Navigating Tensions in School Discipline: Examining School Leaders, Teachers, and the Conversion of Referrals into Suspensions

Autor/in	Welsh, Richard O.
Titel	Navigating Tensions in School Discipline: Examining School Leaders, Teachers, and the Conversion of Referrals into Suspensions
Quelle	In: American Journal of Education, 129 (2023) 2, S.237-264 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0195-6744
DOI	10.1086/723064
Schlagwörter	Discipline; Discipline Policy; Racism; Student Behavior; Suspension; Administrator Attitudes; Teacher Attitudes; Teacher Administrator Relationship; Discipline Problems + Suchen Sie Ihr Suchwort? Disziplin; Disziplinarmaßnahme; Rassismus; Student behaviour; Schülerverhalten; Ausschluss; Schulausschluss; Lehrerverhalten
Abstract	Purpose: Racial inequality in school discipline is an important challenge facing educational stakeholders. There is little research on how educators exercise discretion in navigating the disciplinary process from perceived misbehavior to disciplinary consequences. Research Methods/Approach: This study draws primarily on semistructured interviews with district leaders, school administrators, and teachers in an urban emergent district in the southeastern United States to examine how principals, assistant principals, and teachers relate to and interact with each other in determining students' disciplinary consequences. Findings: The findings illustrate the variation of administrators' disciplinary philosophies across interventionist, interactionalist, and noninterventionist tendencies. Relationships and interactions among school leaders and teachers are a major component of the organizational dynamics underlying how perceived misbehavior is handled in schools. School-level decisions about the generation and adjudication of office discipline referrals are the product of interactional patterns and relationships among adults in schools that partly shape discretion and accountability in disciplinary decisions. The findings unearth two key tensions--disciplinary philosophical tensions and discretion and accountability for office discipline referrals tensions--among district leaders, school administrators, and teachers navigating referrals and further disciplinary consequences. Implications: More intensive on-the-job support for both school leaders and teachers is needed to reduce racial inequality in suspensions. Developing the professional capacity of teachers and school leaders through mentoring, coaching, and professional development is crucial to replacing exclusionary discipline with nonpunitive practices. Districts ought to prioritize supporting school leaders in developing and expanding their professional capacity, who in turn support teachers in addressing school discipline challenges. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01