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Addressing student behavior to meet everyone's needs.

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Title: Addressing student behavior to meet everyone's needs.
Authors: Hicks, Nasaskyia R. (AUTHOR) nasaskh@clemson.edu
Source: Phi Delta Kappan. Dec2024/Jan2025, Vol. 106 Issue 4, p36-41. 6p.
Subject Terms: *Psychology of students, *School discipline, *School districts, *Teachers, Evidence gaps
Abstract: Problem behavior disrupts classrooms across the United States, impacting student learning. Despite the adverse consequences, teachers often exclude disruptive students from school as a punitive and default response to problem behavior. Alternatives to exclusion are becoming increasingly popular in many school districts to improve behavior and keep students in the classroom. But these alternatives tend to group students without identifying and addressing their individualized needs. Nasaskyia R. Hicks reviews the existing literature on punitive school discipline, considers the benefits of alternative discipline, and strengthens the underexplored gaps in research by conceptualizing an approach teachers can use. [ABSTRACT FROM AUTHOR]
Copyright of Phi Delta Kappan is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Addressing student behavior to meet everyone's needs.
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  Data: <searchLink fieldCode="AR" term="%22Hicks%2C+Nasaskyia+R%2E%22">Hicks, Nasaskyia R.</searchLink> (AUTHOR)<i> nasaskh@clemson.edu</i>
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  Data: <searchLink fieldCode="JN" term="%22Phi+Delta+Kappan%22">Phi Delta Kappan</searchLink>. Dec2024/Jan2025, Vol. 106 Issue 4, p36-41. 6p.
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  Data: *<searchLink fieldCode="DE" term="%22Psychology+of+students%22">Psychology of students</searchLink><br />*<searchLink fieldCode="DE" term="%22School+discipline%22">School discipline</searchLink><br />*<searchLink fieldCode="DE" term="%22School+districts%22">School districts</searchLink><br />*<searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Evidence+gaps%22">Evidence gaps</searchLink>
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  Data: Problem behavior disrupts classrooms across the United States, impacting student learning. Despite the adverse consequences, teachers often exclude disruptive students from school as a punitive and default response to problem behavior. Alternatives to exclusion are becoming increasingly popular in many school districts to improve behavior and keep students in the classroom. But these alternatives tend to group students without identifying and addressing their individualized needs. Nasaskyia R. Hicks reviews the existing literature on punitive school discipline, considers the benefits of alternative discipline, and strengthens the underexplored gaps in research by conceptualizing an approach teachers can use. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Phi Delta Kappan is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=181276662
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        Value: 10.1177/00317217241304829
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        Text: English
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        Type: general
      – SubjectFull: School discipline
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      – SubjectFull: School districts
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      – SubjectFull: Teachers
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              M: 12
              Text: Dec2024/Jan2025
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              Y: 2024
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