Effects of an equity-focused PBIS approach to school improvement on exclusionary discipline and school climate-Reference-Cited by-同舟云学术

Effects of an equity-focused PBIS approach to school improvement on exclusionary discipline and school climate

Published:2021-06-21 Issue:4 Volume:65 Page:354-361
ISSN:1045-988X
Container-title:Preventing School Failure: Alternative Education for Children and Youth
language:en
Short-container-title:Preventing School Failure: Alternative Education for Children and Youth

Author:

McIntosh Kent¹^ORCID,Girvan Erik J.²,McDaniel Sara C.²,Santiago-Rosario Maria Reina¹,St. Joseph Stephanie¹,Fairbanks Falcon Sarah¹,Izzard Sara¹,Bastable Eoin¹

Affiliation:

1. University of Oregon, Eugene, OR, USA

2. University of Alabama, Tuscaloosa, AL, USA

Publisher

Informa UK Limited

Subject

Developmental and Educational Psychology,Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/1045988X.2021.1937027

Reference55 articles.

1. Algozzine, R. F., Barrett, S., Eber, L., George, H., Horner, R. H., Lewis, T. J., Putnam, R. F., Swain-Bradway, J., McIntosh, K., Sugai, G. (2014). SWPBIS tiered fidelity inventory. OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Available at http://www.pbis.org.

2. Out-of-School Suspension and Expulsion

3. A multilevel examination of racial disparities in high school discipline: Black and white adolescents’ perceived equity, school belonging, and adjustment problems.

4. Altering School Climate through School-Wide Positive Behavioral Interventions and Supports: Findings from a Group-Randomized Effectiveness Trial

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