Reducing racial and ethnic disproportionality in school discipline through an assessment‐to‐intervention process: A framework and process-Reference-Cited by-同舟云学术

Reducing racial and ethnic disproportionality in school discipline through an assessment‐to‐intervention process: A framework and process

Published:2022-02 Issue:12 Volume:59 Page:2486-2505
ISSN:0033-3085
Container-title:Psychology in the Schools
language:en
Short-container-title:Psychology in the Schools

Author:

Pullmann Michael D.¹^ORCID,Gaias Larissa M.²^ORCID,Duong Mylien T.³,Gill Tara⁴^ORCID,Curry Caryn⁴,Cicchetti Colleen⁴,Raviv Tali⁴^ORCID,Kiche Sharon¹,Cook Clayton R.⁵^ORCID

Affiliation:

1. University of Washington School of Medicine, School of Mental Health Assessment Research and Training (SMART) Center Seattle Washington USA

2. University of Massachusetts Lowell Lowell Massachusetts USA

3. Committee for Children Seattle Washington USA

4. Ann & Robert H. Lurie Children's Hospital of Chicago Chicago Illinois USA

5. Department of Educational Psychology University of Minnesota Minneapolis Minnesota USA

Funder

Institute of Education Sciences

Publisher

Wiley

Subject

Developmental and Educational Psychology,Education

Link

https://onlinelibrary.wiley.com/doi/pdf/10.1002/pits.22651

Reference78 articles.

1. Are zero tolerance policies effective in the schools?: An evidentiary review and recommendations.

2. The Theory and Practice of Culturally Relevant Education

3. Race/Ethnicity, Parent-Identified Emotional Difficulties, and Mental Health Visits Among California Children

4. Addressing Disproportionate Discipline Practices Within a School-Wide Positive Behavioral Interventions and Supports Framework

5. School Belonging and the African American Adolescent: What do We Know and Where Should We Go?

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