Student Discipline Problems and the Transition From Elementary to Middle School
Bibliographic Data
| ID | 9728933 |
|---|---|
| Authors | Matthew T Theriot (University of Tennessee at Knoxville, corresponding author), David R Dupper (University of Tennessee at Knoxville) |
| Year | 2010 |
| Volume | 42 |
| Issue | 2 |
| Pages | 205-222 |
| Publication date | 2010-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education and Urban Society (JOURNAL) |
| Journal identifiers | ISSN: 0013-1245 • E-ISSN: 1552-3535 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0013124509349583 |
| OpenAlex | W2136736325 |
| Language | EN |
| Citations received | 15 |
| References cited | 21 |
The transition from elementary to middle school is difficult for many students. However, the association between such transitions and changes in the types and frequencies of student discipline problems has not been adequately investigated. Using data from two school years, infractions and dispositions for all 5th-grade students ( N = 4,196) from one school district are followed from the final year of elementary school through the first year of middle school. Results show a substantial increase in reported student discipline problems and the use of in-school suspension in middle school.This increase is most dramatic for subjectively defined infractions like “class disturbance” and “failure to follow rules” compared to more concrete, objective infractions. Implications for educators and school administrators are discussed
Mathematics education · Middle class · Pedagogy · Political science · School Discipline · School teachers · Transition (genetics · Behavioral and Psychological Studies · Bullying, Victimization, and Aggression · Education Discipline and Inequality · Psychology
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Do Suspensions Affect Student Outcomes?
Analyzing Within-Subject Interdependencies of Cognitive Attributes in Mathematics and Science
Exploring the Relationships Among Student Outcomes and Case Management Services Delivered by School Social Workers
Direction of associations between personality traits and educational identity processes
Bad boys, good girls? Implicit and explicit attitudes toward ethnic minority students among elementary and secondary school teachers
Parsing Disciplinary Disproportionality
Exploring Underlying Dimensions of Social Connectedness in the Experiences of Suspended Young People from Ethnically Diverse Populations in the USA
Trajectories of Students’ School Climate Dimensions throughout Middle School Transition
Sociodemographic Moderators of Middle School Transition Effects on Academic Achievement
Practices to prepare students with disabilities for the transition to new educational settings
Physical aggression toward teachers
Arrested Development
Psychopathology and Related Psychosocial Factors in Children with Office Discipline Referrals at School
Gentrified Discipline
The Disproportionate Discipline of African American Learners
The Transition to Junior High School
Achievement Loss Associated With the Transition to Middle School and High School
The Social Construction of School Punishment
Assessing the Transitions to Middle and High School
School Transitions and Adjustment During Early Adolescence
The Role of Protective Factors in Supporting the Academic Achievement of Poor African American Students During the Middle School Transition
Student suspension
The Crime of Punishment
A new self-report scale of intrinsic versus extrinsic orientation in the classroom
The future of schooling
Black Students and School Failure
Experiences of Urban Youth Navigating the Transition to Ninth Grade
| Unique citing works | 15 |
|---|---|
| Citations per year | 1,25 |
| Citation span | 2014 - 2026 (13) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 15 |