ERIC Number: EJ1034647
Record Type: Journal
Publication Date: 2014-Apr
Abstractor: As Provided
Reference Count: 91
Systematically Addressing Discipline Disproportionality through the Application of a School-Wide Framework
Swain-Bradway, Jessica; Loman, Sheldon L.; Vincent, Claudia G.
Multiple Voices for Ethnically Diverse Exceptional Learners, v14 n1 p3-17 Apr 2014
The disproportionate representation of culturally and linguistically diverse students in exclusionary discipline practices is a well-documented practice in education. This paper synthesizes current literature that points to a cultural incongruence between students and teachers as an underlying mechanism for disparity in school practices involving the application of disciplinary strategies. Culturally responsive School-Wide Positive Behavior Interventions and Support (SW-PBIS) is explored as a potential approach for reducing the discrepancy in application of disciplinary policies and practices. Prominent suggestions from literature in culturally responsive pedagogy and behavior management are described through the systems framework of SW-PBIS.
Descriptors: Discipline, Disproportionate Representation, Student Diversity, Cultural Differences, Behavior Modification, Positive Reinforcement, Evidence, Student Behavior, Advantaged, Culturally Relevant Education, Elementary School Students, Elementary School Teachers, Secondary School Students, Secondary School Teachers, School Policy
Division for Culturally and Linguistically Diverse Learners, Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: firstname.lastname@example.org; Web site: http://ddelcec.org/Publications.php
Publication Type: Journal Articles; Reports - Evaluative; Information Analyses
Education Level: Elementary Education; Secondary Education; Elementary Secondary Education
Authoring Institution: N/A