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Reducing Racial and Ethnic Disproportionality in School Discipline through an Assessment-to-Intervention Process: A Framework and Process

التفاصيل البيبلوغرافية
العنوان: Reducing Racial and Ethnic Disproportionality in School Discipline through an Assessment-to-Intervention Process: A Framework and Process
اللغة: English
المؤلفون: Pullmann, Michael D. (ORCID 0000-0001-8404-864X), Gaias, Larissa M. (ORCID 0000-0002-4097-3216), Duong, Mylien T., Gill, Tara (ORCID 0000-0003-4827-9648), Curry, Caryn, Cicchetti, Colleen, Raviv, Tali (ORCID 0000-0002-1771-4400), Kiche, Sharon, Cook, Clayton R. (ORCID 0000-0003-0877-939X)
المصدر: Psychology in the Schools. Dec 2022 59(12):2486-2505.
الإتاحة: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 20
تاريخ النشر: 2022
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R305B170021
R305H150035
نوع الوثيقة: Journal Articles
Reports - Research
Descriptors: Disproportionate Representation, Minority Group Students, Discipline, Intervention, Program Evaluation, Feedback (Response), Evaluation Methods
DOI: 10.1002/pits.22651
تدمد: 0033-3085
1520-6807
مستخلص: Racial and ethnic disproportionality in discipline (REDD) represents a longstanding and pervasive issue in the United States educational system. However, researchers and interventionists have not sufficiently provided educators with appropriate frameworks and feasible tools to disrupt REDD and promote equity. The goal of this paper is to present a framework of eight malleable factors associated with REDD and describe the Disproportionality in Discipline Assessment for Schools (DDAS). The DDAS is a suite of user-friendly tools based on this framework, designed to help school teams identify and address REDD. Two studies are described. Study 1 presents the results of educator feedback on a presentation of the framework and the DDAS in terms of their perception of its feasibility, usability, and validity/logical soundness. Study 2 presents the process of applying the DDAS in four real-world school settings. Results indicated that the framework and the DDAS were useful and feasible tools to help schools increase equity and address REDD. Modifications to the framework and the DDAS were made to improve validity and appropriateness.
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2022
رقم الأكسشن: EJ1354064
قاعدة البيانات: ERIC
الوصف
تدمد:0033-3085
1520-6807
DOI:10.1002/pits.22651