Developing a Framework for Curtailing Exclusionary Discipline for African-American Students with Disruptive Behavior Problems: A Mixed-Methods Approach-Reference-Cited by-同舟云学术

Developing a Framework for Curtailing Exclusionary Discipline for African-American Students with Disruptive Behavior Problems: A Mixed-Methods Approach

Published:2020-07-02 Issue:4 Volume:12 Page:661-676
ISSN:1866-2625
Container-title:School Mental Health
language:en
Short-container-title:School Mental Health

Author:

Serpell Zewelanji N.^ORCID,Wilkerson Trakita,Evans Steven W.,Nortey-Washington Melissa,Johnson-White Rhonda,Paternite Carl E.

Funder

Institute of Education Sciences

Publisher

Springer Science and Business Media LLC

Subject

Developmental and Educational Psychology,Education

Link

http://link.springer.com/content/pdf/10.1007/s12310-020-09380-z.pdf

Reference75 articles.

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3. Anyon, Y., Gregory, A., Stone, S., Farrar, J., Jenson, J. M., McQueen, J., et al. (2016a). Restorative interventions and school discipline sanctions in a large urban school district. American Educational Research Journal, 53(6), 1663–1697.

4. Anyon, Y., Zhang, D., & Hazel, C. (2016b). Race, exclusionary discipline, and connectedness to adults in secondary schools. American Journal of Community Psychology, 57, 342–352.

5. Atkins, M. S., McKay, M. M., Frazier, S. L., Jakobsons, L. J., Arvanitis, P., Cunningham, T., et al. (2002). Suspensions and detentions in an urban, low-income school: Punishment or reward? Journal of Abnormal Child Psychology, 30, 361–371.

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