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Tytuł pozycji:

Changes in Exclusionary and Nonexclusionary Discipline in Grades K-5 Following State Policy Reform in Oregon. Appendixes. REL 2021-061

Tytuł :
Changes in Exclusionary and Nonexclusionary Discipline in Grades K-5 Following State Policy Reform in Oregon. Appendixes. REL 2021-061
Autorzy :
National Center for Education Evaluation and Regional Assistance (ED); Regional Educational Laboratory Northwest (ED); Education Northwest
Źródło :
Regional Educational Laboratory Northwest. 31 pp.
Dostępność :
Regional Educational Laboratory Northwest. Available from: Institute of Education Sciences. 550 12th Street SW, Washington, DC 20202. Tel: 202-245-6940; Web site: https://ies.ed.gov/ncee/edlabs/regions/northwest/index.asp
Recenzowane naukowo :
Y
Data publikacji :
2021
Deskryptory :
Equal Education, Racial Bias, Discipline, State Legislation, Educational Policy, Suspension, African American Students, Hispanic American Students, White Students, Minority Group Students, Policy Formation, Behavior Problems, Student Behavior, Disproportionate Representation, Aggression, Elementary Education, Positive Behavior Supports, American Indian Students, Alaska Natives, Asian American Students, Multiracial Persons, Expulsion, Pacific Islanders, Pacific Americans, Hawaiians, At Risk Students, Student Characteristics, Gender Differences, Socioeconomic Status, Referral, Zero Tolerance Policy
Abstractor :
ERIC
Liczba referencji :
-1
Język :
English
Contract Number :
EDIES17C0009
Liczba stron :
31
Education Level :
Elementary Education
Typ publikacji :
Reports - Research; Numerical/Quantitative Data
IES Publication :
https://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=4638
Kod czasopisma :
MAY2021
Data wpisu :
2021
Numer akcesji :
ED610684
Raport
These are the appendixes for the report, "Changes in Exclusionary and Nonexclusionary Discipline in Grades K-5 Following State Policy Reform in Oregon" (ED610682). Students in grades K-5 who receive exclusionary discipline are more likely to experience chronic absenteeism, academic failure, and disciplinary problems throughout their school career. In the long term they are at greater risk of delinquency, substance abuse, and dropout. Elementary school students in schools with higher rates of exclusionary discipline report lower ratings of classroom order, feelings of safety, and have lower academic achievement than students in schools that use positive behavioral supports. Further, removing students for minor disruptive behaviors does not improve academic outcomes for students in the school who are not suspended. These studies provide evidence that school discipline is an important concern. However, additional research is needed to determine whether exclusionary discipline causes these negative student outcomes. This study used University of Oregon Schoolwide Information System (SWIS) data to examine the use of exclusionary and nonexclusionary discipline practices in grade K-5 from 2011/12 through 2017/18 in a voluntary sample of schools implementing Positive Behavioral Interventions and Supports (PBIS). The data covered the four years before implementation of the 2015 school discipline policy change (2011/12-2014/15) and the three years following implementation (2015/16-2017/18). Three appendixes are included: (1) About the study; (2) Methods; and (3) Supporting analysis. [For the full report, see ED610682. For the study snapshot, see ED610683.]

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