THE USE OF EXCLUSIONARY DISCIPLINE PRACTICES BY SECOND-YEAR ASSISTANT PRINCIPALS IN HIGH POVERTY ELEMENTARY SCHOOLS

2017 ◽  
Author(s):  
David Sanon
Keyword(s):  
Elementary Schools ◽  
Assistant Principals ◽  
Exclusionary Discipline ◽  
High Poverty ◽  
Discipline Practices ◽  
Second Year

Comparison of the Effects of Coaching for General and Special Education Teachers in High-Poverty Urban Elementary Schools

2020 ◽  
Vol 54 (1) ◽  
pp. 36-53
Author(s):  
Linda A. Reddy ◽  
Adam Lekwa ◽  
Elisa Shernoff
Keyword(s):  
Special Education ◽  
Elementary Schools ◽  
Special Education Teachers ◽  
Behavior Management ◽  
Student Outcomes ◽  
Management Practices ◽  
Assessment System ◽  
High Poverty ◽  
Urban Elementary Schools ◽  
And Behavior

Research that examines coaching approaches for special education teachers is very limited. This study, a secondary analysis of a wait-list controlled, randomized trial (106 teachers, 2,195 students, 18 schools), investigated the effects of a data-driven coaching that integrated observational assessment and performance feedback on general education (GE) versus special education (SE) teacher practices and student outcomes in high-poverty urban elementary schools. Coaches used observational data via the Classroom Strategies Assessment System to identify practice needs, set goals, create plans, and monitor progress toward goals. Prior to coaching, GE and SE teachers were observed using evidence-based instructional and behavior management practices; however, some practices were at rates lower than recommended by the research literature. Results suggest that goal selection and frequency and quality of practices were generally comparable between GE and SE teachers. However, SE teachers used 30% fewer behavior corrective feedback statements, on average, than GE teachers ( p = .04). Overall, the effect of the coaching intervention did not differ across GE and SE teachers; both had significantly improved instructional and behavior management practices and student outcomes when compared with teachers in the control condition. Limitations and future directions for research and practice are discussed.

No Disrespect: A Womanist Critique of Respectability Discourses in Extracurricular Programming for Black Girls

2019 ◽  
pp. 004208591989373 ◽  
Author(s):  
Tiffany M. Nyachae ◽  
Esther O. Ohito
Keyword(s):  
Middle Class ◽  
Black Girls ◽  
Theoretical Framework ◽  
Exclusionary Discipline ◽  
Discipline Practices ◽  
Black Girlhood ◽  
Extracurricular Programs

This article explores how extracurricular programs designed as interventions in the criminalization of Black girls may constrict their identities. Through a womanist theoretical framework, authors investigate the discourses about Black girlhood that permeate one extracurricular initiative which aims to counter the effects of exclusionary discipline practices on Black girls. The authors find that these discourses advance respectability politics, thus reinforcing an exclusive model of ideal Black girlhood as one aligned with White, Western, Judeo-Christian, patriarchal, heterosexist, and middle-class values. Authors conclude with suggestions for how extracurricular initiatives may develop programming and curricula that are inclusive of pluralized Black girlhoods.

Addressing the Impact of Trauma in High Poverty Elementary Schools

2019 ◽  
pp. 135-153
Author(s):  
La Vera Brown ◽  
Tahani Dari ◽  
Natalie Spencer
Keyword(s):  
Social Justice ◽  
Elementary Schools ◽  
School Counseling ◽  
School Counselors ◽  
Ecological Factors ◽  
High Poverty ◽  
High Poverty Schools ◽  
Multiple Perspectives ◽  
Mental Health Programs ◽  
The Impact

A positioned-subject qualitative approach was used to uncover multiple perspectives held by elementary school counselors as to how they interpret their work with children affected by trauma in high-poverty schools. As such, school counselors' knowledge of the impact of ecological factors that led to childhood trauma was examined. Findings indicated that complex and systemic trauma were common themes that informed the schools counselors' ability to advocate effectively for mental health programs for children in high poverty schools. This qualitative study also introduces an ecological and social justice (ESJ) school-counseling model for school counseling in high poverty elementary schools that demonstrates how social justice-oriented school counselors seek to meet the needs of their students with mental illness who come from high poverty backgrounds.

A New Model for Student Support in High-Poverty Urban Elementary Schools

2014 ◽  
Vol 51 (4) ◽  
pp. 704-737 ◽  
Author(s):  
Mary E. Walsh ◽  
George F. Madaus ◽  
Anastasia E. Raczek ◽  
Eric Dearing ◽  
Claire Foley ◽  
...  
Keyword(s):  
Elementary Schools ◽  
Student Support ◽  
High Poverty ◽  
Urban Elementary Schools ◽  
New Model

Improving a universal intervention for reducing exclusionary discipline practices using student and teacher guidance

2021 ◽  
Author(s):  
Rhonda N. T. Nese ◽  
María Reina Santiago‐Rosario ◽  
Saki Malose ◽  
Jillian Hamilton ◽  
Joseph F. T. Nese ◽  
...  
Keyword(s):  
Exclusionary Discipline ◽  
Universal Intervention ◽  
Teacher Guidance ◽  
Discipline Practices
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