Common Misconceptions of Suspension: Ideas and Alternatives for School Leaders

Autor/inn/en	Green, Ambra L.; Maynard, Deanna K.; Stegenga, Sondra M.
Titel	Common Misconceptions of Suspension: Ideas and Alternatives for School Leaders
Quelle	In: Psychology in the Schools, 55 (2018) 4, S.419-428 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Green, Ambra L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22111
Schlagwörter	Discipline; Suspension; Expulsion; Misconceptions; Program Effectiveness; Program Implementation; Educational Environment; Zero Tolerance Policy + Suchen Sie Ihr Suchwort? Disziplin; Ausschluss; Schulausschluss; Relegation; Missverständnis; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	The use of exclusionary discipline practices in schools has been well documented since the 1970s with the passing of the Safe Schools Act and implementation of zero-tolerance policies. Despite research indicating the ineffectiveness of exclusionary practices, students continue to receive suspensions and expulsions at alarming rates. Additional research highlights that there may be misconceptions regarding the application of suspensions and their perceived functions and effectiveness on students and their families. The purpose of this article is to discuss common misconceptions regarding the effects of suspension and provide teachers, school psychologists, and administrators with proactive strategies for implementation in local systems to create positive school climates and optimize successful outcomes for all students and staff. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01