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You searched for subject:(school to prison pipeline). Showing records 1 – 30 of 84527 total matches.

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UCLA

1. Cervantes, Laura A. Examining Pre-Service Teachers’ Preference for Student Classroom Behavior and use of Discipline.

Degree: Education, 2015, UCLA

 Recently, a great deal of attention has been paid to the disproportionate incarceration of people of color, and the role schools play in perpetuating this… (more)

Subjects/Keywords: Education; Classroom behavior; School-to-prison pipeline

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APA (6th Edition):

Cervantes, L. A. (2015). Examining Pre-Service Teachers’ Preference for Student Classroom Behavior and use of Discipline. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/6m81f9c8

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):

Cervantes, Laura A. “Examining Pre-Service Teachers’ Preference for Student Classroom Behavior and use of Discipline.” 2015. Thesis, UCLA. Accessed February 28, 2021. http://www.escholarship.org/uc/item/6m81f9c8.

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

MLA Handbook (7th Edition):

Cervantes, Laura A. “Examining Pre-Service Teachers’ Preference for Student Classroom Behavior and use of Discipline.” 2015. Web. 28 Feb 2021.

Vancouver:

Cervantes LA. Examining Pre-Service Teachers’ Preference for Student Classroom Behavior and use of Discipline. [Internet] [Thesis]. UCLA; 2015. [cited 2021 Feb 28]. Available from: http://www.escholarship.org/uc/item/6m81f9c8.

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

Council of Science Editors:

Cervantes LA. Examining Pre-Service Teachers’ Preference for Student Classroom Behavior and use of Discipline. [Thesis]. UCLA; 2015. Available from: http://www.escholarship.org/uc/item/6m81f9c8

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


California State University – Sacramento

2. Hooks, Austin. Perceptions of anti-blackness and the school-to-prison pipeline.

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

 There is a myriad of data regarding racism, criminal justice, and the school-to-prison pipeline, however more insight is needed to better understand the relationships between… (more)

Subjects/Keywords: Anti-blackness; School discipline; Racism; Social justice; School-to-prison pipeline

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APA (6th Edition):

Hooks, A. (2019). Perceptions of anti-blackness and the school-to-prison pipeline. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.3/210274

Chicago Manual of Style (16th Edition):

Hooks, Austin. “Perceptions of anti-blackness and the school-to-prison pipeline.” 2019. Masters Thesis, California State University – Sacramento. Accessed February 28, 2021. http://hdl.handle.net/10211.3/210274.

MLA Handbook (7th Edition):

Hooks, Austin. “Perceptions of anti-blackness and the school-to-prison pipeline.” 2019. Web. 28 Feb 2021.

Vancouver:

Hooks A. Perceptions of anti-blackness and the school-to-prison pipeline. [Internet] [Masters thesis]. California State University – Sacramento; 2019. [cited 2021 Feb 28]. Available from: http://hdl.handle.net/10211.3/210274.

Council of Science Editors:

Hooks A. Perceptions of anti-blackness and the school-to-prison pipeline. [Masters Thesis]. California State University – Sacramento; 2019. Available from: http://hdl.handle.net/10211.3/210274


Humboldt State University

3. Lieb, Tess. Teen Court project.

Degree: MA, Social Work, 2013, Humboldt State University

 The school to prison pipeline is the problematic phenomenon of funneling children out of schools and into the prison system. The Council of State Governments… (more)

Subjects/Keywords: School to prison pipeline; Zero tolerance; Alternatives; Survey

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APA (6th Edition):

Lieb, T. (2013). Teen Court project. (Masters Thesis). Humboldt State University. Retrieved from http://hdl.handle.net/2148/1514

Chicago Manual of Style (16th Edition):

Lieb, Tess. “Teen Court project.” 2013. Masters Thesis, Humboldt State University. Accessed February 28, 2021. http://hdl.handle.net/2148/1514.

MLA Handbook (7th Edition):

Lieb, Tess. “Teen Court project.” 2013. Web. 28 Feb 2021.

Vancouver:

Lieb T. Teen Court project. [Internet] [Masters thesis]. Humboldt State University; 2013. [cited 2021 Feb 28]. Available from: http://hdl.handle.net/2148/1514.

Council of Science Editors:

Lieb T. Teen Court project. [Masters Thesis]. Humboldt State University; 2013. Available from: http://hdl.handle.net/2148/1514


Vanderbilt University

4. Houston, Stacey LaMar II. Education and Health: Race and Gender Variations in the Causes and Consequences of Criminal Justice Involvement.

Degree: PhD, Sociology, 2018, Vanderbilt University

 The United States has experienced a dramatic growth and recent stabilization in incarceration rates. Within the past 40 years, the prison population increased five-fold. Today,… (more)

Subjects/Keywords: discipline; punishment; inequality; quantitative methods; mental health; school-to-prison pipeline

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APA (6th Edition):

Houston, S. L. I. (2018). Education and Health: Race and Gender Variations in the Causes and Consequences of Criminal Justice Involvement. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/11659

Chicago Manual of Style (16th Edition):

Houston, Stacey LaMar II. “Education and Health: Race and Gender Variations in the Causes and Consequences of Criminal Justice Involvement.” 2018. Doctoral Dissertation, Vanderbilt University. Accessed February 28, 2021. http://hdl.handle.net/1803/11659.

MLA Handbook (7th Edition):

Houston, Stacey LaMar II. “Education and Health: Race and Gender Variations in the Causes and Consequences of Criminal Justice Involvement.” 2018. Web. 28 Feb 2021.

Vancouver:

Houston SLI. Education and Health: Race and Gender Variations in the Causes and Consequences of Criminal Justice Involvement. [Internet] [Doctoral dissertation]. Vanderbilt University; 2018. [cited 2021 Feb 28]. Available from: http://hdl.handle.net/1803/11659.

Council of Science Editors:

Houston SLI. Education and Health: Race and Gender Variations in the Causes and Consequences of Criminal Justice Involvement. [Doctoral Dissertation]. Vanderbilt University; 2018. Available from: http://hdl.handle.net/1803/11659


California State University – Sacramento

5. Davis, Rachael S. Exploring juvenile delinquency and the link to literacy.

Degree: MA, Education (Language and Literacy, 2020, California State University – Sacramento

 Juvenile delinquency and education are a subject that lacks streamlined research for many reasons. According to a report by Sawyer and Wagner (2020) of the… (more)

Subjects/Keywords: Juvenile delinquency; Literacy; Reading; School-to-prison pipeline

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APA (6th Edition):

Davis, R. S. (2020). Exploring juvenile delinquency and the link to literacy. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.3/217126

Chicago Manual of Style (16th Edition):

Davis, Rachael S. “Exploring juvenile delinquency and the link to literacy.” 2020. Masters Thesis, California State University – Sacramento. Accessed February 28, 2021. http://hdl.handle.net/10211.3/217126.

MLA Handbook (7th Edition):

Davis, Rachael S. “Exploring juvenile delinquency and the link to literacy.” 2020. Web. 28 Feb 2021.

Vancouver:

Davis RS. Exploring juvenile delinquency and the link to literacy. [Internet] [Masters thesis]. California State University – Sacramento; 2020. [cited 2021 Feb 28]. Available from: http://hdl.handle.net/10211.3/217126.

Council of Science Editors:

Davis RS. Exploring juvenile delinquency and the link to literacy. [Masters Thesis]. California State University – Sacramento; 2020. Available from: http://hdl.handle.net/10211.3/217126


University of Houston

6. 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

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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 February 28, 2021. 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 Feb 2021.

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 2021 Feb 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


University of Houston

7. Cisneros, Frank Nicolas. Lowering Suspension and Office Referrals within an Urban Middle School: A Variable in Disrupting the School-to-Prison Pipeline.

Degree: EdD, Curriculum and Instruction, University of Houston

 Background: Stakeholders in the educational community have many tools that can lower school suspension rates and disrupt the school-to-prison pipeline. Methods and resources require school(more)

Subjects/Keywords: School-to-Prison Pipeline; Suspensions

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APA (6th Edition):

Cisneros, F. N. (n.d.). Lowering Suspension and Office Referrals within an Urban Middle School: A Variable in Disrupting the School-to-Prison Pipeline. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/2663

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Chicago Manual of Style (16th Edition):

Cisneros, Frank Nicolas. “Lowering Suspension and Office Referrals within an Urban Middle School: A Variable in Disrupting the School-to-Prison Pipeline.” Doctoral Dissertation, University of Houston. Accessed February 28, 2021. http://hdl.handle.net/10657/2663.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

MLA Handbook (7th Edition):

Cisneros, Frank Nicolas. “Lowering Suspension and Office Referrals within an Urban Middle School: A Variable in Disrupting the School-to-Prison Pipeline.” Web. 28 Feb 2021.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Vancouver:

Cisneros FN. Lowering Suspension and Office Referrals within an Urban Middle School: A Variable in Disrupting the School-to-Prison Pipeline. [Internet] [Doctoral dissertation]. University of Houston; [cited 2021 Feb 28]. Available from: http://hdl.handle.net/10657/2663.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Council of Science Editors:

Cisneros FN. Lowering Suspension and Office Referrals within an Urban Middle School: A Variable in Disrupting the School-to-Prison Pipeline. [Doctoral Dissertation]. University of Houston; Available from: http://hdl.handle.net/10657/2663

Note: this citation may be lacking information needed for this citation format:
No year of publication.


University of Houston

8. Burren, Roni. In Their Words: Eleventh Grade Black Boy Voices Regarding Their Suspensions and Literacy.

Degree: PhD, Curriculum and Instruction, 2017, University of Houston

 Background: Black boys often lie at the center of academic discourse. Conversations about the school to prison pipeline and literacy often point to grim school(more)

Subjects/Keywords: Suspensions; Black boys; Literacy; School to prison pipeline

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APA (6th Edition):

Burren, R. (2017). In Their Words: Eleventh Grade Black Boy Voices Regarding Their Suspensions and Literacy. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/4843

Chicago Manual of Style (16th Edition):

Burren, Roni. “In Their Words: Eleventh Grade Black Boy Voices Regarding Their Suspensions and Literacy.” 2017. Doctoral Dissertation, University of Houston. Accessed February 28, 2021. http://hdl.handle.net/10657/4843.

MLA Handbook (7th Edition):

Burren, Roni. “In Their Words: Eleventh Grade Black Boy Voices Regarding Their Suspensions and Literacy.” 2017. Web. 28 Feb 2021.

Vancouver:

Burren R. In Their Words: Eleventh Grade Black Boy Voices Regarding Their Suspensions and Literacy. [Internet] [Doctoral dissertation]. University of Houston; 2017. [cited 2021 Feb 28]. Available from: http://hdl.handle.net/10657/4843.

Council of Science Editors:

Burren R. In Their Words: Eleventh Grade Black Boy Voices Regarding Their Suspensions and Literacy. [Doctoral Dissertation]. University of Houston; 2017. Available from: http://hdl.handle.net/10657/4843


SUNY College at Brockport

9. Kaminska, Cody. Preparing New Teachers to Manage the Modern Classroom.

Degree: MSEd, Education and Human Development, 2018, SUNY College at Brockport

  Classroom management is broadly defined as the wide variety of skills and techniques that teachers use to keep students organized, orderly, focused, on task,… (more)

Subjects/Keywords: Classroom Management; Pedagogy; School to Prison Pipeline; Education; Secondary Education

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APA (6th Edition):

Kaminska, C. (2018). Preparing New Teachers to Manage the Modern Classroom. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/1214

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):

Kaminska, Cody. “Preparing New Teachers to Manage the Modern Classroom.” 2018. Thesis, SUNY College at Brockport. Accessed February 28, 2021. https://digitalcommons.brockport.edu/ehd_theses/1214.

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

MLA Handbook (7th Edition):

Kaminska, Cody. “Preparing New Teachers to Manage the Modern Classroom.” 2018. Web. 28 Feb 2021.

Vancouver:

Kaminska C. Preparing New Teachers to Manage the Modern Classroom. [Internet] [Thesis]. SUNY College at Brockport; 2018. [cited 2021 Feb 28]. Available from: https://digitalcommons.brockport.edu/ehd_theses/1214.

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

Council of Science Editors:

Kaminska C. Preparing New Teachers to Manage the Modern Classroom. [Thesis]. SUNY College at Brockport; 2018. Available from: https://digitalcommons.brockport.edu/ehd_theses/1214

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


Louisiana State University

10. Antoine, Kristen Alana. Prison to School to Redemption: A Full Circle Channel to the Complete ‘School-to-Prison Pipeline’.

Degree: PhD, Education, 2017, Louisiana State University

 The purpose of this study was to investigate education and self-efficacy for incarcerated men who have chosen to pursue post-secondary educations despite being in the… (more)

Subjects/Keywords: post-secondary correctional education; school-to-prison pipeline

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APA (6th Edition):

Antoine, K. A. (2017). Prison to School to Redemption: A Full Circle Channel to the Complete ‘School-to-Prison Pipeline’. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-07062017-142222 ; https://digitalcommons.lsu.edu/gradschool_dissertations/4345

Chicago Manual of Style (16th Edition):

Antoine, Kristen Alana. “Prison to School to Redemption: A Full Circle Channel to the Complete ‘School-to-Prison Pipeline’.” 2017. Doctoral Dissertation, Louisiana State University. Accessed February 28, 2021. etd-07062017-142222 ; https://digitalcommons.lsu.edu/gradschool_dissertations/4345.

MLA Handbook (7th Edition):

Antoine, Kristen Alana. “Prison to School to Redemption: A Full Circle Channel to the Complete ‘School-to-Prison Pipeline’.” 2017. Web. 28 Feb 2021.

Vancouver:

Antoine KA. Prison to School to Redemption: A Full Circle Channel to the Complete ‘School-to-Prison Pipeline’. [Internet] [Doctoral dissertation]. Louisiana State University; 2017. [cited 2021 Feb 28]. Available from: etd-07062017-142222 ; https://digitalcommons.lsu.edu/gradschool_dissertations/4345.

Council of Science Editors:

Antoine KA. Prison to School to Redemption: A Full Circle Channel to the Complete ‘School-to-Prison Pipeline’. [Doctoral Dissertation]. Louisiana State University; 2017. Available from: etd-07062017-142222 ; https://digitalcommons.lsu.edu/gradschool_dissertations/4345


University of Oklahoma

11. Thomas, Joy. Confronting Mass Incarceration as Cultural Miseducation: A Symbolic Interactionist Approach.

Degree: PhD, 2015, University of Oklahoma

 When strong expectations for societal compliance to societal ills, including miseducation, result in mass incarceration of disenfranchised communities; suffering can occur. The more acerbic the… (more)

Subjects/Keywords: Mass Incarceration; Restorative Practice; School to Prison Pipeline; Miseducation

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APA (6th Edition):

Thomas, J. (2015). Confronting Mass Incarceration as Cultural Miseducation: A Symbolic Interactionist Approach. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/14667

Chicago Manual of Style (16th Edition):

Thomas, Joy. “Confronting Mass Incarceration as Cultural Miseducation: A Symbolic Interactionist Approach.” 2015. Doctoral Dissertation, University of Oklahoma. Accessed February 28, 2021. http://hdl.handle.net/11244/14667.

MLA Handbook (7th Edition):

Thomas, Joy. “Confronting Mass Incarceration as Cultural Miseducation: A Symbolic Interactionist Approach.” 2015. Web. 28 Feb 2021.

Vancouver:

Thomas J. Confronting Mass Incarceration as Cultural Miseducation: A Symbolic Interactionist Approach. [Internet] [Doctoral dissertation]. University of Oklahoma; 2015. [cited 2021 Feb 28]. Available from: http://hdl.handle.net/11244/14667.

Council of Science Editors:

Thomas J. Confronting Mass Incarceration as Cultural Miseducation: A Symbolic Interactionist Approach. [Doctoral Dissertation]. University of Oklahoma; 2015. Available from: http://hdl.handle.net/11244/14667

12. Paynter, Michael Lee. Exploring a School Culture and Climate Where Students Can FLOURISH: Using Focus Group Methodology to Capture Key Stakeholder Perceptions About School Culture and Climate in an Alternative Education High School.

Degree: Doctor of Education (EdD), Education, 2017, San Jose State University

  This study was a qualitative action research project that involved focus groups of key stakeholders at an alternative education high school including: students, teaching… (more)

Subjects/Keywords: Alternative Education; Focus Groups; School Climate; School Culture; School to Prison Pipeline; Trauma Informed Care

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APA (6th Edition):

Paynter, M. L. (2017). Exploring a School Culture and Climate Where Students Can FLOURISH: Using Focus Group Methodology to Capture Key Stakeholder Perceptions About School Culture and Climate in an Alternative Education High School. (Doctoral Dissertation). San Jose State University. Retrieved from https://doi.org/10.31979/etd.9evj-9bsc ; https://scholarworks.sjsu.edu/etd_dissertations/9

Chicago Manual of Style (16th Edition):

Paynter, Michael Lee. “Exploring a School Culture and Climate Where Students Can FLOURISH: Using Focus Group Methodology to Capture Key Stakeholder Perceptions About School Culture and Climate in an Alternative Education High School.” 2017. Doctoral Dissertation, San Jose State University. Accessed February 28, 2021. https://doi.org/10.31979/etd.9evj-9bsc ; https://scholarworks.sjsu.edu/etd_dissertations/9.

MLA Handbook (7th Edition):

Paynter, Michael Lee. “Exploring a School Culture and Climate Where Students Can FLOURISH: Using Focus Group Methodology to Capture Key Stakeholder Perceptions About School Culture and Climate in an Alternative Education High School.” 2017. Web. 28 Feb 2021.

Vancouver:

Paynter ML. Exploring a School Culture and Climate Where Students Can FLOURISH: Using Focus Group Methodology to Capture Key Stakeholder Perceptions About School Culture and Climate in an Alternative Education High School. [Internet] [Doctoral dissertation]. San Jose State University; 2017. [cited 2021 Feb 28]. Available from: https://doi.org/10.31979/etd.9evj-9bsc ; https://scholarworks.sjsu.edu/etd_dissertations/9.

Council of Science Editors:

Paynter ML. Exploring a School Culture and Climate Where Students Can FLOURISH: Using Focus Group Methodology to Capture Key Stakeholder Perceptions About School Culture and Climate in an Alternative Education High School. [Doctoral Dissertation]. San Jose State University; 2017. Available from: https://doi.org/10.31979/etd.9evj-9bsc ; https://scholarworks.sjsu.edu/etd_dissertations/9


California State University – Sacramento

13. Schirmer, Gabriela. MSW II student's perceptions of the school to prison pipeline.

Degree: MSW, Social Work, 2020, California State University – Sacramento

 This study examined the perceptions of second year MSW students at California State University, Sacramento on how various characteristics created the school to prison pipeline.… (more)

Subjects/Keywords: Perceptions; School to prison pipeline; Education inequality; Zero tolerance policies; Schoolhouse to jailhouse; Mass incarceration

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

APA (6th Edition):

Schirmer, G. (2020). MSW II student's perceptions of the school to prison pipeline. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.3/216491

Chicago Manual of Style (16th Edition):

Schirmer, Gabriela. “MSW II student's perceptions of the school to prison pipeline.” 2020. Masters Thesis, California State University – Sacramento. Accessed February 28, 2021. http://hdl.handle.net/10211.3/216491.

MLA Handbook (7th Edition):

Schirmer, Gabriela. “MSW II student's perceptions of the school to prison pipeline.” 2020. Web. 28 Feb 2021.

Vancouver:

Schirmer G. MSW II student's perceptions of the school to prison pipeline. [Internet] [Masters thesis]. California State University – Sacramento; 2020. [cited 2021 Feb 28]. Available from: http://hdl.handle.net/10211.3/216491.

Council of Science Editors:

Schirmer G. MSW II student's perceptions of the school to prison pipeline. [Masters Thesis]. California State University – Sacramento; 2020. Available from: http://hdl.handle.net/10211.3/216491


UCLA

14. VAZQUEZ, ELIZABETH. “It’s just harder now. It’s not the same.”: Striving, Getting By, Resisting and (Dis)engaging Students’ Perspectives on the Academic and Social Consequences of Suspension, Expulsion and Student Reentry.

Degree: Education, 2015, UCLA

 The stories that appear in this dissertation present a microcosm of the outcomes associated with exclusionary school discipline policies throughout the United States. Every year,… (more)

Subjects/Keywords: Education; Sociology; Education policy; Expulsion; Qualitative; School discipline; School-to-Prison Pipeline; Sociology; Youth reentry

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APA (6th Edition):

VAZQUEZ, E. (2015). “It’s just harder now. It’s not the same.”: Striving, Getting By, Resisting and (Dis)engaging Students’ Perspectives on the Academic and Social Consequences of Suspension, Expulsion and Student Reentry. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/4c6007gh

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):

VAZQUEZ, ELIZABETH. ““It’s just harder now. It’s not the same.”: Striving, Getting By, Resisting and (Dis)engaging Students’ Perspectives on the Academic and Social Consequences of Suspension, Expulsion and Student Reentry.” 2015. Thesis, UCLA. Accessed February 28, 2021. http://www.escholarship.org/uc/item/4c6007gh.

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

MLA Handbook (7th Edition):

VAZQUEZ, ELIZABETH. ““It’s just harder now. It’s not the same.”: Striving, Getting By, Resisting and (Dis)engaging Students’ Perspectives on the Academic and Social Consequences of Suspension, Expulsion and Student Reentry.” 2015. Web. 28 Feb 2021.

Vancouver:

VAZQUEZ E. “It’s just harder now. It’s not the same.”: Striving, Getting By, Resisting and (Dis)engaging Students’ Perspectives on the Academic and Social Consequences of Suspension, Expulsion and Student Reentry. [Internet] [Thesis]. UCLA; 2015. [cited 2021 Feb 28]. Available from: http://www.escholarship.org/uc/item/4c6007gh.

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

Council of Science Editors:

VAZQUEZ E. “It’s just harder now. It’s not the same.”: Striving, Getting By, Resisting and (Dis)engaging Students’ Perspectives on the Academic and Social Consequences of Suspension, Expulsion and Student Reentry. [Thesis]. UCLA; 2015. Available from: http://www.escholarship.org/uc/item/4c6007gh

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

15. Griffin, Daniela Alexandria. Funneled Into Prison: Race And Behavior Modification At A Mississippi Alternative School.

Degree: MA, Sociology and Anthropology, 2016, University of Mississippi

 African American youth are 3.5 times more likely than their white counterparts to be expelled from traditional public schools and sent to an alternative school—an… (more)

Subjects/Keywords: African American Boys; Alternative Education; Behavior Modification Program; School Discipline; School-To-Prison Pipeline; Sociology

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APA (6th Edition):

Griffin, D. A. (2016). Funneled Into Prison: Race And Behavior Modification At A Mississippi Alternative School. (Masters Thesis). University of Mississippi. Retrieved from https://egrove.olemiss.edu/etd/845

Chicago Manual of Style (16th Edition):

Griffin, Daniela Alexandria. “Funneled Into Prison: Race And Behavior Modification At A Mississippi Alternative School.” 2016. Masters Thesis, University of Mississippi. Accessed February 28, 2021. https://egrove.olemiss.edu/etd/845.

MLA Handbook (7th Edition):

Griffin, Daniela Alexandria. “Funneled Into Prison: Race And Behavior Modification At A Mississippi Alternative School.” 2016. Web. 28 Feb 2021.

Vancouver:

Griffin DA. Funneled Into Prison: Race And Behavior Modification At A Mississippi Alternative School. [Internet] [Masters thesis]. University of Mississippi; 2016. [cited 2021 Feb 28]. Available from: https://egrove.olemiss.edu/etd/845.

Council of Science Editors:

Griffin DA. Funneled Into Prison: Race And Behavior Modification At A Mississippi Alternative School. [Masters Thesis]. University of Mississippi; 2016. Available from: https://egrove.olemiss.edu/etd/845

16. Ray, Patricia. Defining Defiance: African-American Middle School Students’ Perspective on the Impact of Teachers’ Disciplinary Referrals.

Degree: Doctorate in Education, Education, 2015, Loyola Marymount University

  The purpose of this study is to understand how African-American males enrolled in middle school in Los Angeles County experienced and understood the application… (more)

Subjects/Keywords: African Americans; Boys; Discipline; Middle School; School-to-Prison-Pipeline; Suspension; Education

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APA (6th Edition):

Ray, P. (2015). Defining Defiance: African-American Middle School Students’ Perspective on the Impact of Teachers’ Disciplinary Referrals. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/182

Chicago Manual of Style (16th Edition):

Ray, Patricia. “Defining Defiance: African-American Middle School Students’ Perspective on the Impact of Teachers’ Disciplinary Referrals.” 2015. Doctoral Dissertation, Loyola Marymount University. Accessed February 28, 2021. https://digitalcommons.lmu.edu/etd/182.

MLA Handbook (7th Edition):

Ray, Patricia. “Defining Defiance: African-American Middle School Students’ Perspective on the Impact of Teachers’ Disciplinary Referrals.” 2015. Web. 28 Feb 2021.

Vancouver:

Ray P. Defining Defiance: African-American Middle School Students’ Perspective on the Impact of Teachers’ Disciplinary Referrals. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2015. [cited 2021 Feb 28]. Available from: https://digitalcommons.lmu.edu/etd/182.

Council of Science Editors:

Ray P. Defining Defiance: African-American Middle School Students’ Perspective on the Impact of Teachers’ Disciplinary Referrals. [Doctoral Dissertation]. Loyola Marymount University; 2015. Available from: https://digitalcommons.lmu.edu/etd/182

17. Lynch, Caitlin Grace. School Resource Officers and the School-to-Prison Pipeline: A Mixed Methods Application of the Behavior of Law in Schools.

Degree: PhD, Sociology/Criminal Justice, 2017, Old Dominion University

  The implementation of school resource officer programs has been a popular response to school-based violence in the United States. Parents, school officials, and policy… (more)

Subjects/Keywords: Behavior of law; School resource officers; School-to-prison pipeline; Criminology; Criminology and Criminal Justice

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APA (6th Edition):

Lynch, C. G. (2017). School Resource Officers and the School-to-Prison Pipeline: A Mixed Methods Application of the Behavior of Law in Schools. (Doctoral Dissertation). Old Dominion University. Retrieved from 9780355407860 ; https://digitalcommons.odu.edu/sociology_criminaljustice_etds/13

Chicago Manual of Style (16th Edition):

Lynch, Caitlin Grace. “School Resource Officers and the School-to-Prison Pipeline: A Mixed Methods Application of the Behavior of Law in Schools.” 2017. Doctoral Dissertation, Old Dominion University. Accessed February 28, 2021. 9780355407860 ; https://digitalcommons.odu.edu/sociology_criminaljustice_etds/13.

MLA Handbook (7th Edition):

Lynch, Caitlin Grace. “School Resource Officers and the School-to-Prison Pipeline: A Mixed Methods Application of the Behavior of Law in Schools.” 2017. Web. 28 Feb 2021.

Vancouver:

Lynch CG. School Resource Officers and the School-to-Prison Pipeline: A Mixed Methods Application of the Behavior of Law in Schools. [Internet] [Doctoral dissertation]. Old Dominion University; 2017. [cited 2021 Feb 28]. Available from: 9780355407860 ; https://digitalcommons.odu.edu/sociology_criminaljustice_etds/13.

Council of Science Editors:

Lynch CG. School Resource Officers and the School-to-Prison Pipeline: A Mixed Methods Application of the Behavior of Law in Schools. [Doctoral Dissertation]. Old Dominion University; 2017. Available from: 9780355407860 ; https://digitalcommons.odu.edu/sociology_criminaljustice_etds/13


University of Texas – Austin

18. Asase, Dagny Adjoa. Falling through the cracks : community based programs fill in the gaps that school discipline leaves behind.

Degree: MA, Journalism, 2014, University of Texas – Austin

 The purpose of this report is to focus on the school-to-prison pipeline and the need to intervene with school discipline that pushes students out of… (more)

Subjects/Keywords: School-to-prison pipeline; School discipline; Restorative justice; Youth Court; Criminal justice system; Education policy

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

APA (6th Edition):

Asase, D. A. (2014). Falling through the cracks : community based programs fill in the gaps that school discipline leaves behind. (Masters Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/26293

Chicago Manual of Style (16th Edition):

Asase, Dagny Adjoa. “Falling through the cracks : community based programs fill in the gaps that school discipline leaves behind.” 2014. Masters Thesis, University of Texas – Austin. Accessed February 28, 2021. http://hdl.handle.net/2152/26293.

MLA Handbook (7th Edition):

Asase, Dagny Adjoa. “Falling through the cracks : community based programs fill in the gaps that school discipline leaves behind.” 2014. Web. 28 Feb 2021.

Vancouver:

Asase DA. Falling through the cracks : community based programs fill in the gaps that school discipline leaves behind. [Internet] [Masters thesis]. University of Texas – Austin; 2014. [cited 2021 Feb 28]. Available from: http://hdl.handle.net/2152/26293.

Council of Science Editors:

Asase DA. Falling through the cracks : community based programs fill in the gaps that school discipline leaves behind. [Masters Thesis]. University of Texas – Austin; 2014. Available from: http://hdl.handle.net/2152/26293


University of Cincinnati

19. 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

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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 February 28, 2021. 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 Feb 2021.

Vancouver:

Morgan MA. Too Cruel for School: Exclusionary Discipline and the Incorrigible Student. [Internet] [Doctoral dissertation]. University of Cincinnati; 2018. [cited 2021 Feb 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


Arizona State University

20. Nunez-Eddy, Emily Nicole. The Coalescence of Education and Criminal Justice in the United States: The School-Prison Nexus and the Prison-Industrial Complex in a Capitalist Society.

Degree: Social and Cultural Pedagogy, 2020, Arizona State University

 The education and criminal justice systems have developed in relation to one another, intersected through specific events, policies, practices, and discourses that have ultimately shaped… (more)

Subjects/Keywords: Education; American history; Ethnic studies; Criminalization; Economy; Education; Justice; School-Prison Nexus; School-to-Prison Pipeline

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APA (6th Edition):

Nunez-Eddy, E. N. (2020). The Coalescence of Education and Criminal Justice in the United States: The School-Prison Nexus and the Prison-Industrial Complex in a Capitalist Society. (Masters Thesis). Arizona State University. Retrieved from http://repository.asu.edu/items/57406

Chicago Manual of Style (16th Edition):

Nunez-Eddy, Emily Nicole. “The Coalescence of Education and Criminal Justice in the United States: The School-Prison Nexus and the Prison-Industrial Complex in a Capitalist Society.” 2020. Masters Thesis, Arizona State University. Accessed February 28, 2021. http://repository.asu.edu/items/57406.

MLA Handbook (7th Edition):

Nunez-Eddy, Emily Nicole. “The Coalescence of Education and Criminal Justice in the United States: The School-Prison Nexus and the Prison-Industrial Complex in a Capitalist Society.” 2020. Web. 28 Feb 2021.

Vancouver:

Nunez-Eddy EN. The Coalescence of Education and Criminal Justice in the United States: The School-Prison Nexus and the Prison-Industrial Complex in a Capitalist Society. [Internet] [Masters thesis]. Arizona State University; 2020. [cited 2021 Feb 28]. Available from: http://repository.asu.edu/items/57406.

Council of Science Editors:

Nunez-Eddy EN. The Coalescence of Education and Criminal Justice in the United States: The School-Prison Nexus and the Prison-Industrial Complex in a Capitalist Society. [Masters Thesis]. Arizona State University; 2020. Available from: http://repository.asu.edu/items/57406


Western Kentucky University

21. Carver-Dickens, Krystal. From Education to Incarceration: A Study of School Process Affecting Disproportionate Minority Contact within Hardin County’s Juvenile Justice System.

Degree: MA, Department of Sociology, 2019, Western Kentucky University

  This study seeks to understand how school processes affect disproportionate minority contact within the Hardin County Juvenile Justice System. A study completed by Lovell… (more)

Subjects/Keywords: juveniles; school-to-prison pipeline; zero-tolerance policies; Criminology; Education; Social and Behavioral Sciences

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APA (6th Edition):

Carver-Dickens, K. (2019). From Education to Incarceration: A Study of School Process Affecting Disproportionate Minority Contact within Hardin County’s Juvenile Justice System. (Masters Thesis). Western Kentucky University. Retrieved from https://digitalcommons.wku.edu/theses/3106

Chicago Manual of Style (16th Edition):

Carver-Dickens, Krystal. “From Education to Incarceration: A Study of School Process Affecting Disproportionate Minority Contact within Hardin County’s Juvenile Justice System.” 2019. Masters Thesis, Western Kentucky University. Accessed February 28, 2021. https://digitalcommons.wku.edu/theses/3106.

MLA Handbook (7th Edition):

Carver-Dickens, Krystal. “From Education to Incarceration: A Study of School Process Affecting Disproportionate Minority Contact within Hardin County’s Juvenile Justice System.” 2019. Web. 28 Feb 2021.

Vancouver:

Carver-Dickens K. From Education to Incarceration: A Study of School Process Affecting Disproportionate Minority Contact within Hardin County’s Juvenile Justice System. [Internet] [Masters thesis]. Western Kentucky University; 2019. [cited 2021 Feb 28]. Available from: https://digitalcommons.wku.edu/theses/3106.

Council of Science Editors:

Carver-Dickens K. From Education to Incarceration: A Study of School Process Affecting Disproportionate Minority Contact within Hardin County’s Juvenile Justice System. [Masters Thesis]. Western Kentucky University; 2019. Available from: https://digitalcommons.wku.edu/theses/3106


University of Toronto

22. Gebhard, Amanda Michelle. In School but not of the School: Teaching Aboriginal Students, Inferiorizing Subjectivities, and Schooling Exclusions.

Degree: PhD, 2015, University of Toronto

 Education for Aboriginal peoples is championed as a great equalizer and antithetical to a future of incarceration. Even though Aboriginal peoples are experiencing upward trends… (more)

Subjects/Keywords: Aboriginal education; discourse analysis; racism; school-to-prison pipeline; settler colonialism; teachers; 0515

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

APA (6th Edition):

Gebhard, A. M. (2015). In School but not of the School: Teaching Aboriginal Students, Inferiorizing Subjectivities, and Schooling Exclusions. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/70927

Chicago Manual of Style (16th Edition):

Gebhard, Amanda Michelle. “In School but not of the School: Teaching Aboriginal Students, Inferiorizing Subjectivities, and Schooling Exclusions.” 2015. Doctoral Dissertation, University of Toronto. Accessed February 28, 2021. http://hdl.handle.net/1807/70927.

MLA Handbook (7th Edition):

Gebhard, Amanda Michelle. “In School but not of the School: Teaching Aboriginal Students, Inferiorizing Subjectivities, and Schooling Exclusions.” 2015. Web. 28 Feb 2021.

Vancouver:

Gebhard AM. In School but not of the School: Teaching Aboriginal Students, Inferiorizing Subjectivities, and Schooling Exclusions. [Internet] [Doctoral dissertation]. University of Toronto; 2015. [cited 2021 Feb 28]. Available from: http://hdl.handle.net/1807/70927.

Council of Science Editors:

Gebhard AM. In School but not of the School: Teaching Aboriginal Students, Inferiorizing Subjectivities, and Schooling Exclusions. [Doctoral Dissertation]. University of Toronto; 2015. Available from: http://hdl.handle.net/1807/70927


Iowa State University

23. Angton, Alexia. Black girls and the discipline gap: Exploring the early stages of the school-to-prison pipeline.

Degree: 2020, Iowa State University

 For nearly four decades, research has explored racial disparities in school discipline, revealing consistent discrepancies in the discipline of Black students compared to white students… (more)

Subjects/Keywords: black girls; critical race feminism; discipline gap; school to prison pipeline; social bonding; suspension

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APA (6th Edition):

Angton, A. (2020). Black girls and the discipline gap: Exploring the early stages of the school-to-prison pipeline. (Thesis). Iowa State University. Retrieved from https://lib.dr.iastate.edu/etd/18273

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):

Angton, Alexia. “Black girls and the discipline gap: Exploring the early stages of the school-to-prison pipeline.” 2020. Thesis, Iowa State University. Accessed February 28, 2021. https://lib.dr.iastate.edu/etd/18273.

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

MLA Handbook (7th Edition):

Angton, Alexia. “Black girls and the discipline gap: Exploring the early stages of the school-to-prison pipeline.” 2020. Web. 28 Feb 2021.

Vancouver:

Angton A. Black girls and the discipline gap: Exploring the early stages of the school-to-prison pipeline. [Internet] [Thesis]. Iowa State University; 2020. [cited 2021 Feb 28]. Available from: https://lib.dr.iastate.edu/etd/18273.

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

Council of Science Editors:

Angton A. Black girls and the discipline gap: Exploring the early stages of the school-to-prison pipeline. [Thesis]. Iowa State University; 2020. Available from: https://lib.dr.iastate.edu/etd/18273

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


Colorado State University

24. Taylor, Phillip. Factors impacting the efficacy of restorative practices.

Degree: Master of Education (M.Ed.), Education, 2018, Colorado State University

 This study applied qualitative methods from a constructivist perspective to investigate the efficacy of restorative practices (RP) at an American inner-city school. The study analyzed… (more)

Subjects/Keywords: classroom management; school to prison pipeline; student rehabilitation; restorative practices; affective resonance; student misbehavior

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APA (6th Edition):

Taylor, P. (2018). Factors impacting the efficacy of restorative practices. (Masters Thesis). Colorado State University. Retrieved from http://hdl.handle.net/10217/191365

Chicago Manual of Style (16th Edition):

Taylor, Phillip. “Factors impacting the efficacy of restorative practices.” 2018. Masters Thesis, Colorado State University. Accessed February 28, 2021. http://hdl.handle.net/10217/191365.

MLA Handbook (7th Edition):

Taylor, Phillip. “Factors impacting the efficacy of restorative practices.” 2018. Web. 28 Feb 2021.

Vancouver:

Taylor P. Factors impacting the efficacy of restorative practices. [Internet] [Masters thesis]. Colorado State University; 2018. [cited 2021 Feb 28]. Available from: http://hdl.handle.net/10217/191365.

Council of Science Editors:

Taylor P. Factors impacting the efficacy of restorative practices. [Masters Thesis]. Colorado State University; 2018. Available from: http://hdl.handle.net/10217/191365


UCLA

25. ALFERES, MICHELLE CASTELO. Divert to Engage: The Impact of a Partnership Between a School District, School Police, and a City on Student Attendance.

Degree: Education, 2016, UCLA

School attendance is the strongest predictor of high school graduation. Through a mixed methods design, using independent samples t-tests together with student interviews, this study… (more)

Subjects/Keywords: Education; Social work; Counseling psychology; Counseling; Diversion; Dropout prevention; School attendance; School to prison pipeline; Social work

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APA (6th Edition):

ALFERES, M. C. (2016). Divert to Engage: The Impact of a Partnership Between a School District, School Police, and a City on Student Attendance. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/69w009pz

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):

ALFERES, MICHELLE CASTELO. “Divert to Engage: The Impact of a Partnership Between a School District, School Police, and a City on Student Attendance.” 2016. Thesis, UCLA. Accessed February 28, 2021. http://www.escholarship.org/uc/item/69w009pz.

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

MLA Handbook (7th Edition):

ALFERES, MICHELLE CASTELO. “Divert to Engage: The Impact of a Partnership Between a School District, School Police, and a City on Student Attendance.” 2016. Web. 28 Feb 2021.

Vancouver:

ALFERES MC. Divert to Engage: The Impact of a Partnership Between a School District, School Police, and a City on Student Attendance. [Internet] [Thesis]. UCLA; 2016. [cited 2021 Feb 28]. Available from: http://www.escholarship.org/uc/item/69w009pz.

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

Council of Science Editors:

ALFERES MC. Divert to Engage: The Impact of a Partnership Between a School District, School Police, and a City on Student Attendance. [Thesis]. UCLA; 2016. Available from: http://www.escholarship.org/uc/item/69w009pz

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


University of California – Berkeley

26. Koon, Danfeng. School Discipline and Civil Rights: Education Reform in the Neoliberal Era.

Degree: Education, 2016, University of California – Berkeley

 In the midst of intensifying income inequality, police violence, and school segregation, Obama’s Administration launched the Supportive School Discipline Initiative in 2010 to reinvigorate civil… (more)

Subjects/Keywords: Education policy; Law; Educational leadership; Civil Rights; Education Policy; Education Reform; Neoliberalism; School Discipline; School-to-Prison Pipeline

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APA (6th Edition):

Koon, D. (2016). School Discipline and Civil Rights: Education Reform in the Neoliberal Era. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/7b6874v7

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):

Koon, Danfeng. “School Discipline and Civil Rights: Education Reform in the Neoliberal Era.” 2016. Thesis, University of California – Berkeley. Accessed February 28, 2021. http://www.escholarship.org/uc/item/7b6874v7.

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

MLA Handbook (7th Edition):

Koon, Danfeng. “School Discipline and Civil Rights: Education Reform in the Neoliberal Era.” 2016. Web. 28 Feb 2021.

Vancouver:

Koon D. School Discipline and Civil Rights: Education Reform in the Neoliberal Era. [Internet] [Thesis]. University of California – Berkeley; 2016. [cited 2021 Feb 28]. Available from: http://www.escholarship.org/uc/item/7b6874v7.

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

Council of Science Editors:

Koon D. School Discipline and Civil Rights: Education Reform in the Neoliberal Era. [Thesis]. University of California – Berkeley; 2016. Available from: http://www.escholarship.org/uc/item/7b6874v7

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

27. Liston, Lindsey. "The Problem Class"?: A Critical Analysis of Experiences of Schooling and Involvement with the Criminal Justice System.

Degree: 2019, RIAN

 Irish research into the formal educational experiences of people who have been, or who are, in prison compares poorly with international norms. Against this noticeable… (more)

Subjects/Keywords: Educational inequality; social class; school-to-prison pipeline; school discipline; suspension; expulsion; epistemic injustice; educational practices

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APA (6th Edition):

Liston, L. (2019). "The Problem Class"?: A Critical Analysis of Experiences of Schooling and Involvement with the Criminal Justice System. (Thesis). RIAN. Retrieved from http://mural.maynoothuniversity.ie/13605/

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):

Liston, Lindsey. “"The Problem Class"?: A Critical Analysis of Experiences of Schooling and Involvement with the Criminal Justice System.” 2019. Thesis, RIAN. Accessed February 28, 2021. http://mural.maynoothuniversity.ie/13605/.

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

MLA Handbook (7th Edition):

Liston, Lindsey. “"The Problem Class"?: A Critical Analysis of Experiences of Schooling and Involvement with the Criminal Justice System.” 2019. Web. 28 Feb 2021.

Vancouver:

Liston L. "The Problem Class"?: A Critical Analysis of Experiences of Schooling and Involvement with the Criminal Justice System. [Internet] [Thesis]. RIAN; 2019. [cited 2021 Feb 28]. Available from: http://mural.maynoothuniversity.ie/13605/.

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

Council of Science Editors:

Liston L. "The Problem Class"?: A Critical Analysis of Experiences of Schooling and Involvement with the Criminal Justice System. [Thesis]. RIAN; 2019. Available from: http://mural.maynoothuniversity.ie/13605/

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

28. Smith, Kevin William, Jr. African-American Male Perceptions on Public Schooling after Discipline: A Contextual Portrait from the Inner City.

Degree: Doctorate in Education, Education, 2019, Loyola Marymount University

  Literature shows that one of the major issues affecting the achievement of inner-city African- American male students in public-schools is the ineffectiveness of disciplinary… (more)

Subjects/Keywords: African-American Male Achievement; Critical Race Theory; Environmental Factors; School Reform; School-to-Prison Pipeline; Social Justice; African American Studies; Education

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APA (6th Edition):

Smith, Kevin William, J. (2019). African-American Male Perceptions on Public Schooling after Discipline: A Contextual Portrait from the Inner City. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/802

Chicago Manual of Style (16th Edition):

Smith, Kevin William, Jr. “African-American Male Perceptions on Public Schooling after Discipline: A Contextual Portrait from the Inner City.” 2019. Doctoral Dissertation, Loyola Marymount University. Accessed February 28, 2021. https://digitalcommons.lmu.edu/etd/802.

MLA Handbook (7th Edition):

Smith, Kevin William, Jr. “African-American Male Perceptions on Public Schooling after Discipline: A Contextual Portrait from the Inner City.” 2019. Web. 28 Feb 2021.

Vancouver:

Smith, Kevin William J. African-American Male Perceptions on Public Schooling after Discipline: A Contextual Portrait from the Inner City. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2019. [cited 2021 Feb 28]. Available from: https://digitalcommons.lmu.edu/etd/802.

Council of Science Editors:

Smith, Kevin William J. African-American Male Perceptions on Public Schooling after Discipline: A Contextual Portrait from the Inner City. [Doctoral Dissertation]. Loyola Marymount University; 2019. Available from: https://digitalcommons.lmu.edu/etd/802


University of Texas – Austin

29. -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 (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 February 28, 2021. 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. 28 Feb 2021.

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 2021 Feb 28]. 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


Wayne State University

30. Crosby, Shantel Deanna. Evaluating Trauma-Informed Educational Practices With Trauma-Exposed, Female Students.

Degree: PhD, Social Work, 2016, Wayne State University

  Youth who have experienced psychological trauma, such as court-involved youth, encounter unique challenges and barriers to their academic success (Burley & Halpern, 2001; Courtney… (more)

Subjects/Keywords: Childhood trauma; Court-involved students; Educational well-being; School-to-prison pipeline; Trauma-informed practice; Social Work

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

APA (6th Edition):

Crosby, S. D. (2016). Evaluating Trauma-Informed Educational Practices With Trauma-Exposed, Female Students. (Doctoral Dissertation). Wayne State University. Retrieved from https://digitalcommons.wayne.edu/oa_dissertations/1436

Chicago Manual of Style (16th Edition):

Crosby, Shantel Deanna. “Evaluating Trauma-Informed Educational Practices With Trauma-Exposed, Female Students.” 2016. Doctoral Dissertation, Wayne State University. Accessed February 28, 2021. https://digitalcommons.wayne.edu/oa_dissertations/1436.

MLA Handbook (7th Edition):

Crosby, Shantel Deanna. “Evaluating Trauma-Informed Educational Practices With Trauma-Exposed, Female Students.” 2016. Web. 28 Feb 2021.

Vancouver:

Crosby SD. Evaluating Trauma-Informed Educational Practices With Trauma-Exposed, Female Students. [Internet] [Doctoral dissertation]. Wayne State University; 2016. [cited 2021 Feb 28]. Available from: https://digitalcommons.wayne.edu/oa_dissertations/1436.

Council of Science Editors:

Crosby SD. Evaluating Trauma-Informed Educational Practices With Trauma-Exposed, Female Students. [Doctoral Dissertation]. Wayne State University; 2016. Available from: https://digitalcommons.wayne.edu/oa_dissertations/1436

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