Literaturnachweis - Detailanzeige
| Autor/inn/en | Kintz, Tara; Ellefson, Nicole Christine |
|---|---|
| Titel | Addressing Racial Disparity in School Discipline: A Cognitive Flexibility Approach to District Improvement |
| Quelle | (2023), (15 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Disproportionate Representation; Discipline; Partnerships in Education; Educational Improvement; College School Cooperation; Program Effectiveness; African American Students; Faculty Development; Elementary Secondary Education; Teachers; Coaching (Performance); Michigan; Michigan (Flint) |
| Abstract | Detentions and suspensions disproportionately affect children from racial and ethnic minority backgrounds, specifically Black children and children of lower socioeconomic status. These disparities in school discipline are addressed in a cognitive flexibility approach to professional learning through a privately funded district improvement partnership between a team from a university college of education and a local school district. Through facilitated sessions and on-site coaching, educators reflected on their attitudes and assumptions about themselves, their students, and race. Educators worked in teams using protocols for collaborative inquiry, self-reflection, and data-based action planning to transform their disciplinary practices. We highlight the cognitive flexibility approach and the reduction in suspensions of Black students by 54% from the 2014-15 to the 2018-19 school year. (As Provided). |
| Anmerkungen | AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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