Literaturnachweis - Detailanzeige
Autor/inn/en | Gion, Cody; McIntosh, Kent; Falcon, Sarah |
---|---|
Titel | Effects of a Multifaceted Classroom Intervention on Racial Disproportionality |
Quelle | In: School Psychology Review, 51 (2022) 1, S.67-83 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0279-6015 |
DOI | 10.1080/2372966X.2020.1788906 |
Schlagwörter | Disproportionate Representation; Student Behavior; Teacher Behavior; Positive Reinforcement; Intervention; Student Attitudes; Preferences; Coaching (Performance); Feedback (Response); Visual Stimuli; Equal Education; Racial Differences; Racial Bias; Elementary Schools; Middle Schools; Discipline; Suspension; African American Students; Minority Group Students; Urban Schools; Culturally Relevant Education Student behaviour; Schülerverhalten; Teacher behaviour; Lehrerverhalten; Rassenunterschied; Racial discrimination; Rassismus; Elementary school; Grundschule; Volksschule; Middle school; Mittelschule; Mittelstufenschule; Disziplin; Ausschluss; Schulausschluss; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule |
Abstract | This article reports results from an experimental study of a classroom intervention intended to decrease racial disproportionality in school discipline by focusing on making classroom behavior systems more culturally responsive and changing teacher behaviors (e.g., use of praise and reprimands). The intervention had three main components: (a) an activity to increase the cultural responsiveness of classroom behavior expectations (the personal matrix), (b) a tool to assess individual students' preferred and nonpreferred ways to receive immediate acknowledgement for desired behaviors (the praise preference assessment), and (c) coaching with visual performance feedback to heighten awareness of racial disparities in use of praise and reprimands and setting goals for racial equity (using a modified version of the Classroom Check-up). The design was a concurrent multiple-baseline single-case design across four general education teachers ranging from kindergarten to seventh grade meeting What Works Clearinghouse standards. Results from the study indicate a functional relation between the intervention and increased rates of praise and decreased rates of reprimands for African American students. Findings from this study suggest that changing teacher use of praise and reprimands may help to increase racial equity in schools. [For the corresponding grantee submission, see ED606419.] (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 | 2024/1/01 |