Title

Reframing Discipline: Case Studies of Effective Teachers in High-Poverty Settings

Abstract

Research related to school discipline consistently reveals that students of color, particularly Black students, are vulnerable to differential and disproportionate rates of punitive disciplinary sanctions. Punishments such as suspension and expulsion are typical ways schools respond to challenging behavior, despite the fact that they contribute to lost instructional time, student disengagement, and dropping out of school. Given these concerns, the purpose of the present study is to understand effective teachers’ perspectives and practices related to student behavior that they believe violates classroom norms. Findings revealed that the teachers’ interactions went beyond behavioral and academic learning and they held similar commitments to seeing their students become successful in life. Implications for practitioners and researchers will be shared.

Publication Date

4-4-2014

Publisher

American Educational Research Association

Document Type

Conference Proceeding

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