Suspension and Expulsion: Early Educators' Perspectives

Autor/inn/en	O'Grady, Courtney; Ostrosky, Michaelene M.
Titel	Suspension and Expulsion: Early Educators' Perspectives
Quelle	In: Early Childhood Education Journal, 51 (2023) 1, S.115-125 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (O'Grady, Courtney)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-021-01285-z
Schlagwörter	Teacher Attitudes; Suspension; Expulsion; Preschool Children; Preschool Teachers; Teaching Experience; Student Behavior; Behavior Problems; Discipline; Risk; School Safety; School Policy; Student Needs + Suchen Sie Ihr Suchwort? Lehrerverhalten; Ausschluss; Schulausschluss; Relegation; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Student behaviour; Schülerverhalten; Disziplin; Risiko; Schulpolitik
Abstract	The purpose of this exploratory interview study was to examine the perceptions and experiences of 12 teachers related to the suspension and expulsion of preschoolers in private early childhood programs. Thematic and constant comparative methods were used for data analysis. Results indicated that teachers had a range of experiences with suspension, from children being sent out in the hallway temporarily to out-of-school suspensions lasting up to a week. Most participants also had expelled a student because of challenging behavior. Themes that emerged regarding factors that influenced suspension and expulsion decisions were inadequate supports, safety concerns, perceptions of a child's needs, and discipline policies and procedures. Teachers also discussed supports they had in place, supports that were lacking, and the effect that suspensions and expulsions had on their students and themselves. Implications for research and practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01