Stemming Exclusionary School Discipline: Implementing Culturally Attuned Positive Behavior Practices

Autor/in	Moreno, Gerardo
Titel	Stemming Exclusionary School Discipline: Implementing Culturally Attuned Positive Behavior Practices
Quelle	In: Emotional & Behavioural Difficulties, 26 (2021) 2, S.176-186 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-2752
DOI	10.1080/13632752.2021.1930907
Schlagwörter	Discipline; Cultural Relevance; Suspension; Student Diversity; Disproportionate Representation; Classroom Techniques; Minority Group Students; Gender Bias; Racial Bias; Ethnicity; Student Behavior; Faculty Development; Positive Behavior Supports; Functional Behavioral Assessment; Teacher Attitudes; Expulsion + Suchen Sie Ihr Suchwort? Disziplin; Ausschluss; Schulausschluss; Klassenführung; Geschlechterstereotyp; Racial discrimination; Rassismus; Ethnizität; Student behaviour; Schülerverhalten; Lehrerverhalten; Relegation
Abstract	Over the past several decades, public schools across the United States have experienced an increasingly visible diversity rift between student enrollment and teaching faculty. The number of students from diverse backgrounds continues to grow while educator ranks continue to become more homogeneous. This diversity rift presents several challenges that affect the quality of educational experiences for students from diverse backgrounds, often to detrimental longitudinal outcomes including the disproportionate use of exclusionary school discipline. The majority of educator preparation programmes continue to train future professionals in traditional, outdated classroom management practices that invoke reactive actions often resulting in suspension or expulsion. Such practices have disproportionately affected students from diverse backgrounds, most conspicuously Black males. However, there are several recommendations school organisations can implement to better prepare their faculty ranks to meet the behavioural needs of students without immediately resorting to exclusionary school discipline. This paper will discuss professional development options that emphasise educator objectivity (i.e., addressing implicit bias, unconditional positive regard) in tandem with evidence-based practices (i.e., positive-based behaviour management, classroom-based functional behavioural assessment) that can be incorporated in the general education classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01