Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 1 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 1 |
Descriptor
| African American Students | 1 |
| COVID-19 | 1 |
| Context Effect | 1 |
| Conventional Instruction | 1 |
| Discipline | 1 |
| Distance Education | 1 |
| Ethnic Stereotypes | 1 |
| Expulsion | 1 |
| Fear | 1 |
| Males | 1 |
| Pandemics | 1 |
| More ▼ | |
Source
| School Psychology | 1 |
Author
| Bookser, Brita A. | 1 |
| Jarvis, Shoshana N. | 1 |
| Kim, Moonhawk | 1 |
| Okonofua, Jason A. | 1 |
| Olu-Odumosu, Ayomide | 1 |
| Ruiz, Michael | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
| Early Childhood Education | 1 |
| Preschool Education | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkBookser, Brita A.; Ruiz, Michael; Olu-Odumosu, Ayomide; Kim, Moonhawk; Jarvis, Shoshana N.; Okonofua, Jason A. – School Psychology, 2021
The COVID-19 pandemic transformed the context and delivery of early childhood education, yet little is known about its impact on exclusionary discipline (e.g., suspension, expulsion), which nationally representative evidence has shown disproportionately impacts Black boys. Using one experiment, we test how preschool providers respond to three…
Descriptors: COVID-19, Pandemics, School Closing, Distance Education
