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Policy-Assigned Teacher Observations, Their Implementation, and Student Discipline Outcomes: Main, Mediated, and Moderated Relationships.

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Title: Policy-Assigned Teacher Observations, Their Implementation, and Student Discipline Outcomes: Main, Mediated, and Moderated Relationships.
Authors: Hunter, Seth B.1 (AUTHOR) shunte@gmu.edu, Kho, Adam2 (AUTHOR), Bowser, Katherine M3 (AUTHOR)
Source: American Educational Research Journal. Dec2025, Vol. 62 Issue 6, p1173-1206. 34p.
Subject Terms: *School discipline, *Student suspension, *Teacher evaluation, *Classroom management, *Education policy, *Human capital, *Teaching experience, Policy analysis
Abstract: This study is the first to estimate main, mediated, and moderated relationships between policy-assigned observations and various student discipline outcomes (SDOs). We also examined the relationships between SDOs and observations conducted. The data suggest that the percentage of students who receive at least one SDO decreases as policy assigns schools an additional 25 observations and that in-school suspension reductions drive this relationship. Improvements in teachers' classroom management skills mediate some SDO reductions. We found that several relationships substantively depend on the degree of prior-year SDOs and the average teacher's years of experience. While policy-assigned observations determined by teacher human capital measures may reduce SDOs, observations conducted for unobserved reasons may not. [ABSTRACT FROM AUTHOR]
Copyright of American Educational Research Journal 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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PubType: Academic Journal
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  Data: Policy-Assigned Teacher Observations, Their Implementation, and Student Discipline Outcomes: Main, Mediated, and Moderated Relationships.
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  Data: <searchLink fieldCode="AR" term="%22Hunter%2C+Seth+B%2E%22">Hunter, Seth B.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> shunte@gmu.edu</i><br /><searchLink fieldCode="AR" term="%22Kho%2C+Adam%22">Kho, Adam</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Bowser%2C+Katherine+M%22">Bowser, Katherine M</searchLink><relatesTo>3</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22American+Educational+Research+Journal%22">American Educational Research Journal</searchLink>. Dec2025, Vol. 62 Issue 6, p1173-1206. 34p.
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  Data: *<searchLink fieldCode="DE" term="%22School+discipline%22">School discipline</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+suspension%22">Student suspension</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+evaluation%22">Teacher evaluation</searchLink><br />*<searchLink fieldCode="DE" term="%22Classroom+management%22">Classroom management</searchLink><br />*<searchLink fieldCode="DE" term="%22Education+policy%22">Education policy</searchLink><br />*<searchLink fieldCode="DE" term="%22Human+capital%22">Human capital</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+experience%22">Teaching experience</searchLink><br /><searchLink fieldCode="DE" term="%22Policy+analysis%22">Policy analysis</searchLink>
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  Label: Abstract
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  Data: This study is the first to estimate main, mediated, and moderated relationships between policy-assigned observations and various student discipline outcomes (SDOs). We also examined the relationships between SDOs and observations conducted. The data suggest that the percentage of students who receive at least one SDO decreases as policy assigns schools an additional 25 observations and that in-school suspension reductions drive this relationship. Improvements in teachers' classroom management skills mediate some SDO reductions. We found that several relationships substantively depend on the degree of prior-year SDOs and the average teacher's years of experience. While policy-assigned observations determined by teacher human capital measures may reduce SDOs, observations conducted for unobserved reasons may not. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of American Educational Research Journal 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=189024008
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        Value: 10.3102/00028312251360923
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        Text: English
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        Type: general
      – SubjectFull: Student suspension
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      – SubjectFull: Teacher evaluation
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      – SubjectFull: Classroom management
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      – SubjectFull: Education policy
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              Text: Dec2025
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