School Discipline Disparity: Converging Efforts for Better Student Outcomes

Okilwa, Nathern S. A.; Robert, Catherine

doi:10.1007/s11256-017-0399-8

Cited by 16 publications

(9 citation statements)

References 38 publications

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“…This way, academic freedom on the part of the teachers and school personnel were given importance. As they perform their duties in molding the students' character, they may adapt their teaching methods and techniques in managing a classroom with disciplined students (Okilwa & Robert, 2017).…”

Section: Discussionmentioning

confidence: 99%

How Protected are Teachers and School Personnel?: Critical Analysis of The Teacher Protection Act (Senate Bill 956)

Simbre

Palad

Salazar

2021

ijsl

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The contents of the Senate Bill 956, better known as the Teachers' Protection Policy Act was examined and analyzed based on the following themes, namely, support mechanisms for public school teachers and personnel, enhanced protection of public-school teachers and personnel, and training on guidelines and classroom discipline for public school teachers and personnel. According to the Republic Act, 4670 or the Magna Carta for Public School Teachers, the appropriateness of the act was checked to see how much help this bill can provide to the public-school teachers in the Philippines in terms of classroom discipline and classroom management. The bill poses excellent benefits to the public-school teachers. However, the Department of Education must identify which disciplinary acts or strategies are not categorized as child abuse and that there should be centralized policy implementations, seminars, and training to avoid misinterpretations and discipline avoidance among teachers. This paper hopes to contribute to a research-based, logical, and relevant drafting of HR policies and programs to support and protect the teachers as mandated in the Magna Carta for Public School teachers and SB 956. This study employed a qualitative method using resources available online.

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Section: Discussionmentioning

confidence: 99%

How Protected are Teachers and School Personnel?: Critical Analysis of The Teacher Protection Act (Senate Bill 956)

Simbre

Palad

Salazar

2021

ijsl

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“…As researchers, policymakers, and practitioners alike have trained their attention to OSS's over and disproportionate use, policy changes have followed. At the federal level, the Obama administration prioritized the investigation of the disproportionate use of OSS and RDG (U.S. Department of Justice Civil Rights Division; USDOE Office of Civil Rights 2014), which resulted in new guidance for districts and schools (Okilwa & Robert, 2017). Unfortunately, the Trump administration changed this focus and eliminated resources to support efforts to investigate and correct disproportionalities (D'Orio, 2018).…”

Section: Federal State and Local Policy Changes To Decrease The Use O...mentioning

confidence: 99%

The Promise and Pitfalls of Transformational Leadership for Decreasing the Use of Out-of-School Suspensions and Reduce the Racial Discipline Gap

Ogwumike¹,

Rangel

Johnson

2022

Education and Urban Society

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This study sought to explore the extent to which and how principals can help decrease the use of out-of-school suspension and close the racial discipline gap. This study comprised a qualitative case study of a principal in an urban school district. Data derive from in-depth interviews with current and former campus and district leaders, historical data, and documents. The principal’s transformational actions, together with support from the district, helped to improve the school’s culture, and decreased the use of OSS, but were not sufficient to close the racial discipline gap.

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“…However, leading education and school safety scholars have argued that schools with hardening strategies (e.g., school emergency alerts, emergency buttons or phones, metal detectors, security cameras, locked doors, use of clear backpacks, security professionals, and armed teachers or staff members) can undermine positive relationships between students and teachers (Astor et al, 2021; Flannery et al, 2021; Theriot, 2016). They reason that hardening and zero‐tolerance strategies can contribute to maltreatment and unfair treatment of students, especially students of color, by teachers (Counts et al, 2018; Ksinan et al, 2019; Okilwa & Robert, 2017; Warnick & Kapa, 2019). Research has also indicated that extremely hardened environments and zero‐tolerance measures contribute to disengagement in schools and increased negative disciplinary events (Astor & Benbenishty, 2019; Bracy, 2011).…”

Section: Introductionmentioning

confidence: 99%

How school policies, strategies, and relational factors contribute to teacher victimization and school safety

Astor,

Benbenishty,

Capp

et al. 2023

Journal Community Psychology

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In this study, we examined how school policies and strategies (i.e., positive discipline, hardening strategies, and positive behavioral strategies) affect teacher relational factors and teacher reports of victimization and safety. Specifically, we examined the mediational roles of teacher support of student learning, maltreatment of students by teachers, and teachers' differential treatment of students in schools. Using a sample of 6643 pre‐K‐12th‐grade teachers, path analysis results revealed that positive behavior strategies, hardening strategies, and positive discipline were indirectly associated with teacher victimization and sense of safety. Additionally, teachers' perceptions of other teachers maltreating students had the greatest contributions to their sense of safety and victimization by students. Positive discipline was directly and indirectly associated with teacher victimization and safety. Implications and directions for future studies are discussed.

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School Discipline Disparity: Converging Efforts for Better Student Outcomes

Cited by 16 publications

References 38 publications

How Protected are Teachers and School Personnel?: Critical Analysis of The Teacher Protection Act (Senate Bill 956)

How Protected are Teachers and School Personnel?: Critical Analysis of The Teacher Protection Act (Senate Bill 956)

The Promise and Pitfalls of Transformational Leadership for Decreasing the Use of Out-of-School Suspensions and Reduce the Racial Discipline Gap

How school policies, strategies, and relational factors contribute to teacher victimization and school safety

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