Disciplinary Challenges
How Do Principals Address This Dilemma
Datos Bibliográficos
| ID | 10856434 |
|---|---|
| Autores | Gathogo Mukuria (Franciscan University of Steubenville, autor de correspondencia) |
| Año | 2002 |
| Volumen | 37 |
| Número | 3 |
| Páginas | 432-432 |
| Fecha de publicación | 2002-05-01 |
| Peer Reviewed | Sí |
| Open Access | No |
| Tipo | ARTICLE |
| Revista | Urban Education (JOURNAL) |
| Identificadores de la revista | ISSN: 0042-0859 • E-ISSN: 1552-8340 |
| Editorial | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/004208502128847432 |
| OpenAlex | W4236783549 |
| Idioma | EN |
| Referencias citadas | 9 |
This article explores and compares the role of principals in predominantly African American urban middle schools with suspension rates. This study compares how principals in schools with low and high suspension rates differ in addressing disciplinary challenges. The selection of the principals was based on a purposeful sampling technique. Data were collected through observations, interviews, and document analysis. The findings indicate several factors contributing to lower suspension rates including high parental involvement, structured environment, schoolwide discipline programs, and mutual respect among students and teachers. Contrarily, schools with high suspension rates have ineffective use of these attributes
Academic achievement · Dilemma · Discipline · Mathematics education · Pedagogy · Racial bias · Racism · Social science · Sociology · Suspension (topology) · Education Discipline and Inequality · Gender Studies · Parental Involvement in Education · Psychology · Teacher Education and Leadership Studies
| Velocidad de citación | historical |
|---|---|
| Altamente citado | No |