Understanding the Discipline Gap from an Ecological Perspective

Autor/inn/en	McElderry, Cathy G.; Cheng, Tyrone C.
Titel	Understanding the Discipline Gap from an Ecological Perspective
Quelle	In: Children & Schools, 36 (2014) 4, S.241-249 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1532-8759
DOI	10.1093/cs/cdu020
Schlagwörter	Expulsion; Mothers; Parent Participation; School Location; Ancillary School Services; Secondary School Students; Multivariate Analysis; Age Differences; Gender Differences; Racial Differences; Ethnicity; Welfare Recipients; Employment Level; School Counselors; Individualized Education Programs; Health Services; Educational Attainment; Parent Background; Non English Speaking; Satisfaction; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Relegation; Mother; Mutter; Elternmitwirkung; Schulgelände; Sekundarschüler; Multivariate Analyse; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Rassenunterschied; Ethnizität; Sozialhilfeempfänger; Sozialhilfeempfängerin; Beschäftigungsgrad; School counselor; Beratungslehrer; Pädagogischer Berater; Individualized education program; Individualisierendes Lernen; Health service; Gesundheitsdienst; Gesundheitswesen; Bildungsabschluss; Bildungsgut; Elternhaus; Zufriedenheit; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	This study investigated school exclusion's relationships with student characteristics, mother characteristics, parental involvement, school location, and service provision. The researchers examined data from 4,837 students in seventh to 12th grade extracted from a national data set. Multivariate results showed that student's age, gender, race, or ethnicity; mother's receipt of public assistance and full-time employment; meeting guidance counselor; no parental involvement in individualized educational plan; teacher contacts; and receipt of non-school/state health care services increased the likelihood of school exclusion. However, mother's age and education level, non-English speaking, parental participation in school, and parental satisfaction with school reduced such likelihood. Implications for policies and intervention are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10