Reducing racial and ethnic disproportionality in school discipline through an assessment‐to‐intervention process: A framework and process

Racial and ethnic disproportionality in discipline (REDD) represents a longstanding and pervasive issue in the United States educational system. However, researchers and interventionists have not sufficiently provided educators with appropriate frameworks and feasible tools to disrupt REDD and promo...

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Veröffentlicht in:	Psychology in the schools 2022-12, Vol.59 (12), p.2486-2505
Hauptverfasser:	Pullmann, Michael D., Gaias, Larissa M., Duong, Mylien T., Gill, Tara, Curry, Caryn, Cicchetti, Colleen, Raviv, Tali, Kiche, Sharon, Cook, Clayton R.
Format:	Artikel
Sprache:	eng
Schlagworte:	Academic disciplines classroom behavior Discipline Disproportionate Representation Evaluation Evaluation Methods Feasibility Feedback (Response) Intervention Minority Group Students Program Evaluation racial and ethnic disproportionality in discipline racial equity Schools strengths and needs assessment Teams
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