NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1162921
Record Type: Journal
Publication Date: 2018
Pages: 17
Abstractor: As Provided
ISSN: ISSN-0951-8398
Resisting Punitive School Discipline: Perspectives and Practices of Exemplary Urban Elementary Teachers
Hambacher, Elyse
International Journal of Qualitative Studies in Education (QSE), v31 n2 p102-118 2018
Drawing on the literature related to classroom management, and culturally relevant critical teacher care, and effective teaching for students of color, this paper uses interview and observation data to explore the perspectives and practices of two exemplary fifth-grade teachers who refuse to rely on punitive discipline with their students of color. Findings revealed that the teachers did not view students' behavior as challenging--they viewed behavior simply as one of the many areas they believed it was their responsibility to teach. Their instructional practices focused on coaching students to reach their potential and liberating them from barriers that limit their access to successful life paths. The study helps both researchers and practitioners reflect on the concept that discipline assumes and provides portraits of teacher practice central to dismantling the school-to-prison-pipeline.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A