Advanced search options

Advanced Search Options 🞨

Browse by author name (“Author name starts with…”).

Find ETDs with:

in
/  
in
/  
in
/  
in

Written in Published in Earliest date Latest date

Sorted by

Results per page:

Sorted by: relevance · author · university · dateNew search

You searched for subject:(exclusionary discipline). Showing records 1 – 30 of 36 total matches.

[1] [2]

Search Limiters

Last 2 Years | English Only

No search limiters apply to these results.

▼ Search Limiters


University of Houston

1. Meeks, Lisa 1980-. Exclusionary Discipline Placements.

Degree: EdD, Professional Leadership, 2012, University of Houston

 School discipline has been and is still an issue in schools. Today, in-school suspension, out-of-school suspension, alternative disciplinary placement, and expulsion are the most commonly… (more)

Subjects/Keywords: Discipline; Exclusionary discipline; High school discipline; Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Meeks, L. 1. (2012). Exclusionary Discipline Placements. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/611

Chicago Manual of Style (16th Edition):

Meeks, Lisa 1980-. “Exclusionary Discipline Placements.” 2012. Doctoral Dissertation, University of Houston. Accessed November 28, 2020. http://hdl.handle.net/10657/611.

MLA Handbook (7th Edition):

Meeks, Lisa 1980-. “Exclusionary Discipline Placements.” 2012. Web. 28 Nov 2020.

Vancouver:

Meeks L1. Exclusionary Discipline Placements. [Internet] [Doctoral dissertation]. University of Houston; 2012. [cited 2020 Nov 28]. Available from: http://hdl.handle.net/10657/611.

Council of Science Editors:

Meeks L1. Exclusionary Discipline Placements. [Doctoral Dissertation]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/611


Penn State University

2. Freelin, Brittany Nicole. THE EFFECTS OF SCHOOL READINESS ON SUSPENSION IN ELEMENTARY SCHOOL.

Degree: 2018, Penn State University

 There is an increasing interest in the importance of social-emotional skills and school readiness for youth and a growing concern about the frequent use of… (more)

Subjects/Keywords: School Readiness; Suspension; Exclusionary Discipline

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Freelin, B. N. (2018). THE EFFECTS OF SCHOOL READINESS ON SUSPENSION IN ELEMENTARY SCHOOL. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/15199bnf5

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):

Freelin, Brittany Nicole. “THE EFFECTS OF SCHOOL READINESS ON SUSPENSION IN ELEMENTARY SCHOOL.” 2018. Thesis, Penn State University. Accessed November 28, 2020. https://submit-etda.libraries.psu.edu/catalog/15199bnf5.

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

MLA Handbook (7th Edition):

Freelin, Brittany Nicole. “THE EFFECTS OF SCHOOL READINESS ON SUSPENSION IN ELEMENTARY SCHOOL.” 2018. Web. 28 Nov 2020.

Vancouver:

Freelin BN. THE EFFECTS OF SCHOOL READINESS ON SUSPENSION IN ELEMENTARY SCHOOL. [Internet] [Thesis]. Penn State University; 2018. [cited 2020 Nov 28]. Available from: https://submit-etda.libraries.psu.edu/catalog/15199bnf5.

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

Council of Science Editors:

Freelin BN. THE EFFECTS OF SCHOOL READINESS ON SUSPENSION IN ELEMENTARY SCHOOL. [Thesis]. Penn State University; 2018. Available from: https://submit-etda.libraries.psu.edu/catalog/15199bnf5

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


University of Texas – Austin

3. Cohen, Rebecca Weil. Discipline without derailing : an investigation of exclusionary discipline practices in schools.

Degree: PhD, Educational Administration, 2013, University of Texas – Austin

 Maintaining a safe and orderly learning environment in schools is fundamental to the greater goals of education, but determining optimal disciplinary responses to student misbehavior… (more)

Subjects/Keywords: School discipline; Exclusionary discipline; Suspension; Discipline policy; Elementary; Secondary education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Cohen, R. W. (2013). Discipline without derailing : an investigation of exclusionary discipline practices in schools. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/22909

Chicago Manual of Style (16th Edition):

Cohen, Rebecca Weil. “Discipline without derailing : an investigation of exclusionary discipline practices in schools.” 2013. Doctoral Dissertation, University of Texas – Austin. Accessed November 28, 2020. http://hdl.handle.net/2152/22909.

MLA Handbook (7th Edition):

Cohen, Rebecca Weil. “Discipline without derailing : an investigation of exclusionary discipline practices in schools.” 2013. Web. 28 Nov 2020.

Vancouver:

Cohen RW. Discipline without derailing : an investigation of exclusionary discipline practices in schools. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2013. [cited 2020 Nov 28]. Available from: http://hdl.handle.net/2152/22909.

Council of Science Editors:

Cohen RW. Discipline without derailing : an investigation of exclusionary discipline practices in schools. [Doctoral Dissertation]. University of Texas – Austin; 2013. Available from: http://hdl.handle.net/2152/22909


Texas State University – San Marcos

4. Martinez-Prather, Kathy Erin. Texas Disciplinary Alternative Education Programs: An Empirical Basis for Effective Practices and Support Systems.

Degree: PhD, Criminal Justice, 2020, Texas State University – San Marcos

 The use of exclusionary discipline practices, which involves the removal of the student from the educational environment, continues to be a response used by schools… (more)

Subjects/Keywords: Disciplinary Alternative Education Program; Exclusionary discipline

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Martinez-Prather, K. E. (2020). Texas Disciplinary Alternative Education Programs: An Empirical Basis for Effective Practices and Support Systems. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/12241

Chicago Manual of Style (16th Edition):

Martinez-Prather, Kathy Erin. “Texas Disciplinary Alternative Education Programs: An Empirical Basis for Effective Practices and Support Systems.” 2020. Doctoral Dissertation, Texas State University – San Marcos. Accessed November 28, 2020. https://digital.library.txstate.edu/handle/10877/12241.

MLA Handbook (7th Edition):

Martinez-Prather, Kathy Erin. “Texas Disciplinary Alternative Education Programs: An Empirical Basis for Effective Practices and Support Systems.” 2020. Web. 28 Nov 2020.

Vancouver:

Martinez-Prather KE. Texas Disciplinary Alternative Education Programs: An Empirical Basis for Effective Practices and Support Systems. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2020. [cited 2020 Nov 28]. Available from: https://digital.library.txstate.edu/handle/10877/12241.

Council of Science Editors:

Martinez-Prather KE. Texas Disciplinary Alternative Education Programs: An Empirical Basis for Effective Practices and Support Systems. [Doctoral Dissertation]. Texas State University – San Marcos; 2020. Available from: https://digital.library.txstate.edu/handle/10877/12241


Vanderbilt University

5. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 November 28, 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. 28 Nov 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 Nov 28]. 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 Maryland

6. Williams, Alisa Michele. A longitudinal analysis of disproportionality in statewide exclusionary discipline of students with disabilities.

Degree: Counseling and Personnel Services, 2016, University of Maryland

 The study examined the state-by-state changes in the rates of exclusionary discipline of students with disabilities compared to their non-disabled peers. Historically, students with disabilities… (more)

Subjects/Keywords: Educational psychology; Special education; disproportional discipline; exclusionary discipline; students with disabilities

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Williams, A. M. (2016). A longitudinal analysis of disproportionality in statewide exclusionary discipline of students with disabilities. (Thesis). University of Maryland. Retrieved from http://hdl.handle.net/1903/18235

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):

Williams, Alisa Michele. “A longitudinal analysis of disproportionality in statewide exclusionary discipline of students with disabilities.” 2016. Thesis, University of Maryland. Accessed November 28, 2020. http://hdl.handle.net/1903/18235.

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

MLA Handbook (7th Edition):

Williams, Alisa Michele. “A longitudinal analysis of disproportionality in statewide exclusionary discipline of students with disabilities.” 2016. Web. 28 Nov 2020.

Vancouver:

Williams AM. A longitudinal analysis of disproportionality in statewide exclusionary discipline of students with disabilities. [Internet] [Thesis]. University of Maryland; 2016. [cited 2020 Nov 28]. Available from: http://hdl.handle.net/1903/18235.

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

Council of Science Editors:

Williams AM. A longitudinal analysis of disproportionality in statewide exclusionary discipline of students with disabilities. [Thesis]. University of Maryland; 2016. Available from: http://hdl.handle.net/1903/18235

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


University of Houston

7. Dandridge, Cheryl. When Monday Comes: Exclusionary Discipline for African Americans, Hispanics, Students with Disabilities, and Students from Lower Socioeconomic Backgrounds in the State of Texas.

Degree: EdD, Professional Leadership, Education, 2020, University of Houston

 Background/Problem Statement: National data shows the use of exclusionary discipline causes disproportionality and overrepresentation in school discipline. Research shows that African Americans, Hispanics, and students… (more)

Subjects/Keywords: DAEP; exclusionary discipline; overrepresentation; disproportionality; school to prison pipeline; zero tolerance

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Dandridge, C. (2020). When Monday Comes: Exclusionary Discipline for African Americans, Hispanics, Students with Disabilities, and Students from Lower Socioeconomic Backgrounds in the State of Texas. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/6679

Chicago Manual of Style (16th Edition):

Dandridge, Cheryl. “When Monday Comes: Exclusionary Discipline for African Americans, Hispanics, Students with Disabilities, and Students from Lower Socioeconomic Backgrounds in the State of Texas.” 2020. Doctoral Dissertation, University of Houston. Accessed November 28, 2020. http://hdl.handle.net/10657/6679.

MLA Handbook (7th Edition):

Dandridge, Cheryl. “When Monday Comes: Exclusionary Discipline for African Americans, Hispanics, Students with Disabilities, and Students from Lower Socioeconomic Backgrounds in the State of Texas.” 2020. Web. 28 Nov 2020.

Vancouver:

Dandridge C. When Monday Comes: Exclusionary Discipline for African Americans, Hispanics, Students with Disabilities, and Students from Lower Socioeconomic Backgrounds in the State of Texas. [Internet] [Doctoral dissertation]. University of Houston; 2020. [cited 2020 Nov 28]. Available from: http://hdl.handle.net/10657/6679.

Council of Science Editors:

Dandridge C. When Monday Comes: Exclusionary Discipline for African Americans, Hispanics, Students with Disabilities, and Students from Lower Socioeconomic Backgrounds in the State of Texas. [Doctoral Dissertation]. University of Houston; 2020. Available from: http://hdl.handle.net/10657/6679


California State University – Sacramento

8. Veal, Hailey. Alternative disciplinary practices in schools impact suspension and expulsion rates for minor behavior infractions committed by students of color.

Degree: MSW, Social Work, 2019, California State University – Sacramento

 The purpose of this study is to determine if schools that practice alternative methods to discipline???such as positive behavior interventions and supports (PBIS)???compared to those… (more)

Subjects/Keywords: Exclusionary discipline; Zero tolerance policy; Positive behavior and intervention supports

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Veal, H. (2019). Alternative disciplinary practices in schools impact suspension and expulsion rates for minor behavior infractions committed by students of color. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.3/210176

Chicago Manual of Style (16th Edition):

Veal, Hailey. “Alternative disciplinary practices in schools impact suspension and expulsion rates for minor behavior infractions committed by students of color.” 2019. Masters Thesis, California State University – Sacramento. Accessed November 28, 2020. http://hdl.handle.net/10211.3/210176.

MLA Handbook (7th Edition):

Veal, Hailey. “Alternative disciplinary practices in schools impact suspension and expulsion rates for minor behavior infractions committed by students of color.” 2019. Web. 28 Nov 2020.

Vancouver:

Veal H. Alternative disciplinary practices in schools impact suspension and expulsion rates for minor behavior infractions committed by students of color. [Internet] [Masters thesis]. California State University – Sacramento; 2019. [cited 2020 Nov 28]. Available from: http://hdl.handle.net/10211.3/210176.

Council of Science Editors:

Veal H. Alternative disciplinary practices in schools impact suspension and expulsion rates for minor behavior infractions committed by students of color. [Masters Thesis]. California State University – Sacramento; 2019. Available from: http://hdl.handle.net/10211.3/210176


University of Kansas

9. An, Zhe. A Multidimensional Investigation of Expulsion and Suspension Practices in Early Childhood Programs.

Degree: PhD, Special Education, 2018, University of Kansas

 High rates of expulsion and suspension of young children, especially from childcare programs that are outside of state pre-kindergartens have been documented (Gilliam, 2005; Gilliam… (more)

Subjects/Keywords: Special education; Childcare; Early Childhood; Exclusionary Discipline; Expulsion; Suspension

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

An, Z. (2018). A Multidimensional Investigation of Expulsion and Suspension Practices in Early Childhood Programs. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/28038

Chicago Manual of Style (16th Edition):

An, Zhe. “A Multidimensional Investigation of Expulsion and Suspension Practices in Early Childhood Programs.” 2018. Doctoral Dissertation, University of Kansas. Accessed November 28, 2020. http://hdl.handle.net/1808/28038.

MLA Handbook (7th Edition):

An, Zhe. “A Multidimensional Investigation of Expulsion and Suspension Practices in Early Childhood Programs.” 2018. Web. 28 Nov 2020.

Vancouver:

An Z. A Multidimensional Investigation of Expulsion and Suspension Practices in Early Childhood Programs. [Internet] [Doctoral dissertation]. University of Kansas; 2018. [cited 2020 Nov 28]. Available from: http://hdl.handle.net/1808/28038.

Council of Science Editors:

An Z. A Multidimensional Investigation of Expulsion and Suspension Practices in Early Childhood Programs. [Doctoral Dissertation]. University of Kansas; 2018. Available from: http://hdl.handle.net/1808/28038


Virginia Tech

10. Jacks, Andrew Michael. A Study into How Elementary School Principals Across Virginia Reduce or Eliminate Exclusionary Discipline for Students with Disabilities.

Degree: EdD, Educational Leadership and Policy Studies, 2019, Virginia Tech

 Students with disabilities are highly at-risk for administrative disciplinary actions that remove them from school for misconduct. School leaders have the authority and expertise to… (more)

Subjects/Keywords: exclusionary discipline; students with disabilities; suspensions; FAPE; IDEA

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Jacks, A. M. (2019). A Study into How Elementary School Principals Across Virginia Reduce or Eliminate Exclusionary Discipline for Students with Disabilities. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/90293

Chicago Manual of Style (16th Edition):

Jacks, Andrew Michael. “A Study into How Elementary School Principals Across Virginia Reduce or Eliminate Exclusionary Discipline for Students with Disabilities.” 2019. Doctoral Dissertation, Virginia Tech. Accessed November 28, 2020. http://hdl.handle.net/10919/90293.

MLA Handbook (7th Edition):

Jacks, Andrew Michael. “A Study into How Elementary School Principals Across Virginia Reduce or Eliminate Exclusionary Discipline for Students with Disabilities.” 2019. Web. 28 Nov 2020.

Vancouver:

Jacks AM. A Study into How Elementary School Principals Across Virginia Reduce or Eliminate Exclusionary Discipline for Students with Disabilities. [Internet] [Doctoral dissertation]. Virginia Tech; 2019. [cited 2020 Nov 28]. Available from: http://hdl.handle.net/10919/90293.

Council of Science Editors:

Jacks AM. A Study into How Elementary School Principals Across Virginia Reduce or Eliminate Exclusionary Discipline for Students with Disabilities. [Doctoral Dissertation]. Virginia Tech; 2019. Available from: http://hdl.handle.net/10919/90293


Princeton University

11. Mittleman, Joel Joseph. LGB YOUTH IN AMERICA’S SCHOOLS: NEW EVIDENCE FROM A CHANGING CONTEXT .

Degree: PhD, 2019, Princeton University

 Lesbian, gay or bisexual (LGB) youth have been historically invisible in research on educational stratification. At a time of rapid change in the social and… (more)

Subjects/Keywords: Bullying; Educational Attainment; Exclusionary Discipline; Lesbian; Gay and Bisexual; Sexual Minority

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Mittleman, J. J. (2019). LGB YOUTH IN AMERICA’S SCHOOLS: NEW EVIDENCE FROM A CHANGING CONTEXT . (Doctoral Dissertation). Princeton University. Retrieved from http://arks.princeton.edu/ark:/88435/dsp015425kd58h

Chicago Manual of Style (16th Edition):

Mittleman, Joel Joseph. “LGB YOUTH IN AMERICA’S SCHOOLS: NEW EVIDENCE FROM A CHANGING CONTEXT .” 2019. Doctoral Dissertation, Princeton University. Accessed November 28, 2020. http://arks.princeton.edu/ark:/88435/dsp015425kd58h.

MLA Handbook (7th Edition):

Mittleman, Joel Joseph. “LGB YOUTH IN AMERICA’S SCHOOLS: NEW EVIDENCE FROM A CHANGING CONTEXT .” 2019. Web. 28 Nov 2020.

Vancouver:

Mittleman JJ. LGB YOUTH IN AMERICA’S SCHOOLS: NEW EVIDENCE FROM A CHANGING CONTEXT . [Internet] [Doctoral dissertation]. Princeton University; 2019. [cited 2020 Nov 28]. Available from: http://arks.princeton.edu/ark:/88435/dsp015425kd58h.

Council of Science Editors:

Mittleman JJ. LGB YOUTH IN AMERICA’S SCHOOLS: NEW EVIDENCE FROM A CHANGING CONTEXT . [Doctoral Dissertation]. Princeton University; 2019. Available from: http://arks.princeton.edu/ark:/88435/dsp015425kd58h


University of California – Irvine

12. Gerlinger, Julie. Structural Inequality in School Discipline: Regulating Intolerance in Public Schools.

Degree: Criminology, Law and Society, 2017, University of California – Irvine

 This dissertation addresses several important gaps in the literature on school discipline to gain a better understanding of how the school contributes to disciplinary outcomes.… (more)

Subjects/Keywords: Criminology; Sociology; Educational sociology; crime; exclusionary discipline; school criminalization; school discipline; zero tolerance

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Gerlinger, J. (2017). Structural Inequality in School Discipline: Regulating Intolerance in Public Schools. (Thesis). University of California – Irvine. Retrieved from http://www.escholarship.org/uc/item/8sq6h2mg

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):

Gerlinger, Julie. “Structural Inequality in School Discipline: Regulating Intolerance in Public Schools.” 2017. Thesis, University of California – Irvine. Accessed November 28, 2020. http://www.escholarship.org/uc/item/8sq6h2mg.

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

MLA Handbook (7th Edition):

Gerlinger, Julie. “Structural Inequality in School Discipline: Regulating Intolerance in Public Schools.” 2017. Web. 28 Nov 2020.

Vancouver:

Gerlinger J. Structural Inequality in School Discipline: Regulating Intolerance in Public Schools. [Internet] [Thesis]. University of California – Irvine; 2017. [cited 2020 Nov 28]. Available from: http://www.escholarship.org/uc/item/8sq6h2mg.

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

Council of Science Editors:

Gerlinger J. Structural Inequality in School Discipline: Regulating Intolerance in Public Schools. [Thesis]. University of California – Irvine; 2017. Available from: http://www.escholarship.org/uc/item/8sq6h2mg

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

13. Delgado, Edna. Limited learning: the effects of student suspensions and expulsions on middle school academic achievement .

Degree: 2014, Texas A&M University – Corpus Christi

Discipline has been a part of schools since schools were first developed. Consequences, including exclusionary discipline, are necessary to maintain an effective learning environment. In… (more)

Subjects/Keywords: exclusionary discipline; expulsions; middle school; OSS; ISS; DAEP; JJAEP; school discipline; suspensions

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Delgado, E. (2014). Limited learning: the effects of student suspensions and expulsions on middle school academic achievement . (Thesis). Texas A&M University – Corpus Christi. Retrieved from http://hdl.handle.net/1969.6/604

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):

Delgado, Edna. “Limited learning: the effects of student suspensions and expulsions on middle school academic achievement .” 2014. Thesis, Texas A&M University – Corpus Christi. Accessed November 28, 2020. http://hdl.handle.net/1969.6/604.

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

MLA Handbook (7th Edition):

Delgado, Edna. “Limited learning: the effects of student suspensions and expulsions on middle school academic achievement .” 2014. Web. 28 Nov 2020.

Vancouver:

Delgado E. Limited learning: the effects of student suspensions and expulsions on middle school academic achievement . [Internet] [Thesis]. Texas A&M University – Corpus Christi; 2014. [cited 2020 Nov 28]. Available from: http://hdl.handle.net/1969.6/604.

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

Council of Science Editors:

Delgado E. Limited learning: the effects of student suspensions and expulsions on middle school academic achievement . [Thesis]. Texas A&M University – Corpus Christi; 2014. Available from: http://hdl.handle.net/1969.6/604

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


University of Tennessee – Knoxville

14. Evans, Katherine Rene. Suspended Students’ Experiences with In-School Suspension: A Phenomenological Investigation.

Degree: 2011, University of Tennessee – Knoxville

 The purpose of this dissertation study was to consider the ways in which middle school students made meaning of their experience with exclusionary discipline, specifically… (more)

Subjects/Keywords: In-School Suspension; Exclusionary Discipline; Student Perspectives; Phenomenology; Classroom Discipline; Educational Psychology

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Evans, K. R. (2011). Suspended Students’ Experiences with In-School Suspension: A Phenomenological Investigation. (Doctoral Dissertation). University of Tennessee – Knoxville. Retrieved from https://trace.tennessee.edu/utk_graddiss/966

Chicago Manual of Style (16th Edition):

Evans, Katherine Rene. “Suspended Students’ Experiences with In-School Suspension: A Phenomenological Investigation.” 2011. Doctoral Dissertation, University of Tennessee – Knoxville. Accessed November 28, 2020. https://trace.tennessee.edu/utk_graddiss/966.

MLA Handbook (7th Edition):

Evans, Katherine Rene. “Suspended Students’ Experiences with In-School Suspension: A Phenomenological Investigation.” 2011. Web. 28 Nov 2020.

Vancouver:

Evans KR. Suspended Students’ Experiences with In-School Suspension: A Phenomenological Investigation. [Internet] [Doctoral dissertation]. University of Tennessee – Knoxville; 2011. [cited 2020 Nov 28]. Available from: https://trace.tennessee.edu/utk_graddiss/966.

Council of Science Editors:

Evans KR. Suspended Students’ Experiences with In-School Suspension: A Phenomenological Investigation. [Doctoral Dissertation]. University of Tennessee – Knoxville; 2011. Available from: https://trace.tennessee.edu/utk_graddiss/966


University of Cincinnati

15. Morgan, Mark A. Too Cruel for School: Exclusionary Discipline and the Incorrigible Student.

Degree: PhD, Education, Criminal Justice, and Human Services: Criminal Justice, 2018, University of Cincinnati

 Maintaining order in the classroom is one of the most important responsibilities of a teacher. Historically, during the colonial era in America, educators often relied… (more)

Subjects/Keywords: Criminology; school discipline; suspension; expulsion; school-to-prison pipeline; exclusionary discipline; racial disparities

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Morgan, M. A. (2018). Too Cruel for School: Exclusionary Discipline and the Incorrigible Student. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1535467231530543

Chicago Manual of Style (16th Edition):

Morgan, Mark A. “Too Cruel for School: Exclusionary Discipline and the Incorrigible Student.” 2018. Doctoral Dissertation, University of Cincinnati. Accessed November 28, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1535467231530543.

MLA Handbook (7th Edition):

Morgan, Mark A. “Too Cruel for School: Exclusionary Discipline and the Incorrigible Student.” 2018. Web. 28 Nov 2020.

Vancouver:

Morgan MA. Too Cruel for School: Exclusionary Discipline and the Incorrigible Student. [Internet] [Doctoral dissertation]. University of Cincinnati; 2018. [cited 2020 Nov 28]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1535467231530543.

Council of Science Editors:

Morgan MA. Too Cruel for School: Exclusionary Discipline and the Incorrigible Student. [Doctoral Dissertation]. University of Cincinnati; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1535467231530543


University of Houston

16. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 November 28, 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. 28 Nov 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 Nov 28]. 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

17. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 November 28, 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. 28 Nov 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 Nov 28]. 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


Loyola University Chicago

18. Estes, El-Roy. My Leadership Experiences with Peace Circles as a Restorative Practice.

Degree: Doctor of Education (EdD), School of Education, 2017, Loyola University Chicago

  Restorative practices emerged on the scene within the Chicago Public Schools (CPS) as of recent. In 2006, CPS revamped their Student Code of Misconduct… (more)

Subjects/Keywords: Behavior; Black students; Exclusionary discipline; Peace Circles; Restorative; Social and Emotional; Educational Leadership

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Estes, E. (2017). My Leadership Experiences with Peace Circles as a Restorative Practice. (Thesis). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_diss/2796

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):

Estes, El-Roy. “My Leadership Experiences with Peace Circles as a Restorative Practice.” 2017. Thesis, Loyola University Chicago. Accessed November 28, 2020. https://ecommons.luc.edu/luc_diss/2796.

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

MLA Handbook (7th Edition):

Estes, El-Roy. “My Leadership Experiences with Peace Circles as a Restorative Practice.” 2017. Web. 28 Nov 2020.

Vancouver:

Estes E. My Leadership Experiences with Peace Circles as a Restorative Practice. [Internet] [Thesis]. Loyola University Chicago; 2017. [cited 2020 Nov 28]. Available from: https://ecommons.luc.edu/luc_diss/2796.

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

Council of Science Editors:

Estes E. My Leadership Experiences with Peace Circles as a Restorative Practice. [Thesis]. Loyola University Chicago; 2017. Available from: https://ecommons.luc.edu/luc_diss/2796

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


University of Louisville

19. Roseberry, Dawn Boone. Student perception of the effects of out of school suspension on academic motivation.

Degree: EdD, 2018, University of Louisville

  Historically, the response to rule violations and misbehavior in schools was to punish students by using methods such as exclusionary discipline. Exclusionary discipline may… (more)

Subjects/Keywords: out of school suspension; zero tolerance; exclusionary discipline; restorative justice; academic motivation; Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Roseberry, D. B. (2018). Student perception of the effects of out of school suspension on academic motivation. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/3107 ; https://ir.library.louisville.edu/etd/3107

Chicago Manual of Style (16th Edition):

Roseberry, Dawn Boone. “Student perception of the effects of out of school suspension on academic motivation.” 2018. Doctoral Dissertation, University of Louisville. Accessed November 28, 2020. 10.18297/etd/3107 ; https://ir.library.louisville.edu/etd/3107.

MLA Handbook (7th Edition):

Roseberry, Dawn Boone. “Student perception of the effects of out of school suspension on academic motivation.” 2018. Web. 28 Nov 2020.

Vancouver:

Roseberry DB. Student perception of the effects of out of school suspension on academic motivation. [Internet] [Doctoral dissertation]. University of Louisville; 2018. [cited 2020 Nov 28]. Available from: 10.18297/etd/3107 ; https://ir.library.louisville.edu/etd/3107.

Council of Science Editors:

Roseberry DB. Student perception of the effects of out of school suspension on academic motivation. [Doctoral Dissertation]. University of Louisville; 2018. Available from: 10.18297/etd/3107 ; https://ir.library.louisville.edu/etd/3107


Vanderbilt University

20. Fisher, Benjamin William. School Resource Officers, Exclusionary Discipline, and the Role of Context.

Degree: PhD, Community Research and Action, 2016, Vanderbilt University

 In recent years, students have been excluded from school at consistently high rates, even as school crime rates have declined. Moreover, students of color are… (more)

Subjects/Keywords: suspensions; police in schools; zero tolerance; exclusionary discipline; school resource officers; disciplinary disparities

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Fisher, B. W. (2016). School Resource Officers, Exclusionary Discipline, and the Role of Context. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/12119

Chicago Manual of Style (16th Edition):

Fisher, Benjamin William. “School Resource Officers, Exclusionary Discipline, and the Role of Context.” 2016. Doctoral Dissertation, Vanderbilt University. Accessed November 28, 2020. http://hdl.handle.net/1803/12119.

MLA Handbook (7th Edition):

Fisher, Benjamin William. “School Resource Officers, Exclusionary Discipline, and the Role of Context.” 2016. Web. 28 Nov 2020.

Vancouver:

Fisher BW. School Resource Officers, Exclusionary Discipline, and the Role of Context. [Internet] [Doctoral dissertation]. Vanderbilt University; 2016. [cited 2020 Nov 28]. Available from: http://hdl.handle.net/1803/12119.

Council of Science Editors:

Fisher BW. School Resource Officers, Exclusionary Discipline, and the Role of Context. [Doctoral Dissertation]. Vanderbilt University; 2016. Available from: http://hdl.handle.net/1803/12119


Louisiana State University

21. Grisdale, Melissa Jo Hamilton. Examining Two Self-Assessment Measures of Teacher Multicultural Competence and Their Predictive Value to Student Behavior Outcomes.

Degree: PhD, School Psychology, 2019, Louisiana State University

  Multicultural competence is a construct that has been discussed in the education literature as an essential skill for teachers' success in reaching all children… (more)

Subjects/Keywords: multicultural competence; exclusionary discipline; tripartite model of multicultural competence; social cognitive theory

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Grisdale, M. J. H. (2019). Examining Two Self-Assessment Measures of Teacher Multicultural Competence and Their Predictive Value to Student Behavior Outcomes. (Doctoral Dissertation). Louisiana State University. Retrieved from https://digitalcommons.lsu.edu/gradschool_dissertations/4964

Chicago Manual of Style (16th Edition):

Grisdale, Melissa Jo Hamilton. “Examining Two Self-Assessment Measures of Teacher Multicultural Competence and Their Predictive Value to Student Behavior Outcomes.” 2019. Doctoral Dissertation, Louisiana State University. Accessed November 28, 2020. https://digitalcommons.lsu.edu/gradschool_dissertations/4964.

MLA Handbook (7th Edition):

Grisdale, Melissa Jo Hamilton. “Examining Two Self-Assessment Measures of Teacher Multicultural Competence and Their Predictive Value to Student Behavior Outcomes.” 2019. Web. 28 Nov 2020.

Vancouver:

Grisdale MJH. Examining Two Self-Assessment Measures of Teacher Multicultural Competence and Their Predictive Value to Student Behavior Outcomes. [Internet] [Doctoral dissertation]. Louisiana State University; 2019. [cited 2020 Nov 28]. Available from: https://digitalcommons.lsu.edu/gradschool_dissertations/4964.

Council of Science Editors:

Grisdale MJH. Examining Two Self-Assessment Measures of Teacher Multicultural Competence and Their Predictive Value to Student Behavior Outcomes. [Doctoral Dissertation]. Louisiana State University; 2019. Available from: https://digitalcommons.lsu.edu/gradschool_dissertations/4964

22. Watson, Lottie M. Reducing exclusionary discipline from the classroom: a descriptive qualitative case study.

Degree: EdD, School of Education, 2018, Northeastern University

 This case study was conducted at a traditional 9-12 comprehensive high school 10 miles outside of New York City in Bergen County, New Jersey.; The… (more)

Subjects/Keywords: exclusionary discipline; teacher-student relationships; discipline practices

…Study The following research examines the inconsistent exclusionary discipline practices… …current discipline practices that contribute to exclusionary and inconsistent referrals that… …The overall goal of this case study is to reduce inconsistent exclusionary discipline… …to explore relationship building to further reduce exclusionary discipline practices and… …effort to reduce the inconsistent exclusionary discipline practices that remove many of its… 

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Watson, L. M. (2018). Reducing exclusionary discipline from the classroom: a descriptive qualitative case study. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20289771

Chicago Manual of Style (16th Edition):

Watson, Lottie M. “Reducing exclusionary discipline from the classroom: a descriptive qualitative case study.” 2018. Doctoral Dissertation, Northeastern University. Accessed November 28, 2020. http://hdl.handle.net/2047/D20289771.

MLA Handbook (7th Edition):

Watson, Lottie M. “Reducing exclusionary discipline from the classroom: a descriptive qualitative case study.” 2018. Web. 28 Nov 2020.

Vancouver:

Watson LM. Reducing exclusionary discipline from the classroom: a descriptive qualitative case study. [Internet] [Doctoral dissertation]. Northeastern University; 2018. [cited 2020 Nov 28]. Available from: http://hdl.handle.net/2047/D20289771.

Council of Science Editors:

Watson LM. Reducing exclusionary discipline from the classroom: a descriptive qualitative case study. [Doctoral Dissertation]. Northeastern University; 2018. Available from: http://hdl.handle.net/2047/D20289771


University of South Florida

23. Bailey, Michael R. P. Disciplinary D/discourses: Navigating and Negotiating Disciplinary Paradigms.

Degree: 2019, University of South Florida

 Over the past twenty-five years, in the United States, zero-tolerance policies that were initially implemented to deter gun violence and drugs in schools have expanded… (more)

Subjects/Keywords: Discourse Analysis; Exclusionary Discipline; Poststructuralism; School Discipline; Zero-Tolerance Policy; Education Policy; Organizational Behavior and Theory; Other Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Bailey, M. R. P. (2019). Disciplinary D/discourses: Navigating and Negotiating Disciplinary Paradigms. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/8004

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):

Bailey, Michael R P. “Disciplinary D/discourses: Navigating and Negotiating Disciplinary Paradigms.” 2019. Thesis, University of South Florida. Accessed November 28, 2020. https://scholarcommons.usf.edu/etd/8004.

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

MLA Handbook (7th Edition):

Bailey, Michael R P. “Disciplinary D/discourses: Navigating and Negotiating Disciplinary Paradigms.” 2019. Web. 28 Nov 2020.

Vancouver:

Bailey MRP. Disciplinary D/discourses: Navigating and Negotiating Disciplinary Paradigms. [Internet] [Thesis]. University of South Florida; 2019. [cited 2020 Nov 28]. Available from: https://scholarcommons.usf.edu/etd/8004.

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

Council of Science Editors:

Bailey MRP. Disciplinary D/discourses: Navigating and Negotiating Disciplinary Paradigms. [Thesis]. University of South Florida; 2019. Available from: https://scholarcommons.usf.edu/etd/8004

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


Liberty University

24. Ferguson, Dante' L, Sr. School Suspension and Academic Achievement for Tenth and Eleventh Grade Male Students: A Correlational Study.

Degree: 2018, Liberty University

 The purpose of this correlational study was to examine the relationship between absenteeism due to suspensions and math and reading scores from the 2016 –… (more)

Subjects/Keywords: Exclusionary Discipline; Zero Tolerance; Academic Achievement; African American Males; School to Jail Pipeline; Education; Educational Leadership

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Ferguson, Dante' L, S. (2018). School Suspension and Academic Achievement for Tenth and Eleventh Grade Male Students: A Correlational Study. (Doctoral Dissertation). Liberty University. Retrieved from https://digitalcommons.liberty.edu/doctoral/1917

Chicago Manual of Style (16th Edition):

Ferguson, Dante' L, Sr. “School Suspension and Academic Achievement for Tenth and Eleventh Grade Male Students: A Correlational Study.” 2018. Doctoral Dissertation, Liberty University. Accessed November 28, 2020. https://digitalcommons.liberty.edu/doctoral/1917.

MLA Handbook (7th Edition):

Ferguson, Dante' L, Sr. “School Suspension and Academic Achievement for Tenth and Eleventh Grade Male Students: A Correlational Study.” 2018. Web. 28 Nov 2020.

Vancouver:

Ferguson, Dante' L S. School Suspension and Academic Achievement for Tenth and Eleventh Grade Male Students: A Correlational Study. [Internet] [Doctoral dissertation]. Liberty University; 2018. [cited 2020 Nov 28]. Available from: https://digitalcommons.liberty.edu/doctoral/1917.

Council of Science Editors:

Ferguson, Dante' L S. School Suspension and Academic Achievement for Tenth and Eleventh Grade Male Students: A Correlational Study. [Doctoral Dissertation]. Liberty University; 2018. Available from: https://digitalcommons.liberty.edu/doctoral/1917


East Carolina University

25. Rosenthal, Lihi. Fits and Starts: One Elementary School's Journey toward Trauma-Informed Leadership.

Degree: EdD, EDD-Educational Leadership, 2019, East Carolina University

 Across the country, passionate educators strive to meet the needs of diverse students within welcoming and inclusive community schools. It is no easy feat. For… (more)

Subjects/Keywords: trauma-informed leadership; trauma-informed care; exclusionary discipline; Multicultural education – Washington (State); School children – Mental health – Washington (State); Communication in education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Rosenthal, L. (2019). Fits and Starts: One Elementary School's Journey toward Trauma-Informed Leadership. (Doctoral Dissertation). East Carolina University. Retrieved from http://hdl.handle.net/10342/7224

Chicago Manual of Style (16th Edition):

Rosenthal, Lihi. “Fits and Starts: One Elementary School's Journey toward Trauma-Informed Leadership.” 2019. Doctoral Dissertation, East Carolina University. Accessed November 28, 2020. http://hdl.handle.net/10342/7224.

MLA Handbook (7th Edition):

Rosenthal, Lihi. “Fits and Starts: One Elementary School's Journey toward Trauma-Informed Leadership.” 2019. Web. 28 Nov 2020.

Vancouver:

Rosenthal L. Fits and Starts: One Elementary School's Journey toward Trauma-Informed Leadership. [Internet] [Doctoral dissertation]. East Carolina University; 2019. [cited 2020 Nov 28]. Available from: http://hdl.handle.net/10342/7224.

Council of Science Editors:

Rosenthal L. Fits and Starts: One Elementary School's Journey toward Trauma-Informed Leadership. [Doctoral Dissertation]. East Carolina University; 2019. Available from: http://hdl.handle.net/10342/7224

26. Fowles, Candace Nicole. Ethnicity and Punishment: A State-Level Investigation on HispanicRepresentation in School Discipline.

Degree: EdS, 2019, Brigham Young University

 Racial disproportionality in exclusionary discipline measures among public school students has been well-established for African American youth in the United States. The research literature has… (more)

Subjects/Keywords: exclusionary discipline; gender; Hispanic; racial disproportionality

…effect beginning with racial disparities in school discipline referrals/exclusionary discipline… …higher risks for African-American students to receive discipline referrals and exclusionary… …exclusionary discipline outcomes are proportional for Hispanic and Latinos when compared to White… …representational makeup for Hispanic students in exclusionary discipline categories for the five states… …representation in exclusionary discipline measures, which can be used to determine if a problem exists… 

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7 Sample image

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Fowles, C. N. (2019). Ethnicity and Punishment: A State-Level Investigation on HispanicRepresentation in School Discipline. (Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8534&context=etd

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):

Fowles, Candace Nicole. “Ethnicity and Punishment: A State-Level Investigation on HispanicRepresentation in School Discipline.” 2019. Thesis, Brigham Young University. Accessed November 28, 2020. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8534&context=etd.

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

MLA Handbook (7th Edition):

Fowles, Candace Nicole. “Ethnicity and Punishment: A State-Level Investigation on HispanicRepresentation in School Discipline.” 2019. Web. 28 Nov 2020.

Vancouver:

Fowles CN. Ethnicity and Punishment: A State-Level Investigation on HispanicRepresentation in School Discipline. [Internet] [Thesis]. Brigham Young University; 2019. [cited 2020 Nov 28]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8534&context=etd.

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

Council of Science Editors:

Fowles CN. Ethnicity and Punishment: A State-Level Investigation on HispanicRepresentation in School Discipline. [Thesis]. Brigham Young University; 2019. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8534&context=etd

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


Georgia State University

27. Edwards, Erica B. (Bad) girls: Black girls' and school administrators' perceptions of re-entry after exclusionary discipline through a womanist approach to narrative inquiry.

Degree: PhD, Educational Policy Studies, 2017, Georgia State University

  Black girls are over-represented among suspended, expelled, or arrested youth (Blake 2011; Perry & Morris, 2017) and are punished more harshly for the same… (more)

Subjects/Keywords: Black girls; Urban administrators; Exclusionary discipline; School re-entry; School/Prison nexus; School-to-confinement processes

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Edwards, E. B. (2017). (Bad) girls: Black girls' and school administrators' perceptions of re-entry after exclusionary discipline through a womanist approach to narrative inquiry. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/180

Chicago Manual of Style (16th Edition):

Edwards, Erica B. “(Bad) girls: Black girls' and school administrators' perceptions of re-entry after exclusionary discipline through a womanist approach to narrative inquiry.” 2017. Doctoral Dissertation, Georgia State University. Accessed November 28, 2020. https://scholarworks.gsu.edu/eps_diss/180.

MLA Handbook (7th Edition):

Edwards, Erica B. “(Bad) girls: Black girls' and school administrators' perceptions of re-entry after exclusionary discipline through a womanist approach to narrative inquiry.” 2017. Web. 28 Nov 2020.

Vancouver:

Edwards EB. (Bad) girls: Black girls' and school administrators' perceptions of re-entry after exclusionary discipline through a womanist approach to narrative inquiry. [Internet] [Doctoral dissertation]. Georgia State University; 2017. [cited 2020 Nov 28]. Available from: https://scholarworks.gsu.edu/eps_diss/180.

Council of Science Editors:

Edwards EB. (Bad) girls: Black girls' and school administrators' perceptions of re-entry after exclusionary discipline through a womanist approach to narrative inquiry. [Doctoral Dissertation]. Georgia State University; 2017. Available from: https://scholarworks.gsu.edu/eps_diss/180


University of North Texas

28. Millican, Deborah. Perceptions of Restorative Practices by Male Students of Color in Middle School.

Degree: 2020, University of North Texas

 Zero-tolerance discipline policies have been in use in U.S. schools for almost 25 years. Since their enactment in the 1990s, researchers have found that zero… (more)

Subjects/Keywords: Restorative Practices; boys of color; middle school; zero tolerance; restorative circles; reintegrative circles; DAEP; school removal; school exclusion; exclusionary discipline; Adverse Childhood Experiences; ACEs; shame; Education, Administration

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Millican, D. (2020). Perceptions of Restorative Practices by Male Students of Color in Middle School. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1703366/

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):

Millican, Deborah. “Perceptions of Restorative Practices by Male Students of Color in Middle School.” 2020. Thesis, University of North Texas. Accessed November 28, 2020. https://digital.library.unt.edu/ark:/67531/metadc1703366/.

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

MLA Handbook (7th Edition):

Millican, Deborah. “Perceptions of Restorative Practices by Male Students of Color in Middle School.” 2020. Web. 28 Nov 2020.

Vancouver:

Millican D. Perceptions of Restorative Practices by Male Students of Color in Middle School. [Internet] [Thesis]. University of North Texas; 2020. [cited 2020 Nov 28]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1703366/.

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

Council of Science Editors:

Millican D. Perceptions of Restorative Practices by Male Students of Color in Middle School. [Thesis]. University of North Texas; 2020. Available from: https://digital.library.unt.edu/ark:/67531/metadc1703366/

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


Kennesaw State University

29. Khan, Osman. Experiences with and Conceptions of School Discipline and PBIS Implementation: A Phenomenography of Fifteen Students with Disabilities in One Title I Middle School.

Degree: Doctor of Education in Special Education - General Curriculum (EdD), Education, 2020, Kennesaw State University

  In this phenomenographical study, fifteen students with disabilities from one middle-grades setting were recruited to explore the qualitative different ways they experience and conceive… (more)

Subjects/Keywords: exclusionary school discipline; middle grades; student perceptions; students with disabilities; restorative justice; Positive Behavior Intervention and Supports (PBIS); Special Education and Teaching

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Khan, O. (2020). Experiences with and Conceptions of School Discipline and PBIS Implementation: A Phenomenography of Fifteen Students with Disabilities in One Title I Middle School. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/speceddoc_etd/8

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):

Khan, Osman. “Experiences with and Conceptions of School Discipline and PBIS Implementation: A Phenomenography of Fifteen Students with Disabilities in One Title I Middle School.” 2020. Thesis, Kennesaw State University. Accessed November 28, 2020. https://digitalcommons.kennesaw.edu/speceddoc_etd/8.

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

MLA Handbook (7th Edition):

Khan, Osman. “Experiences with and Conceptions of School Discipline and PBIS Implementation: A Phenomenography of Fifteen Students with Disabilities in One Title I Middle School.” 2020. Web. 28 Nov 2020.

Vancouver:

Khan O. Experiences with and Conceptions of School Discipline and PBIS Implementation: A Phenomenography of Fifteen Students with Disabilities in One Title I Middle School. [Internet] [Thesis]. Kennesaw State University; 2020. [cited 2020 Nov 28]. Available from: https://digitalcommons.kennesaw.edu/speceddoc_etd/8.

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

Council of Science Editors:

Khan O. Experiences with and Conceptions of School Discipline and PBIS Implementation: A Phenomenography of Fifteen Students with Disabilities in One Title I Middle School. [Thesis]. Kennesaw State University; 2020. Available from: https://digitalcommons.kennesaw.edu/speceddoc_etd/8

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

30. Campbell, Kyla. School Sanctions, Race, Ethnicity, and Neighborhood Poverty in Adulthood.

Degree: MA, Sociology, 2017, Bowling Green State University

 There has been a substantial increase in the use of school sanctions over the past several decades due to the adoption of “zero tolerance” policies… (more)

Subjects/Keywords: Sociology; Race; Ethnicity; School Sanctions; Exclusionary School Discipline; Neighborhoods

…and Evans, 1996). In the long-term, exclusionary school discipline has been linked to… …exclusionary school discipline may have consequences for overall well-being, the roles that… …I hypothesize that the effects of experiencing exclusionary school discipline in… …Exclusionary discipline practices in schools are also associated with adverse outcomes in adolescence… …students who have experienced exclusionary school discipline. METHODS Data I will be using The… 

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Campbell, K. (2017). School Sanctions, Race, Ethnicity, and Neighborhood Poverty in Adulthood. (Masters Thesis). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1499425244752609

Chicago Manual of Style (16th Edition):

Campbell, Kyla. “School Sanctions, Race, Ethnicity, and Neighborhood Poverty in Adulthood.” 2017. Masters Thesis, Bowling Green State University. Accessed November 28, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1499425244752609.

MLA Handbook (7th Edition):

Campbell, Kyla. “School Sanctions, Race, Ethnicity, and Neighborhood Poverty in Adulthood.” 2017. Web. 28 Nov 2020.

Vancouver:

Campbell K. School Sanctions, Race, Ethnicity, and Neighborhood Poverty in Adulthood. [Internet] [Masters thesis]. Bowling Green State University; 2017. [cited 2020 Nov 28]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1499425244752609.

Council of Science Editors:

Campbell K. School Sanctions, Race, Ethnicity, and Neighborhood Poverty in Adulthood. [Masters Thesis]. Bowling Green State University; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1499425244752609

[1] [2]

.