Closing the Racial Discipline Gap in Classrooms by Changing Teacher Practice

Autor/inn/en	Gregory, Anne; Hafen, Christopher A.; Ruzek, Erik; Mikami, Amori Yee; Allen, Joseph P.; Pianta, Robert C.
Titel	Closing the Racial Discipline Gap in Classrooms by Changing Teacher Practice
Quelle	In: School Psychology Review, 45 (2016) 2, S.171-191 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
Schlagwörter	Racial Differences; Achievement Gap; Academic Achievement; African American Students; Referral; Discipline; Coaching (Performance); Faculty Development; Intervention; Mediation Theory; Teacher Student Relationship; Educational Strategies; Behavior Problems; Classroom Observation Techniques; Program Descriptions; Statistical Analysis; Middle School Teachers; Middle School Students; High School Students; Secondary School Teachers; Outcomes of Education; Virginia + Suchen Sie Ihr Suchwort? Rassenunterschied; Schulleistung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Disziplin; Mediationsverfahren; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrstrategie; Statistische Analyse; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; High school; High schools; Oberschule; Lernleistung; Schulerfolg
Abstract	Black students are issued school discipline sanctions at rates higher than members of other racial and ethnic groups, underscoring the need for professional development that addresses this gap. In 86 secondary school classrooms, a randomized controlled trial examined the effects of a 2-year teacher-coaching program, My Teaching Partner Secondary (MTP-S). Results from the second year of coaching and from the year after coaching was discontinued replicated previous findings from the first year of coaching--intervention teachers had no significant disparities in discipline referrals between Black students and their classmates, as compared with teachers in the control condition, for whom racial discipline gaps remained. Thus, MTP-S effects were replicated in the second year of coaching and maintained when coaching was withdrawn. Mediational analyses identified mechanisms for these effects; Black students had a low probability of receiving disciplinary referrals with teachers who increased skills to engage students in high-level analysis and inquiry. (As Provided).
Anmerkungen	National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11