A Multisite Study of the Technical, Normative, and Political Dimensions of School Discipline Policy Reform

Autor/inn/en	Wiley, Kathryn Elizabeth; Anyon, Yolanda; Yang, Jessica
Titel	A Multisite Study of the Technical, Normative, and Political Dimensions of School Discipline Policy Reform
Quelle	(2017), (41 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	School Policy; Equal Education; Disproportionate Representation; Zero Tolerance Policy; Public Schools; Urban Schools; Suspension; Educational Change; Track System (Education); Teacher Attitudes; Administrator Attitudes; Racial Differences; African American Students; Elementary Secondary Education; Change Strategies + Suchen Sie Ihr Suchwort? Schulpolitik; Public school; Öffentliche Schule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Ausschluss; Schulausschluss; Bildungsreform; Leistungsgruppe; Leistungsdifferenzierung; Lehrerverhalten; Rassenunterschied; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Lösungsstrategie
Abstract	Purpose: Studies suggest that out-of-school suspensions and expulsions rarely improve student outcomes or perceptions of school safety. At the same time, there is consistent evidence of disparities by race, class, and ability in the implementation of "zero tolerance" discipline policies. Stakeholders across the country have leveraged this research to pressure policy-makers and school leaders to reform discipline policies to be more inclusive and equitable. Yet exclusionary practices remain the standard approach to resolving conflicts and rule-breaking behavior in American public schools. The purpose of this paper is to apply an equity-minded school change framework to illuminate the multidimensional nature of discipline reform and identify potential levers for greater impact moving forward. Methods: We conducted interviews and focus groups with nearly 198 school leaders, teachers, and student support service providers from 33 urban schools that met one district's discipline reform goals. Findings: Educators described technical, normative, and political dimensions of their schools' discipline practices and policies, suggesting the need for a multifaceted approach to reform. Implications: Recent school discipline reforms have largely focused on the technical dimensions of school change, such as new decision-making protocols and teacher training. Although these approaches have tremendous value, study findings suggest that the normative and political aspects of school change must also be addressed when implementing reforms to advance equity and limit school exclusion. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01