Missing Out: Kindergarten Teachers’ Reports of Soft Exclusionary Discipline Practices-Reference-Cited by-同舟云学术

Missing Out: Kindergarten Teachers’ Reports of Soft Exclusionary Discipline Practices

Published:2023-12-06 Issue: Volume: Page:1-20
ISSN:1040-9289
Container-title:Early Education and Development
language:en
Short-container-title:Early Education and Development

Author:

Williford Amanda P.¹^ORCID,Alamos Pilar²^ORCID,Whittaker Jessica E.¹^ORCID,Accavitti Maria R.³^ORCID

Affiliation:

1. Center for Advanced Study of Teaching and Learning, School of Education and Human Development, University of Virginia

2. School of Education, Pontificia Universidad Católica de Chile

3. The Warren Alpert Medical School, Brown University

Funder

Virginia Department of Education

Publisher

Informa UK Limited

Subject

Developmental and Educational Psychology,Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/10409289.2023.2291745

Reference74 articles.

1. Accavitti, M. R., & Williford, A. P. (2022, June). Soft exclusionary discipline in the early years of school: A mixed method exploration of educators’ strategy use and associations with child outcomes. In K. Zinsser (Chair), Early childhood exclusionary discipline: Defining the practice, understanding its impact, and looking for solutions[Symposium], National Research Conference on Early Childhood, Arlington, VA, United States.

2. Using Systematic Classroom Observation to Explore Student Engagement as a Function of Teachers’ Developmentally Appropriate Instructional Practices (DAIP) in Ethnically Diverse Pre-kindergarten Through Second-Grade Classrooms

3. Teacher-student relationships across the first seven years of education and adolescent outcomes

4. Student engagement with school: Critical conceptual and methodological issues of the construct

5. Acknowledging and reducing stigmatization of African American boys;Barbarin O.;Young Children,2006

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