Discipline Policies and Preschool Special Education Students' Personal-Social Skills

Autor/inn/en	Tamagni, Amanda L.; Wilson, Andrea M.
Titel	Discipline Policies and Preschool Special Education Students' Personal-Social Skills
Quelle	In: Journal of Educational Research and Practice, 10 (2020) 1, S.41-54 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Tamagni, Amanda L.) ORCID (Wilson, Andrea M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2167-8693
Schlagwörter	Preschool Teachers; Preschool Children; School Readiness; Preschool Education; At Risk Students; Interpersonal Competence; Discipline; Discipline Policy; Student Behavior; Special Education; Special Needs Students; Developmentally Appropriate Practices; Child Development; Suspension; Expulsion; Behavior Problems; Racial Bias; Educational Policy; Battelle Developmental Inventory + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Readiness for school; School ability; Schulreife; Interpersonale Kompetenz; Disziplin; Disziplinarmaßnahme; Student behaviour; Schülerverhalten; Special needs education; Sonderpädagogik; Sonderschulwesen; Sonderpädagogischer Förderbedarf; Entwicklungsbezogene Bildung; Kindesentwicklung; Ausschluss; Schulausschluss; Relegation; Racial discrimination; Rassismus; Politics of education; Bildungspolitik
Abstract	Preschool special education students' lack of personal-social skills is affecting their kindergarten readiness and placing them at risk for exposure to school discipline in a large school district in the Southeastern United States. The purpose of this quantitative investigation was to examine the relationship between the quality of school discipline policies and personal-social skills of preschool special education students within the focus district. Data collection included archived personal-social skills scores, as measured by the Battelle Developmental Inventory-2 (BDI-2), of 354 preschool special education students. Four trained educators rated the effectiveness of the schools' discipline policies using the Teaching and Guidance Policy Essentials Checklist (TAGPEC). Preschool special education students' personal-social skills were measured using the BDI-2, and discipline policies were measured using the TAGPEC. Findings from simple linear regression analysis indicated no significant relationship between the TAGPEC ratings and students' BDI-2 scores. The personal-social skills for students in Title I and non-Title I schools (n = 96 students per group) were compared while controlling for TAGPEC ratings, but results showed no statistically significant differences. The average quality of the discipline policies was rated as inadequate overall. A policy recommendation was developed to encourage effective discipline policies and create a supportive school environment to promote positive social behaviors of all students, including the youngest and most vulnerable. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01