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Amanda P. Williford; Pilar Alamos; Jessica E. Whittaker; Maria R. Accavitti – Early Education and Development, 2024
Research Findings: Students perceived as struggling to regulate their emotions and behavior are at risk for experiencing classroom and school exclusion beginning in preschool. In this preliminary and exploratory secondary data analysis study, we examined teachers' self-reported use of classroom-based soft exclusionary discipline practices with…
Descriptors: Preschool Teachers, Kindergarten, Student Behavior, Discipline
Educators' Perspectives on Implementing Restorative Practices with Fidelity in the Primary Classroom
Kelly Erin Jenkins – ProQuest LLC, 2024
Punitive disciplinary approaches have been used for decades in primary grades with little improvement in behavior and negative impacts on classroom climate. This qualitative case study explored the perspectives of administrators and educators implementing restorative practice (RP) with fidelity in the primary grades of urban public elementary…
Descriptors: Restorative Practices, Elementary School Teachers, Discipline Policy, Classroom Environment
Wriston, Blair; Duchesneau, Nancy – Education Trust, 2023
School discipline policies are broadly intended to foster a high-quality learning environment by maintaining safety in the classroom; however, far too often, schools adopt measures that harm a student's social, emotional, academic, and in some cases, physical health and well-being. To create physically safe and emotionally supportive environments…
Descriptors: Discipline, Discipline Policy, Elementary Secondary Education, Preschool Education
Riley Burr; Jana Kemp; Ke Wang – National Center for Education Statistics, 2024
These are the supplemental tables for the report, "Crime, Violence, Discipline, and Safety in U.S. Public Schools: Findings from the School Survey on Crime and Safety: 2021-22. First Look. NCES 2024-043." The report presents findings both on crime and violence in U.S. public schools and on the practices and programs schools have used to…
Descriptors: Crime, School Violence, School Safety, Public Schools
Jane Arnold Lincove; Catherine Mata; Kalena E. Cortes – Annenberg Institute for School Reform at Brown University, 2024
This research uses the implementation of a school suspension ban in Maryland to test whether a top-down state-initiated ban on suspensions in early primary grades can influence school behavior regarding school discipline. Beginning in the fall of 2017, the State of Maryland banned the use of out-of-school suspensions for grades PK-2, unless a…
Descriptors: State Policy, Suspension, Discipline Policy, Race
Xia, Jiangang; Shen, Jianping; Sun, Jingping – Educational Administration Quarterly, 2020
Do school district central offices and school principals have the same level of influence on school decisions? What does the district-principal power relationship look like? These two questions are discussed but are rarely examined in the literature. Based on a nationally representative sample from the 2007-2008 Schools and Staffing Survey data,…
Descriptors: Decision Making, School Districts, Power Structure, Principals
Keith C. Herman; James Sebastian; Colleen L. Eddy; Wendy M. Reinke – Grantee Submission, 2023
Much recent literature has highlighted the stressful nature of teaching and its relations with teacher and student wellbeing. The present study extended this literature to focus on special education teachers. We first conducted a latent class analysis to characterize patterns of stress and coping among special education teachers (N = 404).…
Descriptors: Instructional Leadership, Special Education, Stress Variables, Coping
Keith C. Herman; James Sebastian; Colleen L. Eddy; Wendy M. Reinke – Journal of Emotional and Behavioral Disorders, 2023
Much recent literature has highlighted the stressful nature of teaching and its relations with teacher and student well-being. The present study extended this literature to focus on special education teachers. We first conducted a latent class analysis to characterize patterns of stress and coping among special education teachers (N = 404).…
Descriptors: Instructional Leadership, Special Education, Stress Variables, Coping
Welsh, Richard O. – Educational Policy, 2022
School discipline is a salient challenge in K-12 districts nationwide. The majority of prior studies have focused on suspensions with relatively little attention paid to other forms of exclusionary discipline. This mixed-methods study provides a descriptive analysis of overlooked disciplinary consequences, namely, assignment to alternative…
Descriptors: Discipline Policy, Hearings, School Districts, Nontraditional Education
Gomez, John A.; Rucinski, Christina L.; Higgins-D'Alessandro, Ann – Journal of Moral Education, 2021
Research in school discipline suggests that punitive and exclusionary sanctions have adverse effects on students and are disproportionately administered to students of color and low-income students. School-based restorative justice practices have recently gained attention as an alternative disciplinary approach that emphasizes the reparation of…
Descriptors: Sanctions, Discipline Policy, Minority Group Students, Low Income Students
Education Trust, 2023
Social, emotional, and academic development (SEAD) is a holistic approach to supporting students' development and learning that is integral to ensuring positive outcomes in school and beyond. Schools must ensure students experience healthy development and rigorous learning. Unfortunately, students of color, students from low-income backgrounds,…
Descriptors: Elementary Secondary Education, Kindergarten, Social Development, Emotional Development
Hatziconstantis, Christos; Kolympari, Tania – International Journal of Leadership in Education, 2021
The study analyses teachers' perceptions of school relations and climate in a 'non-traditional' international school between the Greek national education departments and the IB department. Comparing perceptions of inwards and outwards oriented departments is relatively neglected in literature which treats schools and their culture(s) as monolithic…
Descriptors: Teacher Attitudes, Correlation, Teaching Methods, Educational Environment
Quick, Kimberly – Century Foundation, 2018
Morris Jeff Community School is a brand-new, ability-inclusive, intentionally diverse charter in the Mid-City area of New Orleans, Louisiana. In a city where the educational landscape is dominated by other charter schools, Morris Jeff stands out for its International Baccalaureate curriculum, dedication to ability inclusion and diversity,…
Descriptors: Community Schools, Student Diversity, Advanced Placement Programs, Inclusion
Welsh, Richard O.; Little, Shafiqua – Review of Educational Research, 2018
In recent decades, K-12 school discipline policies and practices have garnered increasing attention among researchers, policymakers, and educators. Disproportionalities in school discipline raise serious questions about educational equity. This study provides a comprehensive review of the extant literature on the contributors to racial, gender,…
Descriptors: Discipline Policy, School Policy, Racial Differences, Ethnicity
Albaiz, Najla Essa; Ernest, James M. – Childhood Education, 2015
Discipline and behavior modification in schools is a culturally dependent and sensitive subject. Despite research demonstrating that corporal punishment is not effective, it remains a common practice in over 70 countries worldwide. School discipline practices vary widely around the world and even within national borders. While physical punishment…
Descriptors: Kindergarten, Moral Development, Moral Values, Child Development
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