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You searched for subject:(discipline gap). Showing records 1 – 22 of 22 total matches.

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1. Friedenberg, Jeffrey Michael Flexer. Discipline Referrals and Their Relationship to Middle School Student Academic Achievement .

Degree: 2015, California State University – San Marcos

 This thesis studies how disproportionate discipline rates contribute to an achievement gap between African American and Latino students and their White and Asian peers at… (more)

Subjects/Keywords: Achievement Gap; Middle School; Discipline

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Friedenberg, J. M. F. (2015). Discipline Referrals and Their Relationship to Middle School Student Academic Achievement . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.3/138891

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Friedenberg, Jeffrey Michael Flexer. “Discipline Referrals and Their Relationship to Middle School Student Academic Achievement .” 2015. Thesis, California State University – San Marcos. Accessed December 04, 2020. http://hdl.handle.net/10211.3/138891.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Friedenberg, Jeffrey Michael Flexer. “Discipline Referrals and Their Relationship to Middle School Student Academic Achievement .” 2015. Web. 04 Dec 2020.

Vancouver:

Friedenberg JMF. Discipline Referrals and Their Relationship to Middle School Student Academic Achievement . [Internet] [Thesis]. California State University – San Marcos; 2015. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10211.3/138891.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Friedenberg JMF. Discipline Referrals and Their Relationship to Middle School Student Academic Achievement . [Thesis]. California State University – San Marcos; 2015. Available from: http://hdl.handle.net/10211.3/138891

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Vanderbilt University

2. Curran, Frank Christopher. Zero Tolerance School Discipline: Implications for Schools, Leaders, and Students.

Degree: PhD, Leadership and Policy Studies, 2015, Vanderbilt University

 Zero tolerance school discipline policies have garnered increasing attention from the public and policymakers as a source of racial disparities in school discipline. While the… (more)

Subjects/Keywords: discipline; racial equity; discipline gap; suspension; expulsion; mandatory expulsion; policy

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APA (6th Edition):

Curran, F. C. (2015). Zero Tolerance School Discipline: Implications for Schools, Leaders, and Students. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/12610

Chicago Manual of Style (16th Edition):

Curran, Frank Christopher. “Zero Tolerance School Discipline: Implications for Schools, Leaders, and Students.” 2015. Doctoral Dissertation, Vanderbilt University. Accessed December 04, 2020. http://hdl.handle.net/1803/12610.

MLA Handbook (7th Edition):

Curran, Frank Christopher. “Zero Tolerance School Discipline: Implications for Schools, Leaders, and Students.” 2015. Web. 04 Dec 2020.

Vancouver:

Curran FC. Zero Tolerance School Discipline: Implications for Schools, Leaders, and Students. [Internet] [Doctoral dissertation]. Vanderbilt University; 2015. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/1803/12610.

Council of Science Editors:

Curran FC. Zero Tolerance School Discipline: Implications for Schools, Leaders, and Students. [Doctoral Dissertation]. Vanderbilt University; 2015. Available from: http://hdl.handle.net/1803/12610


Vanderbilt University

3. Pearman, Francis Alvin II. When Change Lands in Place: Gentrification and Urban Schooling in the United States.

Degree: PhD, Learning, Teaching and Diversity, 2017, Vanderbilt University

 The in-migration of relatively affluent households into disinvested central city neighborhoods—commonly referred to as gentrification—is increasingly common across the United States. There is limited quantitative… (more)

Subjects/Keywords: gentrification; urban education; exclusionary discipline; discipline gap; suspension rates

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APA (6th Edition):

Pearman, F. A. I. (2017). When Change Lands in Place: Gentrification and Urban Schooling in the United States. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/13550

Chicago Manual of Style (16th Edition):

Pearman, Francis Alvin II. “When Change Lands in Place: Gentrification and Urban Schooling in the United States.” 2017. Doctoral Dissertation, Vanderbilt University. Accessed December 04, 2020. http://hdl.handle.net/1803/13550.

MLA Handbook (7th Edition):

Pearman, Francis Alvin II. “When Change Lands in Place: Gentrification and Urban Schooling in the United States.” 2017. Web. 04 Dec 2020.

Vancouver:

Pearman FAI. When Change Lands in Place: Gentrification and Urban Schooling in the United States. [Internet] [Doctoral dissertation]. Vanderbilt University; 2017. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/1803/13550.

Council of Science Editors:

Pearman FAI. When Change Lands in Place: Gentrification and Urban Schooling in the United States. [Doctoral Dissertation]. Vanderbilt University; 2017. Available from: http://hdl.handle.net/1803/13550


University of Houston

4. Banks, Kevin J. Sensemaking as a Framework for Understanding How Middle School Assistant Principals as Social Justice Leaders Adjudicate Discipline Referrals to Disrupt the Racial Discipline Gap.

Degree: EdD, Professional Leadership, 2018, University of Houston

 Background: Black students are disproportionately suspended, expelled, or placed in alternative school settings during their preschool through 12th grade years (Booker & Mitchell, 2011; Gregory,… (more)

Subjects/Keywords: Racial Discipline Gap; Assistant principals; Sensemaking; Black students; Black males; Exclusionary discipline; Office Discipline Referral; Social justice; Leadership

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APA (6th Edition):

Banks, K. J. (2018). Sensemaking as a Framework for Understanding How Middle School Assistant Principals as Social Justice Leaders Adjudicate Discipline Referrals to Disrupt the Racial Discipline Gap. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/3115

Chicago Manual of Style (16th Edition):

Banks, Kevin J. “Sensemaking as a Framework for Understanding How Middle School Assistant Principals as Social Justice Leaders Adjudicate Discipline Referrals to Disrupt the Racial Discipline Gap.” 2018. Doctoral Dissertation, University of Houston. Accessed December 04, 2020. http://hdl.handle.net/10657/3115.

MLA Handbook (7th Edition):

Banks, Kevin J. “Sensemaking as a Framework for Understanding How Middle School Assistant Principals as Social Justice Leaders Adjudicate Discipline Referrals to Disrupt the Racial Discipline Gap.” 2018. Web. 04 Dec 2020.

Vancouver:

Banks KJ. Sensemaking as a Framework for Understanding How Middle School Assistant Principals as Social Justice Leaders Adjudicate Discipline Referrals to Disrupt the Racial Discipline Gap. [Internet] [Doctoral dissertation]. University of Houston; 2018. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10657/3115.

Council of Science Editors:

Banks KJ. Sensemaking as a Framework for Understanding How Middle School Assistant Principals as Social Justice Leaders Adjudicate Discipline Referrals to Disrupt the Racial Discipline Gap. [Doctoral Dissertation]. University of Houston; 2018. Available from: http://hdl.handle.net/10657/3115


Texas State University – San Marcos

5. Knippa, Shari. Mirror, Mirror…Who is the Fairest of Them All? Beyond Zero Tolerance: Teachers’ Perspectives of Restorative Justice.

Degree: PhD, School Improvement, 2019, Texas State University – San Marcos

 The phenomenon of overrepresentation is defined as a specific racial/ethnic group being disproportionately represented in comparison to their overall presence in the general population. As… (more)

Subjects/Keywords: Education; School discipline; School-to-prison pipeline; Crime; Discipline gap; Disproportionate discipline patterns; Educational policy; Restorative practices; Zero tolerance; Exclusionary discipline; Race; Ethnicity; School psychology; School discipline; Educational leadership

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APA (6th Edition):

Knippa, S. (2019). Mirror, Mirror…Who is the Fairest of Them All? Beyond Zero Tolerance: Teachers’ Perspectives of Restorative Justice. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/8334

Chicago Manual of Style (16th Edition):

Knippa, Shari. “Mirror, Mirror…Who is the Fairest of Them All? Beyond Zero Tolerance: Teachers’ Perspectives of Restorative Justice.” 2019. Doctoral Dissertation, Texas State University – San Marcos. Accessed December 04, 2020. https://digital.library.txstate.edu/handle/10877/8334.

MLA Handbook (7th Edition):

Knippa, Shari. “Mirror, Mirror…Who is the Fairest of Them All? Beyond Zero Tolerance: Teachers’ Perspectives of Restorative Justice.” 2019. Web. 04 Dec 2020.

Vancouver:

Knippa S. Mirror, Mirror…Who is the Fairest of Them All? Beyond Zero Tolerance: Teachers’ Perspectives of Restorative Justice. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2019. [cited 2020 Dec 04]. Available from: https://digital.library.txstate.edu/handle/10877/8334.

Council of Science Editors:

Knippa S. Mirror, Mirror…Who is the Fairest of Them All? Beyond Zero Tolerance: Teachers’ Perspectives of Restorative Justice. [Doctoral Dissertation]. Texas State University – San Marcos; 2019. Available from: https://digital.library.txstate.edu/handle/10877/8334


University of Manitoba

6. Ly, Gia. The child rearing experiences of newcomer mothers after taking a parenting program in Winnipeg.

Degree: Family Social Sciences, 2015, University of Manitoba

 Canada is a nation known for being highly multiethnic due to its rich history of immigration. But many immigrant parents struggle with acculturation and, at… (more)

Subjects/Keywords: newcomer mothers; acculturation; acculturation gap; discipline; parenting program.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Ly, G. (2015). The child rearing experiences of newcomer mothers after taking a parenting program in Winnipeg. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/31072

Chicago Manual of Style (16th Edition):

Ly, Gia. “The child rearing experiences of newcomer mothers after taking a parenting program in Winnipeg.” 2015. Masters Thesis, University of Manitoba. Accessed December 04, 2020. http://hdl.handle.net/1993/31072.

MLA Handbook (7th Edition):

Ly, Gia. “The child rearing experiences of newcomer mothers after taking a parenting program in Winnipeg.” 2015. Web. 04 Dec 2020.

Vancouver:

Ly G. The child rearing experiences of newcomer mothers after taking a parenting program in Winnipeg. [Internet] [Masters thesis]. University of Manitoba; 2015. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/1993/31072.

Council of Science Editors:

Ly G. The child rearing experiences of newcomer mothers after taking a parenting program in Winnipeg. [Masters Thesis]. University of Manitoba; 2015. Available from: http://hdl.handle.net/1993/31072


University of Texas – Austin

7. -8009-6070. Shaping classrooms, placing students : contextual and intersectional factors in the discipline gap.

Degree: PhD, Curriculum and Instruction, 2017, University of Texas – Austin

 This multiple case study examined classroom discipline in the context of teachers’ understandings of power, their interactions and relationships with students, and their decision-making about… (more)

Subjects/Keywords: School discipline; Discipline gap; Urban education; School-to-prison pipeline; Student-teacher relationships; Intersectionality; Culturally relevant pedagogy

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

-8009-6070. (2017). Shaping classrooms, placing students : contextual and intersectional factors in the discipline gap. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/60448

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

-8009-6070. “Shaping classrooms, placing students : contextual and intersectional factors in the discipline gap.” 2017. Doctoral Dissertation, University of Texas – Austin. Accessed December 04, 2020. http://hdl.handle.net/2152/60448.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

-8009-6070. “Shaping classrooms, placing students : contextual and intersectional factors in the discipline gap.” 2017. Web. 04 Dec 2020.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-8009-6070. Shaping classrooms, placing students : contextual and intersectional factors in the discipline gap. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2017. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/2152/60448.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-8009-6070. Shaping classrooms, placing students : contextual and intersectional factors in the discipline gap. [Doctoral Dissertation]. University of Texas – Austin; 2017. Available from: http://hdl.handle.net/2152/60448

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete


Virginia Tech

8. Wilson, Omega W. The Relationship between Student Discipline Disproportionality and High School Dropout Rate.

Degree: EdD, Educational Leadership and Policy Studies, 2012, Virginia Tech

 Previous research has indicated that there is a possible relationship between disproportionality in student discipline and high school dropout rate.  Using discipline and dropout data… (more)

Subjects/Keywords: Minority; Classroom Management; Discipline Gap; Low Achievement Theory; Zero Tolerance; Suspension and Expulsion

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Wilson, O. W. (2012). The Relationship between Student Discipline Disproportionality and High School Dropout Rate. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/28959

Chicago Manual of Style (16th Edition):

Wilson, Omega W. “The Relationship between Student Discipline Disproportionality and High School Dropout Rate.” 2012. Doctoral Dissertation, Virginia Tech. Accessed December 04, 2020. http://hdl.handle.net/10919/28959.

MLA Handbook (7th Edition):

Wilson, Omega W. “The Relationship between Student Discipline Disproportionality and High School Dropout Rate.” 2012. Web. 04 Dec 2020.

Vancouver:

Wilson OW. The Relationship between Student Discipline Disproportionality and High School Dropout Rate. [Internet] [Doctoral dissertation]. Virginia Tech; 2012. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10919/28959.

Council of Science Editors:

Wilson OW. The Relationship between Student Discipline Disproportionality and High School Dropout Rate. [Doctoral Dissertation]. Virginia Tech; 2012. Available from: http://hdl.handle.net/10919/28959


University of Texas – Austin

9. -0404-9229. Sensemaking as a framework for understanding how aspiring anti-racist leaders enact their learnings from a principal preparation program to disrupt the racial discipline gap.

Degree: PhD, Educational administration, 2016, University of Texas – Austin

 This dissertation emerges from an acknowledgement that robust research has shown that students of color receive a disproportionate number of disciplinary actions in American public… (more)

Subjects/Keywords: Anti-racist school leadership; Racial discipline gap; Principal; Sensemaking; Principal preparation program; Race

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APA (6th Edition):

-0404-9229. (2016). Sensemaking as a framework for understanding how aspiring anti-racist leaders enact their learnings from a principal preparation program to disrupt the racial discipline gap. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/41626

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

-0404-9229. “Sensemaking as a framework for understanding how aspiring anti-racist leaders enact their learnings from a principal preparation program to disrupt the racial discipline gap.” 2016. Doctoral Dissertation, University of Texas – Austin. Accessed December 04, 2020. http://hdl.handle.net/2152/41626.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

-0404-9229. “Sensemaking as a framework for understanding how aspiring anti-racist leaders enact their learnings from a principal preparation program to disrupt the racial discipline gap.” 2016. Web. 04 Dec 2020.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-0404-9229. Sensemaking as a framework for understanding how aspiring anti-racist leaders enact their learnings from a principal preparation program to disrupt the racial discipline gap. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2016. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/2152/41626.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-0404-9229. Sensemaking as a framework for understanding how aspiring anti-racist leaders enact their learnings from a principal preparation program to disrupt the racial discipline gap. [Doctoral Dissertation]. University of Texas – Austin; 2016. Available from: http://hdl.handle.net/2152/41626

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

10. -3360-6258. Disciplinary inequity: exploring perceptions of discretionary student removal among assistant principals in Texas.

Degree: PhD, Educational administration, 2016, University of Texas – Austin

 African American students are being excluded from the classroom in public schools at rates disproportionately higher than other student subgroups. This is being done by… (more)

Subjects/Keywords: School Discipline; Race; Discretionary removal; Suspension; Discipline gap

…77 Research Question 5: What perceptions about the discipline gap exist among… …from instruction in the study district? 5. What perceptions about the discipline gap exist… …is an enormous body of knowledge that has been written on school discipline and the gap… …to develop an understanding about the racial gap in student discipline, it is imperative to… …discipline gap has gotten progressively wider over time. Nationally the literature reveals that… 

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APA (6th Edition):

-3360-6258. (2016). Disciplinary inequity: exploring perceptions of discretionary student removal among assistant principals in Texas. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/43587

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

-3360-6258. “Disciplinary inequity: exploring perceptions of discretionary student removal among assistant principals in Texas.” 2016. Doctoral Dissertation, University of Texas – Austin. Accessed December 04, 2020. http://hdl.handle.net/2152/43587.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

-3360-6258. “Disciplinary inequity: exploring perceptions of discretionary student removal among assistant principals in Texas.” 2016. Web. 04 Dec 2020.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-3360-6258. Disciplinary inequity: exploring perceptions of discretionary student removal among assistant principals in Texas. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2016. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/2152/43587.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-3360-6258. Disciplinary inequity: exploring perceptions of discretionary student removal among assistant principals in Texas. [Doctoral Dissertation]. University of Texas – Austin; 2016. Available from: http://hdl.handle.net/2152/43587

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete


University of California – Berkeley

11. Lissy, Rachel Ellen. From Rehabilitation to Punishment: The Institutionalization of Suspension Policies in Post-World War II New York City Schools.

Degree: Education, 2015, University of California – Berkeley

 The disproportionate suspension and criminalization of black students, referred to in the literature as "disproportionality" "over-representation" and in a nod to the achievement gap, as… (more)

Subjects/Keywords: Education policy; Education history; Educational sociology; anti-black racism; Discipline Gap; institutionalism; logics; Suspension; white supremacy

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APA (6th Edition):

Lissy, R. E. (2015). From Rehabilitation to Punishment: The Institutionalization of Suspension Policies in Post-World War II New York City Schools. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/9282g7x8

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Lissy, Rachel Ellen. “From Rehabilitation to Punishment: The Institutionalization of Suspension Policies in Post-World War II New York City Schools.” 2015. Thesis, University of California – Berkeley. Accessed December 04, 2020. http://www.escholarship.org/uc/item/9282g7x8.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Lissy, Rachel Ellen. “From Rehabilitation to Punishment: The Institutionalization of Suspension Policies in Post-World War II New York City Schools.” 2015. Web. 04 Dec 2020.

Vancouver:

Lissy RE. From Rehabilitation to Punishment: The Institutionalization of Suspension Policies in Post-World War II New York City Schools. [Internet] [Thesis]. University of California – Berkeley; 2015. [cited 2020 Dec 04]. Available from: http://www.escholarship.org/uc/item/9282g7x8.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lissy RE. From Rehabilitation to Punishment: The Institutionalization of Suspension Policies in Post-World War II New York City Schools. [Thesis]. University of California – Berkeley; 2015. Available from: http://www.escholarship.org/uc/item/9282g7x8

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Temple University

12. Breedlove, Crystal V. Subjective Disciplinary Moments: A Qualitative Study of Culturally Responsive Practices in Three Inner City Classrooms.

Degree: PhD, 2010, Temple University

Urban Education

African American students constitute 17% of the student population in the United States of America and 36% of suspensions and 32% of expulsions;… (more)

Subjects/Keywords: Education, Secondary; Education, Teacher Training; classroom management; culturally responsive practices; disciplinary moments; discipline gap; emotions in class; perception of culture

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APA (6th Edition):

Breedlove, C. V. (2010). Subjective Disciplinary Moments: A Qualitative Study of Culturally Responsive Practices in Three Inner City Classrooms. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,85905

Chicago Manual of Style (16th Edition):

Breedlove, Crystal V. “Subjective Disciplinary Moments: A Qualitative Study of Culturally Responsive Practices in Three Inner City Classrooms.” 2010. Doctoral Dissertation, Temple University. Accessed December 04, 2020. http://digital.library.temple.edu/u?/p245801coll10,85905.

MLA Handbook (7th Edition):

Breedlove, Crystal V. “Subjective Disciplinary Moments: A Qualitative Study of Culturally Responsive Practices in Three Inner City Classrooms.” 2010. Web. 04 Dec 2020.

Vancouver:

Breedlove CV. Subjective Disciplinary Moments: A Qualitative Study of Culturally Responsive Practices in Three Inner City Classrooms. [Internet] [Doctoral dissertation]. Temple University; 2010. [cited 2020 Dec 04]. Available from: http://digital.library.temple.edu/u?/p245801coll10,85905.

Council of Science Editors:

Breedlove CV. Subjective Disciplinary Moments: A Qualitative Study of Culturally Responsive Practices in Three Inner City Classrooms. [Doctoral Dissertation]. Temple University; 2010. Available from: http://digital.library.temple.edu/u?/p245801coll10,85905


California State University – Sacramento

13. Newman, Brenda-Joyce. Interpreting and implementing federal law at the state and local level: the racialization of discipline.

Degree: MA, Government, 2010, California State University – Sacramento

 This study seeks to examine, through the lens of Critical Race Theory, how high school administrators, teachers, community activists (leaders), and legislators interpret and implement… (more)

Subjects/Keywords: Interpreting policy; Discipline gap; Implementing policy; Race

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APA (6th Edition):

Newman, B. (2010). Interpreting and implementing federal law at the state and local level: the racialization of discipline. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/488

Chicago Manual of Style (16th Edition):

Newman, Brenda-Joyce. “Interpreting and implementing federal law at the state and local level: the racialization of discipline.” 2010. Masters Thesis, California State University – Sacramento. Accessed December 04, 2020. http://hdl.handle.net/10211.9/488.

MLA Handbook (7th Edition):

Newman, Brenda-Joyce. “Interpreting and implementing federal law at the state and local level: the racialization of discipline.” 2010. Web. 04 Dec 2020.

Vancouver:

Newman B. Interpreting and implementing federal law at the state and local level: the racialization of discipline. [Internet] [Masters thesis]. California State University – Sacramento; 2010. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10211.9/488.

Council of Science Editors:

Newman B. Interpreting and implementing federal law at the state and local level: the racialization of discipline. [Masters Thesis]. California State University – Sacramento; 2010. Available from: http://hdl.handle.net/10211.9/488

14. Craun, Derrik. A Balanced Approach: Advocating for Middle School Improvement that Levels the Playing Field.

Degree: EdD Doctor of Education, Educational Leadership, 2014, National-Louis University

  With a large disparity in the rate of suspension incidents received between African American and White students, it is evident why there still exists… (more)

Subjects/Keywords: Achievement Gap; African American Discipline Data; Restorative Justice; Community Enrichment; Positive Behavior Support; Education; Educational Administration and Supervision; Educational Leadership; Elementary and Middle and Secondary Education Administration

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APA (6th Edition):

Craun, D. (2014). A Balanced Approach: Advocating for Middle School Improvement that Levels the Playing Field. (Doctoral Dissertation). National-Louis University. Retrieved from http://digitalcommons.nl.edu/diss/94

Chicago Manual of Style (16th Edition):

Craun, Derrik. “A Balanced Approach: Advocating for Middle School Improvement that Levels the Playing Field.” 2014. Doctoral Dissertation, National-Louis University. Accessed December 04, 2020. http://digitalcommons.nl.edu/diss/94.

MLA Handbook (7th Edition):

Craun, Derrik. “A Balanced Approach: Advocating for Middle School Improvement that Levels the Playing Field.” 2014. Web. 04 Dec 2020.

Vancouver:

Craun D. A Balanced Approach: Advocating for Middle School Improvement that Levels the Playing Field. [Internet] [Doctoral dissertation]. National-Louis University; 2014. [cited 2020 Dec 04]. Available from: http://digitalcommons.nl.edu/diss/94.

Council of Science Editors:

Craun D. A Balanced Approach: Advocating for Middle School Improvement that Levels the Playing Field. [Doctoral Dissertation]. National-Louis University; 2014. Available from: http://digitalcommons.nl.edu/diss/94

15. Gullo, Gina Laura. Implicit Bias in School Disciplinary Decisions.

Degree: EdD, Educational Leadership, 2017, Lehigh University

 School discipline attempts to keep students safe, but often disservices students most in need of education (Children’s Defense Fund, 1975; Perry & Morris, 2014; Skiba… (more)

Subjects/Keywords: behavior; decisions; discipline; discipline gap; implicit bias; race; Education; Educational Leadership

…95 Racial Discipline Gap… …100 The Racial Discipline Gap by Administrator… …discipline gap between White students and students of Color continues to grow—particularly for… …the US educational system in the form of the discipline gap between White students and… …gap demonstrates a ravine between the exclusionary discipline (any discipline that… 

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Gullo, G. L. (2017). Implicit Bias in School Disciplinary Decisions. (Thesis). Lehigh University. Retrieved from https://preserve.lehigh.edu/etd/2617

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Gullo, Gina Laura. “Implicit Bias in School Disciplinary Decisions.” 2017. Thesis, Lehigh University. Accessed December 04, 2020. https://preserve.lehigh.edu/etd/2617.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Gullo, Gina Laura. “Implicit Bias in School Disciplinary Decisions.” 2017. Web. 04 Dec 2020.

Vancouver:

Gullo GL. Implicit Bias in School Disciplinary Decisions. [Internet] [Thesis]. Lehigh University; 2017. [cited 2020 Dec 04]. Available from: https://preserve.lehigh.edu/etd/2617.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Gullo GL. Implicit Bias in School Disciplinary Decisions. [Thesis]. Lehigh University; 2017. Available from: https://preserve.lehigh.edu/etd/2617

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of New Orleans

16. Grace, Jennifer. Rerouting the School to Prison Pipeline: A Phenomenological Study of the Educational Experiences of African American Males Who Have Been Expelled from Public Schools.

Degree: PhD, Educational Leadership, Counseling, and Foundations, 2016, University of New Orleans

  The present study consisted of a phenomenological investigation of African American males who have been expelled from traditional educational settings in New Orleans, LA… (more)

Subjects/Keywords: Critical Race Theory; Achievement Gap; School to Prison Pipeline; Discipline Gap; Disciplinary Alternative Education Program; School Pushout; Education; Educational Administration and Supervision; Educational Leadership; Teacher Education and Professional Development; Urban Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Grace, J. (2016). Rerouting the School to Prison Pipeline: A Phenomenological Study of the Educational Experiences of African American Males Who Have Been Expelled from Public Schools. (Doctoral Dissertation). University of New Orleans. Retrieved from https://scholarworks.uno.edu/td/2151

Chicago Manual of Style (16th Edition):

Grace, Jennifer. “Rerouting the School to Prison Pipeline: A Phenomenological Study of the Educational Experiences of African American Males Who Have Been Expelled from Public Schools.” 2016. Doctoral Dissertation, University of New Orleans. Accessed December 04, 2020. https://scholarworks.uno.edu/td/2151.

MLA Handbook (7th Edition):

Grace, Jennifer. “Rerouting the School to Prison Pipeline: A Phenomenological Study of the Educational Experiences of African American Males Who Have Been Expelled from Public Schools.” 2016. Web. 04 Dec 2020.

Vancouver:

Grace J. Rerouting the School to Prison Pipeline: A Phenomenological Study of the Educational Experiences of African American Males Who Have Been Expelled from Public Schools. [Internet] [Doctoral dissertation]. University of New Orleans; 2016. [cited 2020 Dec 04]. Available from: https://scholarworks.uno.edu/td/2151.

Council of Science Editors:

Grace J. Rerouting the School to Prison Pipeline: A Phenomenological Study of the Educational Experiences of African American Males Who Have Been Expelled from Public Schools. [Doctoral Dissertation]. University of New Orleans; 2016. Available from: https://scholarworks.uno.edu/td/2151


Humboldt State University

17. Murrieta, Ashlee Marie. The effects of juvenile hall on teens??? academic self-perception.

Degree: MA, Education, 2014, Humboldt State University

 This thesis examines teens??? perceptions of the effects of juvenile hall on their academic self-perception. This study was formed in order to address current gaps… (more)

Subjects/Keywords: School-to-prison pipeline; No Child Left Behind; Qualitative data; Interviews; Achievement gap; School discipline; Zero tolerance; High stakes testing; Student motivation; Minorities; Disproportionate; At-risk students; Juvenile hall; Drop-outs; Alternative education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Murrieta, A. M. (2014). The effects of juvenile hall on teens??? academic self-perception. (Masters Thesis). Humboldt State University. Retrieved from http://hdl.handle.net/10211.3/124824

Chicago Manual of Style (16th Edition):

Murrieta, Ashlee Marie. “The effects of juvenile hall on teens??? academic self-perception.” 2014. Masters Thesis, Humboldt State University. Accessed December 04, 2020. http://hdl.handle.net/10211.3/124824.

MLA Handbook (7th Edition):

Murrieta, Ashlee Marie. “The effects of juvenile hall on teens??? academic self-perception.” 2014. Web. 04 Dec 2020.

Vancouver:

Murrieta AM. The effects of juvenile hall on teens??? academic self-perception. [Internet] [Masters thesis]. Humboldt State University; 2014. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10211.3/124824.

Council of Science Editors:

Murrieta AM. The effects of juvenile hall on teens??? academic self-perception. [Masters Thesis]. Humboldt State University; 2014. Available from: http://hdl.handle.net/10211.3/124824

18. Courtright, Crystal. Examining the achievement gap and school-to-prison pipeline: tier 2 behavior interventions for African American and Hispanic students in secondary schools.

Degree: 2014, California State University – Sacramento

 Current discipline measures used in schools for African American and Hispanic students continue to be problematic, as there is an over-representation of these students in… (more)

Subjects/Keywords: Restorative justice; Exclusionary discipline; PBIS; Bias; Achievement gap; School-to-prison pipeline

…achievement gap and exclusionary discipline; alternative options for the teachers to react to the… …school discipline than their non-minority peers for similar offenses (Skiba. et al., 2011… …achievement gap,” defined as the difference between the academic performance of minority groups of… …exacerbate the achievement gap, and provide information on the school-to-prison pipeline. This goal… …In the literature review that follows, topics relevant to understanding the achievement gap… 

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Courtright, C. (2014). Examining the achievement gap and school-to-prison pipeline: tier 2 behavior interventions for African American and Hispanic students in secondary schools. (Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.3/122009

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Courtright, Crystal. “Examining the achievement gap and school-to-prison pipeline: tier 2 behavior interventions for African American and Hispanic students in secondary schools.” 2014. Thesis, California State University – Sacramento. Accessed December 04, 2020. http://hdl.handle.net/10211.3/122009.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Courtright, Crystal. “Examining the achievement gap and school-to-prison pipeline: tier 2 behavior interventions for African American and Hispanic students in secondary schools.” 2014. Web. 04 Dec 2020.

Vancouver:

Courtright C. Examining the achievement gap and school-to-prison pipeline: tier 2 behavior interventions for African American and Hispanic students in secondary schools. [Internet] [Thesis]. California State University – Sacramento; 2014. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10211.3/122009.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Courtright C. Examining the achievement gap and school-to-prison pipeline: tier 2 behavior interventions for African American and Hispanic students in secondary schools. [Thesis]. California State University – Sacramento; 2014. Available from: http://hdl.handle.net/10211.3/122009

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

19. Lyell Fallo, Katie. Decoding Discipline: The Impact of Restorative Justice Practices on Reducing the Discipline Gap for African American Students.

Degree: Doctor of Education (Educational Leadership), Department of Teacher Education and Leadership Studies, 2019, Youngstown State University

 African American students continue to be suspended at rates disproportionate to sameaged peers. Exclusionary practices in America’s public schools lead to a decrease in a… (more)

Subjects/Keywords: Education; Multicultural Education; African Americans; Discipline gap; Restorative justice practices; Exclusion; School to prison pipeline

…schools in the United States reduce the discipline gap for students of color. Existing research… …examine the impact of RJ practices on reducing the discipline gap for African American students… …light on best practices for reducing the discipline gap for African American students… …Does the use of restorative justice practices reduce the discipline gap between African… …expulsions were reduced for the district, whether the discipline gap for African American students… 

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Lyell Fallo, K. (2019). Decoding Discipline: The Impact of Restorative Justice Practices on Reducing the Discipline Gap for African American Students. (Doctoral Dissertation). Youngstown State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ysu155957512173617

Chicago Manual of Style (16th Edition):

Lyell Fallo, Katie. “Decoding Discipline: The Impact of Restorative Justice Practices on Reducing the Discipline Gap for African American Students.” 2019. Doctoral Dissertation, Youngstown State University. Accessed December 04, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ysu155957512173617.

MLA Handbook (7th Edition):

Lyell Fallo, Katie. “Decoding Discipline: The Impact of Restorative Justice Practices on Reducing the Discipline Gap for African American Students.” 2019. Web. 04 Dec 2020.

Vancouver:

Lyell Fallo K. Decoding Discipline: The Impact of Restorative Justice Practices on Reducing the Discipline Gap for African American Students. [Internet] [Doctoral dissertation]. Youngstown State University; 2019. [cited 2020 Dec 04]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ysu155957512173617.

Council of Science Editors:

Lyell Fallo K. Decoding Discipline: The Impact of Restorative Justice Practices on Reducing the Discipline Gap for African American Students. [Doctoral Dissertation]. Youngstown State University; 2019. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ysu155957512173617

20. Wheeler, Ivy G. Colorblind Racism: Our Education System's Role in Perpetuating Racial Caste in America.

Degree: MAin Education, Educational Foundations-Social/Philosophical Foundations of Education, 2015, University of Akron

 Education is never neutral. Education always serves one of two ends. It is either an instrument of liberation or one of oppression. If the education… (more)

Subjects/Keywords: African American Studies; Black Studies; Education; Education History; Education Policy; Education Philosophy; racial discipline gap; racial achievement gap; racial funding gap; school discipline; school funding; racial caste; systemic racism; inequality in education; racism in education; critical race theory in education

…5 achievement gap, and the discipline gap. This topic is further explored in the next… …achievement gap and the discipline gap in depth, there will be no other possible paradigm left than… …lower socioeconomic status, and the discipline gap continues to widen. The widest discipline… …the three gaps - the funding gap, the achievement gap, and the discipline gap - negatively… …inquire into the three problematic aspects of the current education system: the funding gap, the… 

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Wheeler, I. G. (2015). Colorblind Racism: Our Education System's Role in Perpetuating Racial Caste in America. (Masters Thesis). University of Akron. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=akron1430765564

Chicago Manual of Style (16th Edition):

Wheeler, Ivy G. “Colorblind Racism: Our Education System's Role in Perpetuating Racial Caste in America.” 2015. Masters Thesis, University of Akron. Accessed December 04, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=akron1430765564.

MLA Handbook (7th Edition):

Wheeler, Ivy G. “Colorblind Racism: Our Education System's Role in Perpetuating Racial Caste in America.” 2015. Web. 04 Dec 2020.

Vancouver:

Wheeler IG. Colorblind Racism: Our Education System's Role in Perpetuating Racial Caste in America. [Internet] [Masters thesis]. University of Akron; 2015. [cited 2020 Dec 04]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=akron1430765564.

Council of Science Editors:

Wheeler IG. Colorblind Racism: Our Education System's Role in Perpetuating Racial Caste in America. [Masters Thesis]. University of Akron; 2015. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=akron1430765564

21. Begin, Meshia. In Pursuit of Opportunity: Alternative Education Pathways for Dropped-Out Students in Worcester, MA.

Degree: Justice Studies, 2014, Arizona State University

 The intention of this research is to bring us to Worcester, Massachusetts, New England's second largest city, to critically investigate the punitive patterns that exist… (more)

Subjects/Keywords: Sociology of education; Continuing education; Cultural anthropology; alternative education; dropout student; opportunity gap; school discipline; schooling marginalization; urban education

…inequalities in education opportunity have been described more commonly as the “Achievement Gap,” but… …more recently as the “Opportunity Gap.” Richard Milner (2012) makes the argument… …that we should move away from "Achievement Gap" constructions of education… …Achievement gap explanations can force us to focus on individual students as well as groups of… …gap explanatory framework includes a diverse, contextual, structural and culturally-aware… 

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Begin, M. (2014). In Pursuit of Opportunity: Alternative Education Pathways for Dropped-Out Students in Worcester, MA. (Masters Thesis). Arizona State University. Retrieved from http://repository.asu.edu/items/27486

Chicago Manual of Style (16th Edition):

Begin, Meshia. “In Pursuit of Opportunity: Alternative Education Pathways for Dropped-Out Students in Worcester, MA.” 2014. Masters Thesis, Arizona State University. Accessed December 04, 2020. http://repository.asu.edu/items/27486.

MLA Handbook (7th Edition):

Begin, Meshia. “In Pursuit of Opportunity: Alternative Education Pathways for Dropped-Out Students in Worcester, MA.” 2014. Web. 04 Dec 2020.

Vancouver:

Begin M. In Pursuit of Opportunity: Alternative Education Pathways for Dropped-Out Students in Worcester, MA. [Internet] [Masters thesis]. Arizona State University; 2014. [cited 2020 Dec 04]. Available from: http://repository.asu.edu/items/27486.

Council of Science Editors:

Begin M. In Pursuit of Opportunity: Alternative Education Pathways for Dropped-Out Students in Worcester, MA. [Masters Thesis]. Arizona State University; 2014. Available from: http://repository.asu.edu/items/27486

22. Long, Polly. Diminishing the Discipline Gap: Restorative Justice as a Promising Alternative in One Urban School.

Degree: Specialist in Education (Ed.S.), School Psychology, 2015, University of Dayton

 Across the nation, the education system is responding to student misbehavior with zero tolerance policies that parallel the punitive practices found in the juvenile and… (more)

Subjects/Keywords: Educational Sociology; Education Philosophy; Psychology; Special Education; Teacher Education; Educational Psychology; discipline gap; punitive punishment; restorative justice; mass incarceration; zero tolerance; suspension

…Roots of Punitive Discipline 4 The Impact of Punitive Discipline 6 The Discipline Gap 10… …13 Restorative outcomes 15 Restorative justice and the discipline gap 19 Restorative… …Average Discipline Gap across Three Academic Years 37 LIST OF FIGURES Figure 1 Number of… …this policy creates and sustains the discipline gap—whereby students of color are disciplined… …reduced the discipline gap. The study found that the majority-minority discipline gap was… 

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Long, P. (2015). Diminishing the Discipline Gap: Restorative Justice as a Promising Alternative in One Urban School. (Thesis). University of Dayton. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=dayton1436815423

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Long, Polly. “Diminishing the Discipline Gap: Restorative Justice as a Promising Alternative in One Urban School.” 2015. Thesis, University of Dayton. Accessed December 04, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1436815423.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Long, Polly. “Diminishing the Discipline Gap: Restorative Justice as a Promising Alternative in One Urban School.” 2015. Web. 04 Dec 2020.

Vancouver:

Long P. Diminishing the Discipline Gap: Restorative Justice as a Promising Alternative in One Urban School. [Internet] [Thesis]. University of Dayton; 2015. [cited 2020 Dec 04]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1436815423.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Long P. Diminishing the Discipline Gap: Restorative Justice as a Promising Alternative in One Urban School. [Thesis]. University of Dayton; 2015. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1436815423

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

.