Administering Discipline: An Examination of the Factors Shaping School Discipline Practices

IF 0.8 4区教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH

Education and Urban Society Pub Date : 2023-12-13 DOI:10.1177/00131245231208170

Richard O. Welsh

引用次数: 0

Abstract

School discipline is a significant educational policy and equity issue in K-12 education due to well-documented racial inequality in exclusionary discipline and the deleterious effects of exclusionary discipline on academic and adult outcomes. Drawing on interviews with district and school administrators and teachers in an “urban-emergent” district, this exploratory qualitative case study identifies and explicates the key factors that shape disciplinary practices within schools. Two major factors emerge as critical to school discipline practices in K-12 schools: (a) teacher preparation and (b) modeling of effective school discipline practices (how school leaders support teachers and how mentors support school leaders in the disciplinary process). Four key themes regarding teacher preparation emerge (a) relationship building, (b) classroom management, (c) cultural responsiveness and proficiency, and (d) experiential learning. The race and gender of educators permeate these factors. Implications for education policy and practice are discussed.

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管理纪律：研究影响学校纪律措施的因素

学校纪律是 K-12 教育中一个重要的教育政策和公平问题，因为排斥性纪律中的种族不平等以及排斥性纪律对学业和成人结果的有害影响都有充分的记录。这项探索性定性案例研究通过对一个 "城市新兴 "学区的学区、学校管理人员和教师进行访谈，确定并阐述了影响学校纪律处分做法的关键因素。有两个主要因素对 K-12 学校的校纪实践至关重要：(a) 教师准备和 (b) 有效校纪实践的示范（学校领导如何支持教师以及导师如何在惩戒过程中支持学校领导）。在教师准备方面出现了四个关键主题：（a）建立关系；（b）课堂管理；（c）文化响应和能力；（d）体验式学习。教育者的种族和性别因素渗透在这些因素中。讨论了对教育政策和实践的影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Education and Urban Society Multiple-

CiteScore

3.00

自引率

8.30%

发文量

期刊介绍： Education and Urban Society (EUS) is a multidisciplinary journal that examines the role of education as a social institution in an increasingly urban and multicultural society. To this end, EUS publishes articles exploring the functions of educational institutions, policies, and processes in light of national concerns for improving the environment of urban schools that seek to provide equal educational opportunities for all students. EUS welcomes articles based on practice and research with an explicit urban context or component that examine the role of education from a variety of perspectives including, but not limited to, those based on empirical analyses, action research, and ethnographic perspectives as well as those that view education from philosophical, historical, policy, and/or legal points of view.lyses.