Effects of a Multifaceted Classroom Intervention on Racial Disproportionality

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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01