Principal Beliefs Predict Responses to Individual Students' Misbehavior

Autor/inn/en	Ferguson, Z. E.; Jarvis, Shoshana N.; Antonoplis, Stephen; Okonofua, Jason A.
Titel	Principal Beliefs Predict Responses to Individual Students' Misbehavior
Quelle	In: Educational Researcher, 52 (2023) 5, S.315-319 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ferguson, Z. E.) ORCID (Jarvis, Shoshana N.) ORCID (Antonoplis, Stephen) ORCID (Okonofua, Jason A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-189X
DOI	10.3102/0013189X231158389
Schlagwörter	Principals; Administrator Attitudes; Beliefs; Student Behavior; Behavior Problems; Discipline; Prevention; Suspension; Racial Differences; Elementary Schools; Middle Schools; High Schools; Individual Characteristics; Geographic Regions; Expulsion + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Belief; Glaube; Student behaviour; Schülerverhalten; Disziplin; Prävention; Vorbeugung; Ausschluss; Schulausschluss; Rassenunterschied; Elementary school; Grundschule; Volksschule; Middle school; Mittelschule; Mittelstufenschule; High school; Oberschule; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Relegation
Abstract	National policies have targeted widespread exclusionary discipline in schools which is associated with negative academic outcomes. Principals play an important role in making disciplinary decisions, yet little is understood about how their mindsets might impact these decisions. We hypothesized that principals' mindsets regarding the purpose of discipline (exclusion vs. prevention) would predict their responses to misbehavior. In a random, nationwide sample (N = 234), principals responded to misbehavior by a hypothetical Black or White student. Exclusion beliefs predicted more severe discipline, whereas prevention beliefs predicted greater endorsement of referring the student to a school counselor. Principal mindsets also predicted exclusionary discipline in real-world contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01