Understanding early childhood stakeholders’ beliefs and experiences with discipline using virtual learning labs-Reference-Cited by-同舟云学术

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Understanding early childhood stakeholders’ beliefs and experiences with discipline using virtual learning labs

Published:2024-04-02 Issue:2 Volume:16 Page:155-175
ISSN:2005-615X
Container-title:Multicultural Education Review
language:en
Short-container-title:Multicultural Education Review

Author:

Kulkarni Saili S.¹^ORCID,Kim Sunyoung²^ORCID,Kim Namhee²^ORCID,Fernandez Stephanie²^ORCID,Wang Jing²³^ORCID,Villavan Kothai Enimai¹^ORCID

Affiliation:

1. Connie L. Lurie College of Education, San Jose State University, San Jose, CA, USA

2. Department of Special Education, University of Illinois at Chicago, Chicago, IL, USA

3. Department of Special Education and Communication Disorders, University of Nebraska–Lincoln, Lincoln, NE, USA

Funder

Spencer Foundation

Publisher

Informa UK Limited

Link

https://www.tandfonline.com/doi/pdf/10.1080/2005615X.2024.2389028

Reference37 articles.

1. Dis/ability critical race studies (DisCrit): theorizing at the intersections of race and dis/ability

2. Bal, A. (2011). Culturally responsive school-wide positive behavioral interventions and supports framework. Wisconsin Department of Public Instruction.

3. Culturally Responsive School Discipline: Implementing Learning Lab at a High School for Systemic Transformation

4. Transforming Schools from the Ground-Up with Local Stakeholders: Implementing Learning Lab for Inclusion and Systemic Transformation at a Middle School

5. Inclusive Future Making: Building a Culturally Responsive Behavioral Support System at an Urban Middle School with Local Stakeholders

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