Administering Discipline

An Examination of the Factors Shaping School Discipline Practices

Datos Bibliográficos

ID9729172
AutoresR O Welsh (0000-0001-6079-4111, Vanderbilt University, Nashville, TN, USA, autor de correspondencia)
Año2024
Volumen56
Número7
Páginas847-880
Fecha de publicación2024-09-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaEducation and Urban Society (JOURNAL)
Identificadores de la revistaISSN: 0013-1245 • E-ISSN: 1552-3535
EditorialSAGE Publications (PUBLISHER • US)
DOI10.1177/00131245231208170
OpenAlexW4389740083
IdiomaEN
Citas recibidas7
Referencias citadas68

School discipline is a significant educational policy and equity issue in K-12 education due to well-documented racial inequality in exclusionary discipline and the deleterious effects of exclusionary discipline on academic and adult outcomes. Drawing on interviews with district and school administrators and teachers in an “urban-emergent” district, this exploratory qualitative case study identifies and explicates the key factors that shape disciplinary practices within schools. Two major factors emerge as critical to school discipline practices in K-12 schools: (a) teacher preparation and (b) modeling of effective school discipline practices (how school leaders support teachers and how mentors support school leaders in the disciplinary process). Four key themes regarding teacher preparation emerge (a) relationship building, (b) classroom management, (c) cultural responsiveness and proficiency, and (d) experiential learning. The race and gender of educators permeate these factors. Implications for education policy and practice are discussed

Discipline · Educational Equity · Equity (law · Experiential learning · Pedagogy · Political science · Qualitative research · School Discipline · Social science · Sociology · Bullying, Victimization, and Aggression · Education Discipline and Inequality · Psychology