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Discipline Reform through the Eyes of Teachers

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Title: Discipline Reform through the Eyes of Teachers
Language: English
Authors: Griffith, David, Tyner, Adam, Thomas B. Fordham Institute, Thomas B. Fordham Foundation
Source: Thomas B. Fordham Institute. 2019.
Availability: Thomas B. Fordham Institute. 1701 K Street NW Suite 1000, Washington, DC 20006. Tel: 202-223-5452; Fax: 202-223-9226; e-mail: thegadfly@fordhaminstitute.org; Web site: https://fordhaminstitute.org/
Peer Reviewed: N
Page Count: 80
Publication Date: 2019
Sponsoring Agency: Achelis and Bodman Foundations
Sarah Scaife Foundation
Document Type: Reports - Research
Education Level: Elementary Secondary Education
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12
Descriptors: Discipline Policy, Change, Teacher Attitudes, African American Teachers, Whites, Elementary Secondary Education, Suspension, Student Behavior, Behavior Problems, Poverty, Socioeconomic Influences, Violence, Racial Differences, Accountability, Positive Behavior Supports, Student Placement, Expulsion
Abstract: The public debate over discipline policy remains depressingly polarized and simplistic. Advocates of reform argue that suspensions and other forms of exclusionary discipline are associated with negative outcomes, including higher rates of criminal justice involvement--and that they are implemented unfairly. In contrast, skeptics argue that we must consider the interests of all students, not just those who misbehave, that schools depend on suspensions and the like to maintain order, and that the proposed alternatives are unproven and unrealistic. Because school discipline is so difficult to study, most of the research associated with the topic cannot be considered causal. Consequently, both advocates and critics of reform have often resorted to impassioned rhetoric. What they haven't done often enough since the discipline debate began is solicit input from the individuals with the most firsthand experience with discipline problems and the proposed solutions--namely, our teachers. Accordingly, this study asks a nationally representative sample of African American and white teachers in grade 3-12 classrooms what they think about school discipline. [Foreword and executive summary by Amber M. Northern and Michael J. Petrilli.]
Abstractor: ERIC
Entry Date: 2019
Accession Number: ED597759
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Discipline Reform through the Eyes of Teachers
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  Data: Thomas B. Fordham Institute. 1701 K Street NW Suite 1000, Washington, DC 20006. Tel: 202-223-5452; Fax: 202-223-9226; e-mail: thegadfly@fordhaminstitute.org; Web site: https://fordhaminstitute.org/
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  Data: N
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  Data: 80
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  Data: 2019
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  Data: Achelis and Bodman Foundations<br />Sarah Scaife Foundation
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  Data: Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+6%22">Grade 6</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+7%22">Grade 7</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+8%22">Grade 8</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+9%22">Grade 9</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+10%22">Grade 10</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+11%22">Grade 11</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+12%22">Grade 12</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Discipline+Policy%22">Discipline Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Change%22">Change</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22African+American+Teachers%22">African American Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Whites%22">Whites</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Suspension%22">Suspension</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Behavior%22">Student Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior+Problems%22">Behavior Problems</searchLink><br /><searchLink fieldCode="DE" term="%22Poverty%22">Poverty</searchLink><br /><searchLink fieldCode="DE" term="%22Socioeconomic+Influences%22">Socioeconomic Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Violence%22">Violence</searchLink><br /><searchLink fieldCode="DE" term="%22Racial+Differences%22">Racial Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Accountability%22">Accountability</searchLink><br /><searchLink fieldCode="DE" term="%22Positive+Behavior+Supports%22">Positive Behavior Supports</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Placement%22">Student Placement</searchLink><br /><searchLink fieldCode="DE" term="%22Expulsion%22">Expulsion</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The public debate over discipline policy remains depressingly polarized and simplistic. Advocates of reform argue that suspensions and other forms of exclusionary discipline are associated with negative outcomes, including higher rates of criminal justice involvement--and that they are implemented unfairly. In contrast, skeptics argue that we must consider the interests of all students, not just those who misbehave, that schools depend on suspensions and the like to maintain order, and that the proposed alternatives are unproven and unrealistic. Because school discipline is so difficult to study, most of the research associated with the topic cannot be considered causal. Consequently, both advocates and critics of reform have often resorted to impassioned rhetoric. What they haven't done often enough since the discipline debate began is solicit input from the individuals with the most firsthand experience with discipline problems and the proposed solutions--namely, our teachers. Accordingly, this study asks a nationally representative sample of African American and white teachers in grade 3-12 classrooms what they think about school discipline. [Foreword and executive summary by Amber M. Northern and Michael J. Petrilli.]
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 80
    Subjects:
      – SubjectFull: Discipline Policy
        Type: general
      – SubjectFull: Change
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: African American Teachers
        Type: general
      – SubjectFull: Whites
        Type: general
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Suspension
        Type: general
      – SubjectFull: Student Behavior
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      – SubjectFull: Behavior Problems
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      – SubjectFull: Poverty
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      – SubjectFull: Socioeconomic Influences
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      – SubjectFull: Violence
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      – SubjectFull: Racial Differences
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      – SubjectFull: Accountability
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      – SubjectFull: Positive Behavior Supports
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      – SubjectFull: Student Placement
        Type: general
      – SubjectFull: Expulsion
        Type: general
    Titles:
      – TitleFull: Discipline Reform through the Eyes of Teachers
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