, EPUB and Kindle. Book excerpt: How do teachers perceive the ways in which African American males are disciplined in middle school? 2. How might a culturally responsive school-wide discipline protocol affect teacher discipline practices? 3. How does the action research process affect the overall discipline and school climate? A mixed methods approach was utilized to answer the above questions. Findings from the case study suggest that African American male students and students with disabilities receive harsher punishments, as evidenced in the literature; teacher-student relationships influence the occurrence of discipline; students are less likely to be redirected in a whole group; fewer discipline infractions occur when rules are modeled and reviewed within the classroom environment; culturally responsive plans encourage more opportunities to address discipline while increasing accountability; and, while there was a significant decrease in the number of students receiving discipline consequences, the protocol had relatively low significance on overall school discipline.
Download or read book Juvenile Crime Juvenile Justice written by Institute of Medicine and published by National Academies Press. This book was released on 2001-06-05 with total page 405 pages. Available in PDF, EPUB and Kindle. Book excerpt: Even though youth crime rates have fallen since the mid-1990s, public fear and political rhetoric over the issue have heightened. The Columbine shootings and other sensational incidents add to the furor. Often overlooked are the underlying problems of child poverty, social disadvantage, and the pitfalls inherent to adolescent decisionmaking that contribute to youth crime. From a policy standpoint, adolescent offenders are caught in the crossfire between nurturance of youth and punishment of criminals, between rehabilitation and "get tough" pronouncements. In the midst of this emotional debate, the National Research Council's Panel on Juvenile Crime steps forward with an authoritative review of the best available data and analysis. Juvenile Crime, Juvenile Justice presents recommendations for addressing the many aspects of America's youth crime problem. This timely release discusses patterns and trends in crimes by children and adolescentsâ€"trends revealed by arrest data, victim reports, and other sources; youth crime within general crime; and race and sex disparities. The book explores desistanceâ€"the probability that delinquency or criminal activities decrease with ageâ€"and evaluates different approaches to predicting future crime rates. Why do young people turn to delinquency? Juvenile Crime, Juvenile Justice presents what we know and what we urgently need to find out about contributing factors, ranging from prenatal care, differences in temperament, and family influences to the role of peer relationships, the impact of the school policies toward delinquency, and the broader influences of the neighborhood and community. Equally important, this book examines a range of solutions: Prevention and intervention efforts directed to individuals, peer groups, and families, as well as day care-, school- and community-based initiatives. Intervention within the juvenile justice system. Role of the police. Processing and detention of youth offenders. Transferring youths to the adult judicial system. Residential placement of juveniles. The book includes background on the American juvenile court system, useful comparisons with the juvenile justice systems of other nations, and other important information for assessing this problem.
