Eliminating Disparities in School Discipline

Autor/in	Nishioka, Vicki
Titel	Eliminating Disparities in School Discipline
Quelle	In: Principal Leadership, 13 (2013) 8, S.46-50 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1529-8957
Schlagwörter	Principals; Instructional Leadership; Discipline; Academic Achievement; Suspension; Achievement Gap; Civil Rights; Data; Decision Making; Caring; Teacher Student Relationship; Expectation; Educational Environment; Faculty Development; Parent Participation; Prevention; Social Development; Emotional Development; Disproportionate Representation; Racial Differences; Gender Differences + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Instruction; Leadership; Bildung; Erziehung; Führung; Disziplin; Schulleistung; Ausschluss; Schulausschluss; Bürgerrechte; Grundrechte; Zivilrecht; Daten; Decision-making; Entscheidungsfindung; Care; Pflege; Sorge; Betreuung; Teacher student relationships; Lehrer-Schüler-Beziehung; Expectancy; Erwartung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Elternmitwirkung; Prävention; Vorbeugung; Soziale Entwicklung; Gefühlsbildung; Rassenunterschied; Geschlechterkonflikt
Abstract	Disparities in suspension rates for White, Black, Hispanic, and American Indian students are more often a result of inequitable disciplinary actions than differences in behavior. Exclusionary discipline undermines students' academic achievement by weakening their connection with school and removing them from the classroom. Students who experience multiple suspensions are at risk for academic failure, dropping out, substance use, and delinquency. Consequently, exclusionary discipline may explain some of the achievement gap between White students and students of color. Inequitable application of school discipline that is based on race, ethnicity, sex, or disability also raises concerns about equity and the school's legal responsibility to protect the civil rights of each student. Although it is challenging, eliminating disparity in school discipline is an achievable and worthwhile goal. This article highlights nine features that schools have used to address this issue successfully. These features are: (1) Lead through collaboration and by example; (2) Use data to identify problems and inform decision making; (3) Develop positive, caring relationships with each student; (4) Establish high expectations for each student; (5) Teach social and emotional learning skills; (6) Structure school and classroom environments; (7) Provide teachers with professional development and resources; (8) Involve parents early and often; and (9) Use preventive and proactive discipline practices. (ERIC).
Anmerkungen	National Association of Secondary School Principals. 1904 Association Drive, Reston, VA 20191-1537. Tel: 800-253-7746; Tel: 703-860-0200; Fax: 703-620-6534; Web site: http://www.principals.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10