Literaturnachweis - Detailanzeige
| Autor/in | Sprague, Jeffrey R. |
|---|---|
| Titel | Closing in on Discipline Disproportionality: We Need More Theoretical, Methodological, and Procedural Clarity |
| Quelle | In: School Psychology Review, 47 (2018) 2, S.196-198 (3 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0279-6015 |
| Schlagwörter | Stellungnahme; Discipline; Discipline Policy; Research Methodology; Research Design; Educational Theories; Referral; Suspension; Theory Practice Relationship; Educational Practices; Educational Research; Elementary Secondary Education; Disproportionate Representation; Racial Factors; Ethnicity |
| Abstract | Using disciplinary exclusions, such as office referrals, suspensions, and expulsions, has been the subject of significant concern related to student and family civil rights, school policy, and negative impact on short- and long-term outcomes for students. Embedded in this phenomenon is the documentation of significant and persistent disproportional application to traditional racial and ethnic minority groups, with Black males experiencing the highest rates nationally. This commentary on the current special issue addresses the need for further clarity in the design and implementation of research regarding theory, research, and practice methods. Specifically, it addresses the need to more deeply consider the contributions of applied behavior analysis assessment and intervention methods and to more clearly distinguish the influence of race/ethnicity from the influence of culture. (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 | 2020/1/01 |
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