Education not Incarceration: A Conceptual Model for Reducing Racial and Ethnic Disproportionality in School Discipline

Extension of retribution- and incapacitation-based criminal justice policies and practices to schools has exacerbated racial and ethnic disproportionality in school discipline, a serious and unsolved threat to equity in education and social opportunity. Common approaches implemented to reduce discipline disproportionality have not been shown to be widely effective. A more comprehensive, theory-driven understanding of the factors associated with disproportionate discipline is needed to enhance equity. In this article, we propose a conceptual model of how racial and ethnic bias affects school discipline, with direct implications for practical interventions. The model includes a multidimensional view of bias, informed by research from the field of social psychology, with multiple points identified for intervention to reduce disproportionality over time. The authors conclude with a proposed multicomponent intervention that builds on a foundation of school-wide positive behavioral interventions and supports (SWPBIS) and includes specific strategies for reducing the effects of explicit and implicit bias on school discipline decision making

Helping Young Children Develop Emergent Language and Literacy Skills: The Roles of Curriculum, Training, and Coaching

This article discusses the need for accessible, practical, and cost-effective professional development for Head Start teachers in developing emergent language and literacy skills.  We describe the development and components of ABCDuet: teaching materials, professional development and personalized coaching. The program is designed to make training and coaching in language and literacy teaching practices more effective, accessible, user-friendly, and sustainable, using innovative software and video assets. We report findings on the feasibility and efficacy of ABCDuet implementation on teacher and child outcomes from an evaluation of the program in 21 Head Start classrooms. Outcome data indicate the program can be implemented in authentic preschool settings by teachers with varied educational backgrounds and experience, serving children with a wide range of  emergent language and literacy skills

Validation of the Elementary Social Behaviour Assessment: Teacher Ratings of Students' Social Skills Adapted to Norwegian, Grades 1-6

This study investigated the psychometric properties of the Elementary Social Behaviour Assessment (ESBA), a teacher-report measure of students’ social skills and academic engagement adapted for use in Norwegian schools. At two times, 8 weeks apart, 151 teachers rated 793 students in Grades 1–6 on the ESBA and the Social Skills Rating System Teacher’s form (SSRS-T). Exploratory factor analysis with the first assessment suggested one or possibly two factors. Confirmatory factor analysis with the second assessment confirmed the one- or two-factor models but did not offer strong evidence for one over the other. The ESBA demonstrated good to excellent reliability. Strong concurrent and predictive correlations with the SSRS-T established criterion validity. The school and teacher levels explained only a limited amount of the total variance in ESBA scores, suggesting that teachers rate students quite similarly. The Norwegian-adapted ESBA paralleled the reliability and validity evidence from US samples. The final version of this research has been published in Emotional and Behavioural Difficulties. © 2017 Taylor & Franci

BD-18-OR-0013-R1_Appendix_Tables – Supplemental material for Examination of American Indian/Alaska Native School Discipline Disproportionality Using the Vulnerable Decision Points Approach

<p>Supplemental material, BD-18-OR-0013-R1_Appendix_Tables for Examination of American Indian/Alaska Native School Discipline Disproportionality Using the Vulnerable Decision Points Approach by Cody Gion, Kent McIntosh and Keith Smolkowski in Behavioral Disorders</p