Literaturnachweis - Detailanzeige
Autor/inn/en | Bell, Charles; Puckett, Tiffany |
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Titel | I Want to Learn but They Won't Let Me: Exploring the Impact of School Discipline on Academic Achievement |
Quelle | In: Urban Education, 58 (2023) 10, S.2658-2688 (31 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Bell, Charles) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0042-0859 |
DOI | 10.1177/0042085920968629 |
Schlagwörter | Discipline; Academic Achievement; Critical Race Theory; African American Students; Suspension; Assignments; Urban Education |
Abstract | Using Critical Race Theory (CRT) as a guiding conceptual framework, this qualitative study examines black students' and parents' perceptions of school discipline and its impact on academic achievement. The findings support the notion that out-of-school suspension has a negative impact on the academic achievement of African American students and suggest that this phenomenon emerges through a multifaceted process that includes (a) missing assignments and having trouble catching up, (b) missing vital instruction throughout the disciplinary period, and (c) educator resistance to providing makeup work to students who receive out-of-school suspensions. This study also provides some practical recommendations for school leaders. (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |