School discipline : what the research tells us : myths and facts
(eBook)
Author
Contributors
Published
[Boulder, Colo.] : National Education Policy Center ;, 2011.
Physical Desc
1 online resource (2 pages)
Status
Description
Loading Description...
Also in this Series
Checking series information...
More Copies In Prospector
Loading Prospector Copies...
More Details
Format
eBook
Language
English
Notes
General Note
"NEPC discipline resource sheet."
Description
A summary of the larger report "Discipline Policies, Successful Schools, and Racial Justice." Each year, more than 3.25 million K-12 students are suspended at least once. African American students are suspended three times as often as white students.Hispanic students and Native American students are also suspended at higher rates than white students. This paper presents the facts about the following myths: (1) Suspending disruptive students is necessary to make sure well-behaved students can learn; (2) Teachers need to suspend students to maintain order and safety; (3) Rising suspension rates are a necessary response to increasing school violence; (4) Students of color are suspended at higher rates because they misbehave more often; (5) Suspensions are necessary to deter future infractions; and (6) Suspensions will get parents' attention and help curb misbehavior.
Citations
APA Citation, 7th Edition (style guide)
Losen, D. J. (2011). School discipline: what the research tells us : myths and facts . National Education Policy Center ;.
Chicago / Turabian - Author Date Citation, 17th Edition (style guide)Losen, Daniel J. 2011. School Discipline: What the Research Tells Us : Myths and Facts. National Education Policy Center.
Chicago / Turabian - Humanities (Notes and Bibliography) Citation, 17th Edition (style guide)Losen, Daniel J. School Discipline: What the Research Tells Us : Myths and Facts National Education Policy Center, 2011.
MLA Citation, 9th Edition (style guide)Losen, Daniel J. School Discipline: What the Research Tells Us : Myths and Facts National Education Policy Center ;, 2011.
Note! Citations contain only title, author, edition, publisher, and year published. Citations should be used as a guideline and should be double checked for accuracy. Citation formats are based on standards as of August 2021.
Staff View
Grouped Work ID
1a280f66-08ea-ae47-351c-862d264485a7-eng
Grouping Information
| Grouped Work ID | 1a280f66-08ea-ae47-351c-862d264485a7-eng |
|---|---|
| Full title | school discipline what the research tells us myths and facts |
| Author | losen daniel j |
| Grouping Category | book |
| Last Update | 2022-09-06 14:59:01PM |
| Last Indexed | 2024-04-16 23:30:40PM |
Book Cover Information
| Image Source | default |
|---|---|
| First Loaded | Sep 8, 2022 |
| Last Used | Mar 23, 2024 |
Marc Record
| First Detected | Sep 06, 2022 02:59:21 PM |
|---|---|
| Last File Modification Time | Sep 06, 2022 02:59:21 PM |
MARC Record
| LEADER | 02505cam a2200397 i 4500 | ||
|---|---|---|---|
| 001 | on1062817880 | ||
| 003 | OCoLC | ||
| 005 | 20220805105918.0 | ||
| 006 | m o d | ||
| 007 | cr ||||||||||| | ||
| 008 | 111005s2011 cou ot 000 0 eng d | ||
| 035 | |a (OCoLC)1062817880 | ||
| 040 | |a WYU|b eng|c WYU|d OCLCQ|d DDB | ||
| 049 | |a DDBA | ||
| 086 | |a UCB4/11.2/D63/2011/INTERNET | ||
| 086 | |a UCB4/11.2/D63/2011/INTERNET|2 codocs | ||
| 100 | 1 | |a Losen, Daniel J. | |
| 245 | 1 | 0 | |a School discipline :|b what the research tells us : myths and facts /|c Daniel J. Losen. |
| 264 | 1 | |a [Boulder, Colo.] :|b National Education Policy Center ;|a [Providence, R.I.] :|b Annenberg Institute for School Reform ;|a [Location unknown] :|b Dignity in Schools,|c 2011. | |
| 300 | |a 1 online resource (2 pages) | ||
| 336 | |a text|b txt|2 rdacontent | ||
| 337 | |a computer|b c|2 rdamedia | ||
| 338 | |a online resource|b cr|2 rdacarrier | ||
| 500 | |a "NEPC discipline resource sheet." | ||
| 520 | |a A summary of the larger report "Discipline Policies, Successful Schools, and Racial Justice." Each year, more than 3.25 million K-12 students are suspended at least once. African American students are suspended three times as often as white students.Hispanic students and Native American students are also suspended at higher rates than white students. This paper presents the facts about the following myths: (1) Suspending disruptive students is necessary to make sure well-behaved students can learn; (2) Teachers need to suspend students to maintain order and safety; (3) Rising suspension rates are a necessary response to increasing school violence; (4) Students of color are suspended at higher rates because they misbehave more often; (5) Suspensions are necessary to deter future infractions; and (6) Suspensions will get parents' attention and help curb misbehavior. | ||
| 650 | 0 | |a School discipline|z United States. | |
| 650 | 0 | |a Discrimination in school discipline|z United States. | |
| 650 | 0 | |a School-to-prison pipeline|z United States. | |
| 710 | 2 | |a National Education Policy Center (University of Colorado Boulder) | |
| 710 | 2 | |a Annenberg Institute for School Reform. | |
| 710 | 2 | |a Dignity in Schools (Organization). | |
| 856 | 4 | 0 | |u http://hdl.handle.net/11629/co:36631_ucb4112d632011internet.pdf|z Access online |
| 907 | |a .b11230228|b 09-01-22|c 08-05-22 | ||
| 945 | |g 1|j 0|l csdig|o -|p $0.00|q -|r -|s j |t 0|u 0|v 0|w 0|x 0|y .i12029439|z 08-05-22 | ||
| 994 | |a C0|b DDB | ||
| 998 | |a cs|b 08-05-22|c m|d a |e -|f eng|g cou|h 0|i 1 | ||
