Literaturnachweis - Detailanzeige
| Autor/inn/en | Majors, Tony; Ward, Tom |
|---|---|
| Titel | Breaking the Cycle of Inequitable School Discipline through Community and Civic Collaboration in Nashville |
| Quelle | In: Voices in Urban Education, (2015) 42, S.26-35 (10 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1553-541X |
| Schlagwörter | Discipline; Students; Parents; Leaders; Police; Judges; Principals; Crime; Law Enforcement; School Community Relationship; Racial Differences; Juvenile Courts; Tennessee |
| Abstract | Tom Ward and Tony Majors, community and district lead partners in Nashville, Tennessee, talk about what the Positive and Safe Schools Advancing Greater Equity (PASSAGE) initiative has meant in their city. They share how and why their journey began by embedding the work to end discipline disparities across a broad, cross-sector table that includes a judge, a police commander, parents, principals, organizers, researchers, and civic and faith-based leaders. This article contains a section of individually authored perspectives: (1) Restoring Hope: The Juvenile Court as a Partner in Reform (Sheila Calloway); (2) Acknowledging the Gap (Tracy Bruno); and (3) Separating School Discipline from Crime in Partnering with Law Enforcement (J. Marlene Pardue). (ERIC). |
| Anmerkungen | Annenberg Institute for School Reform at Brown University. Brown University, Box 1985, Providence, RI, 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: AISR_info@brown.edu; Web site: http://www.annenberginstitute.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
