View in EDS HTML Full Text PDF Full Text

Reducing racial and ethnic disproportionality in school discipline through an assessment‐to‐intervention process: A framework and process.

Saved in:
Bibliographic Details
Title: Reducing racial and ethnic disproportionality in school discipline through an assessment‐to‐intervention process: A framework and process.
Authors: Pullmann, Michael D. (AUTHOR), Gaias, Larissa M. (AUTHOR), Duong, Mylien T. (AUTHOR), Gill, Tara (AUTHOR), Curry, Caryn (AUTHOR), Cicchetti, Colleen (AUTHOR), Raviv, Tali (AUTHOR), Kiche, Sharon (AUTHOR), Cook, Clayton R. (AUTHOR)
Source: Psychology in the Schools. Dec2022, Vol. 59 Issue 12, p2486-2505. 20p. 1 Diagram, 2 Graphs.
Subjects: School discipline, Educators, Racial inequality, Pilot projects
Geographic Terms: United States
Abstract: 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. Highlights: The Disproportionality in Discipline Assessment for Schools (DDAS) is a suite of tools to help schools achieve more equitable discipline.Focus groups and a pilot study with educators found the DDAS useful and feasible. [ABSTRACT FROM AUTHOR]
Copyright of Psychology in the Schools is the property of Wiley-Blackwell 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: Psychology and Behavioral Sciences Collection
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: pbh
DbLabel: Psychology and Behavioral Sciences Collection
An: 160001861
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Reducing racial and ethnic disproportionality in school discipline through an assessment‐to‐intervention process: A framework and process.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Pullmann%2C+Michael+D%2E%22">Pullmann, Michael D.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Gaias%2C+Larissa+M%2E%22">Gaias, Larissa M.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Duong%2C+Mylien+T%2E%22">Duong, Mylien T.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Gill%2C+Tara%22">Gill, Tara</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Curry%2C+Caryn%22">Curry, Caryn</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Cicchetti%2C+Colleen%22">Cicchetti, Colleen</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Raviv%2C+Tali%22">Raviv, Tali</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Kiche%2C+Sharon%22">Kiche, Sharon</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Cook%2C+Clayton+R%2E%22">Cook, Clayton R.</searchLink> (AUTHOR)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Psychology+in+the+Schools%22">Psychology in the Schools</searchLink>. Dec2022, Vol. 59 Issue 12, p2486-2505. 20p. 1 Diagram, 2 Graphs.
– Name: Subject
  Label: Subjects
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22School+discipline%22">School discipline</searchLink><br /><searchLink fieldCode="DE" term="%22Educators%22">Educators</searchLink><br /><searchLink fieldCode="DE" term="%22Racial+inequality%22">Racial inequality</searchLink><br /><searchLink fieldCode="DE" term="%22Pilot+projects%22">Pilot projects</searchLink>
– Name: SubjectGeographic
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22United+States%22">United States</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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. Highlights: The Disproportionality in Discipline Assessment for Schools (DDAS) is a suite of tools to help schools achieve more equitable discipline.Focus groups and a pilot study with educators found the DDAS useful and feasible. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Psychology in the Schools is the property of Wiley-Blackwell 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=pbh&AN=160001861
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1002/pits.22651
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 20
        StartPage: 2486
    Subjects:
      – SubjectFull: School discipline
        Type: general
      – SubjectFull: Educators
        Type: general
      – SubjectFull: Racial inequality
        Type: general
      – SubjectFull: Pilot projects
        Type: general
      – SubjectFull: United States
        Type: general
    Titles:
      – TitleFull: Reducing racial and ethnic disproportionality in school discipline through an assessment‐to‐intervention process: A framework and process.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Pullmann, Michael D.
      – PersonEntity:
          Name:
            NameFull: Gaias, Larissa M.
      – PersonEntity:
          Name:
            NameFull: Duong, Mylien T.
      – PersonEntity:
          Name:
            NameFull: Gill, Tara
      – PersonEntity:
          Name:
            NameFull: Curry, Caryn
      – PersonEntity:
          Name:
            NameFull: Cicchetti, Colleen
      – PersonEntity:
          Name:
            NameFull: Raviv, Tali
      – PersonEntity:
          Name:
            NameFull: Kiche, Sharon
      – PersonEntity:
          Name:
            NameFull: Cook, Clayton R.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 12
              Text: Dec2022
              Type: published
              Y: 2022
          Identifiers:
            – Type: issn-print
              Value: 00333085
          Numbering:
            – Type: volume
              Value: 59
            – Type: issue
              Value: 12
          Titles:
            – TitleFull: Psychology in the Schools
              Type: main
ResultId 1