Literaturnachweis - Detailanzeige
| Autor/inn/en | Crosby, Shantel D.; Day, Angelique G.; Somers, Cheryl L.; Baroni, Beverly A. |
|---|---|
| Titel | Avoiding School Suspension: Assessment of a Trauma-Informed Intervention with Court-Involved, Female Students |
| Quelle | In: Preventing School Failure, 62 (2018) 3, S.229-237 (9 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Day, Angelique G.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1045-988X |
| DOI | 10.1080/1045988X.2018.1431873 |
| Schlagwörter | Suspension; Court Litigation; Females; Discipline; Discipline Policy; Mixed Methods Research; Trauma; Statistical Significance; Functional Behavioral Assessment; Qualitative Research; Student Experience; Intervention; High School Students; Positive Behavior Supports; Student Records; Program Evaluation; Program Effectiveness |
| Abstract | Court-involved, female students often experience trauma and disproportionate school discipline, complicating their academic success. This mixed-method study examines students' use of and experiences with the Monarch Room (MR), a trauma-informed disciplinary alternative. The study examines service utilization, using a repeated measures analysis of variance to explore whether students (N = 71) demonstrated statistically significant changes in time spent in the MR during the year. The study also qualitatively explores the lived experiences of students (N = 23) and perceived impact of the MR. There was a statistically significant increase in student MR use over the observation period (alpha = 0.05, F(2, 140) = 11.44, p < 0.01, eta-squared = 0.035). Students also report positive perceptions of the MR intervention. Implications for school practice are addressed. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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