Year: 2020
Type: article
Abstract: School discipline disproportionately impacts males, students of color, and those from low socioeconomic backgrounds.Previous research has focused on these disproportionalities and the different types of discipline used in response to student behavior, but there is a lack of research focused on how teachers decide how to discipline students.The purpose of the current study was to determine the extent to which teachers' perceptions of their students-in other words, the knowledge that they have about their students-impacts the disciplinary measures they take to address behavior.The current study followed the transformative paradigm and utilized a qualitative, open-ended survey to collect data.Eleven pre-K-12 teachers from Midwestern school districts were recruited through the use of informants.Participants reported more problem behaviors from male students and those in special education settings.They reported the use of alternative discipline measures more often than exclusionary discipline measures.Finally, participants reported that they consider mitigating factors when determining appropriate consequences for students.The findings from this study can inform teacher training programs and strategies to combat problem behavior in schools.v I would like to dedicate this research to my kiddos, who taught me that working in education is so much more than lesson planning.It's also dedicated to all those who have been harmed by inequities, both in and out of schools.And to my family, blood and otherwise, who have supported me endlessly and helped me become who I am today.Thank you for inspiring me to keep going when it gets hard, and always reminding me that my thoughts and feelings are valid and worth sharing.I hope to keep making you proud.
Author: Brianna L Dudley
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W3095078390