Makale detayı · 2018
Culturally Responsive School Discipline: Implementing Learning Lab at a High School for Systemic Transformation
- Yıl
- 2018
- Tür
- article
Veri kaynağı ayrımı
- YÖKSİS YÖKSİS makale kaydı
- YÖKSİS dergi adı American Educational Research Journal
- Katalog eşleşmesi (ISSN) American Educational Research Journal
- OpenAlex OpenAlex zenginleştirmesi (özet, atıf, konular)
Özet
OpenAlex · İngilizce
Youth from racially minoritized communities disproportionately receive exclusionary school discipline more severely and frequently. The racialization of school discipline has been linked to long-term deleterious impacts on students’ academic and life outcomes. In this article, we present a formative intervention, Learning Lab that addressed racial disparities in school discipline at a public high school. Learning Lab successfully united local stakeholders, specifically those who had been historically excluded from the school’s decision-making activities. Learning Lab members engaged in historical and empirical root cause analyses, mapped out their existing discipline system, and designed a culturally responsive schoolwide behavioral support model in response to diverse experiences, resources, practices, needs, and goals of local stakeholders. Analysis drew on the theory of expansive learning to examine how the Learning Lab process worked through expansive learning actions. Implications for research and practice are discussed.
Konular
Atıflar
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94 atıf
OpenAlex cited_by_count (önbellek / veritabanı)
Yerel katalogda bu makaleye atıf yapan 17 yayın (OpenAlex referans eşleşmesi; tam dünya listesi değildir).
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- Inclusive Future Making: Building a Culturally Responsive Behavioral Support System at an Urban Middle School with Local Stakeholders 2021
- Inclusive Future Making: Building a Culturally Responsive Behavioral Support System at an Urban Middle School with Local Stakeholders 2021
- Inclusive knowledge production at an elementary school through family-school-university partnerships: A formative intervention study 2021
- Inclusive knowledge production at an elementary school through family-school-university partnerships: A formative intervention study 2021
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- Contradictions as an entry into inclusive systemic design: Addressing racial disparities in the discipline at an urban middle school 2022
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